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Journal articles on the topic 'Radical students'
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Kim, Eun-Kyung, and Mi Ryeong Song. "Factors Influencing the Level of Oxygen Free Radicals in Female Nursing Students." Global Journal of Health Science 11, no. 7 (May 15, 2019): 1. http://dx.doi.org/10.5539/gjhs.v11n7p1.
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This study was conducted to investigate the levels of oxygen free radicals and related health factors in 201 female nursing students. The questionnaire was completed by the participants and their oxygen free radical levels were measured by urine test. In this study, an oxygen free radical analyzer was used to measure oxygen free radical levels. The oxygen free radical analyzer analyzes the amount of oxygen free radicals in the body by measuring urinary malondialdehyde (MDA). To determine factors associated with oxygen free radical levels, multiple regression tests were conducted. Of the participants, 89.6% exhibited normal levels of oxygen free radicals and 10.4% had elevated levels. In this study, the factors that affected oxygen free radical levels were eating habit (β = .20, p =. 003), fatigue (β = .20, p = .004), and detox necessity (β = .18, p = .006). In order to lower oxygen free radical levels of female nursing students, the areas of eating habit, fatigue, and detox must receive increased focus.
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Sánchez Gómez, Pedro J. "Students’ Ideas and Radical Constructivism." Science & Education 25, no. 5-6 (April 27, 2016): 629–50. http://dx.doi.org/10.1007/s11191-016-9829-3.
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Gielen, Uwe P. "Moral Reasoning in Radical and Non-Radical German Students." Behavior Science Research 20, no. 1-4 (February 1986): 71–109. http://dx.doi.org/10.1177/106939718602000104.
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Wiesman, Jeff L. "Enhancing Students' Understanding of Square Roots." Mathematics Teaching in the Middle School 20, no. 9 (May 2015): 556–58. http://dx.doi.org/10.5951/mathteacmiddscho.20.9.0556.
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Students enrolled in a middle school prealgebra or algebra course often struggle to conceptualize and understand the meaning of radical notation when it is introduced. For example, although it is important for students to approximate the decimal value of a number such as √30 and estimate the value of a square root in the form of a√b, many would struggle with such assignments. Similarly, students frequently have difficulties understanding, remembering, and applying the properties of radicals.
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Wu, Weishen, Yi-Ting Yu, Muhammad Ashar, Triyono Indrasiwi Kuncoroaji, and Vertic Eridani Budi Darmawan. "Applying Augmented Reality to Chinese Radicals Learning: A Remedial Teaching Experiment in an Elementary School." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 05 (March 8, 2022): 81–90. http://dx.doi.org/10.3991/ijim.v16i05.28983.
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In the regions of Chinese as the first language, children with backward Chinese characters ability are more likely to give up reading the subject content of long texts, which affects their learning in the long term. This study applies augmented reality (AR) to develop a remedial teaching model for Chinese radical recognition and assesses its effectiveness on underachieved students at an elementary school. Based on several Chinese characters that were easy for children to confuse radicals, an AR app for Android was developed and installed in tablet computers. The remedial teaching model involves students to use AR app to scan radical cards and trigger animations introducing the evolution of radicals. Students can practice Chinese character writing on the tablet computer's screen. With the multiple stimulus of AR, the teacher lead students collaboratively complete the worksheets. To assess students' learning outcomes, a quasi-experimental approach was administrated to 8 second grade students who had backward Chinese literacy, in which qualitative and quantitative data were collected. Results showed this remedial teaching model improved the disadvantaged students’ recognition accuracy on Chinese characters and flips their motivation toward Chinese characters learning. During the remedial teaching program, use of AR was effective to get students more attentions and impressions on Chinese radicals. Finally, Implications for Chinese characters teaching practices are discussed
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Meeropol, Michael. "How URPE Helped This “Tenured Radical” Thrive in a Non-radical Economics Department." Review of Radical Political Economics 50, no. 3 (September 2018): 457–67. http://dx.doi.org/10.1177/0486613417739984.
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I joined URPE when it was first formed in 1968 and found a strong support group in the Springfield-Northampton-Amherst area of Western Massachusetts when I got my first teaching job. I was at a teaching institution where the Economics program mostly serviced students from the School of Business. Having a support group of like-minded radicals in the early 1970s gave me the confidence and support to develop my own approach to teaching that combined presenting mainstream analysis and making all students aware of the existence and substance of radical alternatives. Those early years of URPE were a heady time—we were involved in struggles to make sure radicals were not purged by hostile departments. We attended conferences and wrote articles and participated in local struggles. Most importantly, unlike, for example, Paul Baran at Stanford University who lamented in a letter to Paul Sweezy that he had “no one to talk to,” we had each other—we had the Review of Radical Political Economics ( RRPE)—and we had visions of changing not just economics but the world. We still need that hope and enthusiasm today.
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Yousef, Jamal M. S. "Arabic Students' Understanding of Skinner's Radical Behaviorism." Psychological Reports 71, no. 1 (August 1992): 51–56. http://dx.doi.org/10.2466/pr0.1992.71.1.51.
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Many American investigations have demonstrated that Skinner's radical behaviorism is misunderstood at home; the present work indicated it is misunderstood abroad as well. 157 third- and fourth-year undergraduate students in psychology at the University of Jordan completed a 32-item questionnaire requiring yes/no answers developed to measure knowledge of Skinner's radical behaviorism. Results showed that many of its basic concepts and assumptions were misunderstood by these students.
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YOUSEF, JAMAL M. S. "ARABIC STUDENTS' UNDERSTANDING OF SKINNER'S RADICAL BEHAVIORISM." Psychological Reports 71, no. 5 (1992): 51. http://dx.doi.org/10.2466/pr0.71.5.51-56.
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Umami, Ida. "COMMUNICATIVE SOCIAL INTERACTIONS AS AN EFFORT TO PREVENT RADICAL ISLAM IN STUDENTS." AKADEMIKA: Jurnal Pemikiran Islam 25, no. 1 (July 1, 2020): 25. http://dx.doi.org/10.32332/akademika.v25i1.2154.
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This paper discusses the prevention efforts of radical understanding among students through communicative social interactions. This study is a literature study with a psychological approach. Data Research Methods use Library research derived from the literature, research results and various scientific articles and books collected with documentation techniques. The collected data is then analyzed using the content analysis method. This method is operationalized by making inferences – the inferences that can be imitated and valid for data by observing the context. The results of this research are social interactions are indispensable in student life as individuals and community members so communicate and assist and cooperate in achieving common goals desired. Positive social interactions will be able to be a sense of religious understanding among closed and textual students, so they feel as a group that feels most understanding of God's teachings. Therefore, there needs to be a better knowledge and understanding of religion for students and strive to conduct harmonious and communicative social interaction so that students can avoid and be prevented from understanding religious-based radicals and become a person who has a high social concern.
Keywords: Communicative Social Interactions, Prevention, Radical Islam, Colleges
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Asep Jamaludin, Sihabudin, Haerudin, and Asep Darojatul Ramli. "Peran Manajemen Pesantren Dalam Upaya Menangkal Paham Radikal Negatif Terhadap Santri." BUANA ILMU 5, no. 1 (November 1, 2020): 122–36. http://dx.doi.org/10.36805/bi.v5i1.1220.
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Penelitia ini bertujuan untuk menelaah seberapa besar efektifitas peranan manajamen pendidikan dipondok pesantren Al Hikamussalafiyyah wanayasa cipulus dalam upaya untuk menangkal paham radikal negatif terhadap santri – santri. Dalam penelitian ini manajemen pondok pesantren wanayasa telah menerapkan kurikulum yang jauh dari paham radikalisme dan dari hasil kuesioner dan wawancara yang di bagikan kepada para santri menhghasilkan 99% persen bahwa santri tidak ada yang memeiliki paham radikal negatif tersebut. Objek penelitian santri – santri di pondok pesantren Al Fatih Wanayasa, Ini merupakan penelitian deskriptif kualitatif dengan metode yang digunakan yaitu studi kasus, dengan pengumpulan datanya melalui observasi, catatan lapangan, wawancara dan dokumentasi. Dari hasil penelitian ini peneliti berharap agar dapat memberikan kontribusi dan manfaat bagi semua pihak-pihak yang terkait, terutama pihak pemerintah daerah dan pondok pesantren dalam rangka menangkal paham radikalisme terhadap diri santri.
Kata Kunci : Manajemen Pesantren, Paham Radikal Negatif
This research aims to examine the effectiveness of the role of education management in the boarding school Al Hikamussalafiyyah wanayasa cipulus in an effort to ward off negative radical understanding of the students. In this research, the management of Islamic boarding schools in Wanaayasa has implemented a curriculum that is far from radicalism and from the results of questionnaires and interviews distributed to the students resulted in 99% percent that no one has the negative radical understanding. The object of research of students in Al Fatih Wanayasa boarding school, this is a qualitative descriptive study with the method used is a case study, by collecting data through observation, field notes, interviews and documentation. From the results of this study the researchers hope to be able to contribute and benefit to all parties concerned, especially the local government and Islamic boarding schools in order to counteract the radicalism against students.
Keywords: Pesantren Management, Negative Radical Understanding
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Mokabane, Aaron Molebi. "RADICAL CHRISTIANITY AMONG STUDENTS: THE STORY OF SUCA." International Review of Mission 83, no. 328 (January 1994): 143–44. http://dx.doi.org/10.1111/j.1758-6631.1994.tb02352.x.
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Cahill, Rowan, Alan Barcan, and G. B. Harrison. "Radical Students: The Old Left at Sydney University." Labour History, no. 85 (2003): 268. http://dx.doi.org/10.2307/27515955.
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Mulyono, Mulyono, and Wahyu Susiloningsih. "PENGARUH PEMBERIAN VITAMIN E TERHADAP KADAR MDA PLASMA DARAH PASCA LATIHAN FISIK SUBMAKSIMAL." Jorpres (Jurnal Olahraga Prestasi) 13, no. 2 (May 24, 2019): 152–60. http://dx.doi.org/10.21831/jorpres.v13i2.25108.
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In physical activity, in addition to forming free radical compounds, the body will form antibodies in the form of endogenous antioxidants. In the event of an imbalance in the formation of free radicals with antioxidants (oxidative stress) exogenous antioxidant administration will help to restore the balance of free radicals with - antioxidants. Provision of vitamins and massage manipulation immediately after physical exercise is expected to help in decreasing levels of MDA Plasma as one indicator of the degree of free radical in the blood and helps speed up the recovery of the body.It is an experimental research with post-test control group design with sample of 20 college students of Unipa Surabaya. Which is divided into 2 groups with each group amounted to 10 college students. The group is Control group and Vitamin E group. The all group performed 2.4 km run, the treatment was given after the sample did the physical activity. After 1 hour of treatment each group was taken by radially to see blood MDA plasma levels.After processed data got average of plasma MDA level of each group that is control group with mean 8,0870 nmol/ml, vitamin E group with average 2,9020 nmol/ml. From the statistical t test obtained of P value < 0.05. Thus, there was significant difference of MDA Plasma level between control group and vitamin E after physical exercise.ABSTRAK Dalam aktivitas fisik, selain membentuk senyawa radikal bebas, tubuh akan membentuk antibodi dalam bentuk antioksidan endogen. Jika terjadi ketidakseimbangan dalam pembentukan radikal bebas dengan antioksidan (oksidatif stres) maka pemberian antioksidan eksogen akan membantu mengembalikan keseimbangan radikal bebas dengan - antioksidan. Penyediaan vitamin dan manipulasi pijat segera setelah latihan fisik diharapkan bisa membantu dalam menurunkan kadar MDA Plasma sebagai salah satu indikator tingkat radikal bebas dalam darah dan membantu mempercepat pemulihan tubuh.Penelitian ini merupakan penelitian eksperimental dengan desain kelompok kontrol post-test dengan sampel 20 mahasiswa Unipa Surabaya. Yang terbagi menjadi 2 kelompok dengan masing-masing kelompok berjumlah 10 mahasiswa. Kelompok ini adalah Kelompok kontrol dan kelompok Vitamin E. Semua kelompok melakukan lari 2,4 km, perlakuan diberikan setelah sampel melakukan aktivitas fisik. Setelah 1 jam pengobatan, masing-masing kelompok diambil secara radial untuk melihat tingkat plasma darah MDA.Setelah data yang diolah didapatkan rata-rata kadar MDA plasma masing-masing kelompok yaitu kelompok kontrol dengan rata-rata 8,0870 nmol/ml, kelompok vitamin E dengan rata-rata 2.9020 nmol/ml. Dari uji statistik diperoleh nilai P <0,05. Dengan demikian ada perbedaan tingkat MDA Plasma yang signifikan antara kelompok kontrol dan vitamin E setelah latihan fisik.Penelitian ini menunjukan bahwa dengan pemberian vitamin E setelah latihan fisik dapat membantu menurunkan kadar MDA Plasma yang merupakan indicator tingkat radikal bebas.
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Boodman, Eva. "Radical Scaffolding Against Critique Fatigue." Radical Teacher 115 (November 26, 2019): 27–32. http://dx.doi.org/10.5195/rt.2019.669.
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When using critical pedagogy in college classrooms, college students can sometimes experience critique fatigue -- a despondency that results from a saturation of analysis about experiences of oppression that they experience directly. This is especially the case when there is no creative outlet for political, emotional, or practical response to the critical course material built into the classroom activities. In this essay, I exlpore the idea of using scaffolding, a pedagogical technique where students help one another perform the tasks of the course "authonomously", as a way to mitigate critique fatigue. To get around the ableism and white supremacy of its more traditional iteration, though, I propose a "radical" form of scaffolding that supports students in setting and reaching their own learning goals through creative projects that engage topics most relevant to them.
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Agrawal, Vipin K., Vijay K. Agrawal, and Donald A. Carpenter. "Impact Of Radical And Incremental Curriculum Changes On Students." Journal of Business Case Studies (JBCS) 5, no. 4 (June 24, 2011): 27. http://dx.doi.org/10.19030/jbcs.v5i4.4710.
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College curricula undergo changes periodically. This case discusses the various change management strategies employed by the faculty of a midwestern university in implementing incremental and radical change in the business school curriculum. It also analyzes the impact of these changes on student perceptions of the course and of the instructor. Our analysis reveals interesting trends in student responses over a seven year span. We find that students initially resist both types of changes, although the resistance is greater in the case of radical changes. Nevertheless, they eventually view both types of changes as adding value to the curriculum. However, the perception of value addition is temporary, lasting longer for radical change (seven semesters) than for incremental change (five semesters). This suggests that updating of curricula is required on an ongoing basis.
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Hobbs, Mike Henry, and Debbie Holley. "A Radical Approach to Curriculum Design." International Journal of Mobile and Blended Learning 14, no. 1 (January 1, 2022): 1–17. http://dx.doi.org/10.4018/ijmbl.313595.
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A contemporary challenge for education in STEM is the need to produce work-ready graduates for a fast-changing and technology-driven workplace. This study focuses on first-year undergraduate computing students who failed to engage with a traditional, didactic approach to teaching soft skills. A radical curriculum redesign implemented a new methodological integration of action research, mobile technology, and constructivist pedagogy. Students created interactive artefacts with an augmented reality app, on mobile devices, to promote and enhance teamwork and communication skills. Following an action research methodology, students develop soft skills as an emergent aspect of a blended approach to their professionally-inspired project work. This more authentic approach, using their own mobile devices, captured the imagination of students and directed attention to the significance of broader skills relevant to industry. Over the four-year study period, submissions rose from 66% to 93%, with student satisfaction significantly enhanced.
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Afwadzi, Benny, Miski Miski, Mila Aulia, and Roudlotul Jannah. "Bagaimana Mahasiswa NU Memahami Islam Moderat?" AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 9, no. 2 (January 20, 2023): 12–31. http://dx.doi.org/10.53627/jam.v9i2.5054.
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Abstract: This research is motivated by many scholars who challenge NU, which is considered a moderate Islamic organization, and the meanings of the word moderate vary. On the other hand, moderate Islam is a solution to many students' radical thoughts and terror. By taking Unisma as the research object, this article focuses on two topics: NU students' interpretation of moderate Islam and the factors that influence this interpretation. This article is qualitative research using in-depth interviews with 12 students with various study program characteristics. The findings obtained from this study are, first, NU students interpret moderate Islam with three models: teachings, nation and state, and relations with modernity. These three understandings are separate from NU's moderate principles. Most NU students accept moderate Islamic terminology, but a small number of them reject it. Second, the moderatism of NU students is influenced by many factors, including family background, education, social media, environment, and association. Furthermore, this study accepts that moderatism in NU is not on the same line but also rejects research suggesting that NU students tend to be radical and intolerant. And association. Furthermore, this study accepts that moderatism in NU is not on the same line but also rejects research suggesting that NU students tend to be radical and intolerant. And association. Furthermore, this study accepts that moderatism in NU is not on the same line but also rejects research suggesting that NU students tend to be radical and intolerant.
Keywords: Doctrine, Moderate Islam, Modernity, Nation and State, NU students.
Abstrak: Penelitian ini dilatarbelakangi oleh banyak sarjana yang memberikan tantangan pada NU yang dianggap sebagai organisasi Islam moderat dan pemaknaan terhadap kata moderat yang bervariasi. Di sisi lain, Islam moderat merupakan solusi atas pemikiran radikal dan teror yang banyak dimiliki oleh mahasiswa. Dengan mengambil Unisma sebagai objek penelitian, artikel ini fokus pada dua topik, yakni interpretasi mahasiswa NU terhadap Islam moderat dan faktor-faktor yang mempengaruhi interpretasi tersebut. Artikel ini adalah penelitian kualitatif dengan metode wawancara mendalam kepada 12 mahasiswa dengan karakter program studi yang bervariasi. Temuan yang didapatkan dari penelitian ini adalah, pertama, mahasiswa NU menginterpretasikan Islam moderat dengan tiga model: ajaran, berbangsa dan bernegara, dan relasi dengan modernitas. Ketiga pemahaman tersebut tidak bertentangan dengan prinsip-prinsip moderat NU. Sebagian besar mahasiswa NU menerima terminologi Islam moderat, namun sebagian kecil dari mereka menolaknya. Kedua, moderatisme mahasiswa NU dipengaruhi oleh banyak faktor, diantaranya adalah latar belakang keluarga, pendidikan, media sosial, lingkungan, dan pergaulan. Lebih jauh, penelitian ini menerima anggapan bahwa moderatisme di NU tidak berada pada satu garis yang sama, tetapi juga menolak penelitian menyebut bahwa mahasiswa NU cenderung radikal dan intoleran.
Kata Kunci: Ajaran, Bangsa dan Negara, Islam Moderat, Mahasiswa NU, Modernitas.
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Ozkan, Ayten. "Misconceptions in radical numbers in secondary school mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 205–12. http://dx.doi.org/10.18844/prosoc.v6i1.4171.
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The aim of this study was to determine misconceptions of the radicals of the high school students that attend ninth class. The samples of study consist of the students of a Secondary School in Istanbul, Turkey. Some sample questions are asked to related students to understand the misconceptions. According to the result of the study, it is seen that the students have misconceptions about radicals. It is observed that the students have superficial information about deep-rooted numbers and memorise the definition of deep-rooted numbers and try to use them in their mistakes. Some solutions are recommended to those students to overcome such difficulties.
Keywords: Mathematics education, radicals, misconceptions.
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Jayasinghe, Kelum. "Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements." Qualitative Research in Accounting & Management 18, no. 2 (June 10, 2021): 282–309. http://dx.doi.org/10.1108/qram-05-2020-0067.
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Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.
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Hidayati, Ummi, Albiner Siagian, and Etti Sudaryati. "Correlation of Fried Snacks Intake with Free Radicals and Obesity in Elementary School Children." Budapest International Research in Exact Sciences (BirEx) Journal 2, no. 1 (January 6, 2020): 35–43. http://dx.doi.org/10.33258/birex.v2i1.698.
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The increase in degenerative disease and obesity is mainly caused by lifestyle, eating pattern, and activities. Obesity can cause death throughout the world. It affected 349 million children and adolescents (5-19 years old) in 2016. The objective of this research was to find out the correlation of fried snacks intake with free radicals, and obesity. The research used quantitative method with cross sectional design. The samples were 56 students of elementary school, taken by using purposive sampling technique. The result of the research showed that 50 students (84.7%) had normal free radicals in their bodies and 9 students (15.3%) had high free radicals. There were 11 students (18.6%) who were obese and 48 students (81.4%) were not. The result of pearson correlation test showed that there was significant correlation of the number of energy, carbohydrates, fat contribution in fried snacks with free radical content (MDA analysis) at respective p-value of 0.004, 0.005, and 0.026. The result of correlation test showed that there was the correlation between fat nutrient intake in fried snacks and obesity (p=0.012). Reducing consuming fried snacks is one of the ways to decrease the effect of free radicals in school children’s bodies.
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Korf, Benedikt, Maxie Bernhard, Tim Fässler, Meret Oehen, Nicola Siegrist, Livia Zeller, and Gary Seitz. "„Geografe, nüme schlafe!“: Radikale Geographie in Zürich (1980–1990)." Geographica Helvetica 76, no. 2 (May 4, 2021): 177–91. http://dx.doi.org/10.5194/gh-76-177-2021.
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Abstract. In early summer 1980, radical geography students rallied around the slogan „Geografe nüme schlafe!“ („Geographers, stop sleeping!“) to take part in the radical youth movement that shook the city of Zurich at that time. In turn, these activist students brought these struggles back into the university and the geography department, where they confronted the professorate with their demands for a new curriculum. This paper argues that the antagonistic Stimmung, in which these struggles took place, produced a radical „thought style“ that flourished in a specific constellation of „thought events“: a prominent theory seminar in 1980, the AK WissKri, a network of radical geography students, the „Geoscope“ journal and, finally, a number of diploma theses on feminist, urban and historical geography. In these thought events, a radical geography materialized outside and beyond the mainstream of German language geography. Building on archival material and narrative interviews, this paper documents these student initiatives for a radical geography, and illustrates the precarious conditions of possibility of radical geography, in Zurich, and beyond.
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Schaefer, Mattie, Tenaja Henson, Rehshetta Wells, Sarena Ezell, Judia Holton, Donzahniya Pitre, and Krista Craven. "“Radical TAs”: Co-creating liberatory classrooms with undergraduate students." International Journal for Students as Partners 6, no. 1 (May 10, 2022): 47–63. http://dx.doi.org/10.15173/ijsap.v6i1.4892.
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In this paper, we suggest that when undergraduate students are engaged as full teaching partners with professors in the college classroom, more liberatory and transformative educational spaces can be created. This paper is based on findings from a qualitative participatory study led by a team of six undergraduate students and one professor who engaged in a series of collaborative teaching endeavors (known as the Radical Teaching Assistant Project) at a small liberal arts college in the southern United States. Our findings suggest that positioning undergraduate students as co-teachers in college classrooms (a) fosters deeper student engagement through relatability, (b) creates more accessible and generative learning environments, (c) subverts knowledge hierarchies in the academy, (d) challenges dominant discourses and norms in the classroom, and (e) provides a space to engage in prefigurative politics. We also discuss some key challenges that arise through this model of collaborative teaching. Our findings suggest that students have much to offer college classrooms when they are central actors in designing course curricula and facilitating class sessions for their peers.
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Vineis, M. A., E. Gager, C. Lee, A. Ficarra, and P. Policastro. "Students' Knowledge of Free Radical Properties and Antioxidant Identification." Journal of the American Dietetic Association 111, no. 9 (September 2011): A80. http://dx.doi.org/10.1016/j.jada.2011.06.290.
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Barr, David. "Students and ICT." IALLT Journal of Language Learning Technologies 36, no. 2 (October 15, 2004): 19–38. http://dx.doi.org/10.17161/iallt.v36i2.8408.
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Thispaperdiscussesthereactionofstudentsinthreeuniversitiesto the use of information and communications technology(ICT) in their language learning experience. Although thefindings apply to the language-learning context, there are moregeneric implications for the wider area of computer enhancedlearning. The study uses qualitative and quantitative datacollected as part of a doctoral investigation into computerbasedlanguage-learning environments. The paper considersone main research question: are students resistant, radical orreluctant users of the technology, and why? It examines howand why students use the Web, e-mail and CALL packages toenhance their learning. This study shows that students aregenerally not unsympathetic towards it, although some of thefactors that affectthe level of student use of the technology, suchas course relevance and access of computers, are often outsidetheir control.
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Humaizi, R. Hamdani Harahap, Ridwan Hanafiah, and Rudi Salam Sinaga. "PENDAYAGUNAAN KELOMPOK DISKUSI MAHASISWA DALAM MENANGKAL PAHAM RADIKALISME DAN PAHAM TERORISME DI LINGKUNGAN PERGURUAN TINGGI." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (July 9, 2018): 63–67. http://dx.doi.org/10.32734/abdimastalenta.v3i1.2348.
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Terrorism groups have obviously put their attention to recruiting new members of educated people like college-age students, a number of terrorists who have been caught showing their status as students or college students. We consider one of the most important ways to be cultivated in a college environment by conducting radical anti-radical and anti-terrorist campaigns and campaigning the right way to deal with situations that focus on radical thinking and action and terrorism. This study will look at students' perceptions within the Faculty of Social and Political Sciences of the University of North Sumatra against the danger of radical understanding and understanding of terrorism and prevention solutions for the safety of their surrounding environment. The method used in this study is literature study, documentation and focus group discussion (FGD). The results of this study show a strong appreciation of student discussion groups on the intent and purpose of this activity
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Rakes, Christopher R., Rebecca J. Kirvan,, and Ashley Witkowski. "Discovering Radical Simplification through Geometry Connections." Mathematics Teacher: Learning and Teaching PK-12 113, no. 9 (September 2020): 737–44. http://dx.doi.org/10.5951/mtlt.2019.0077.
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Basri, Basri, and Nawang Retno Dwiningrum. "Potensi Radikalisme di Perguruan Tinggi (Studi Kasus di Politeknik Negeri Balikpapan)." JSHP : Jurnal Sosial Humaniora dan Pendidikan 3, no. 1 (March 21, 2019): 84–91. http://dx.doi.org/10.32487/jshp.v3i1.546.
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Today the noble values of the Pancasila begin to fade because of the growth of fanatical attitudes towards certain groups, the emergence of various kinds of organizations with particular groups even in the name of Islam. Islam which teaches the values of glory such as; love of peace, love, mutual respect between one another religion, but religion is sometimes interpreted according to his will by certain groups as a foundation in launching his mission by approaching religious teachings by means of violence and coercion. Radicalism which was only directed at a less educated group of people, has now fallen to educated groups or students in universities. Some university leaders have indicated the involvement of students in radical understanding on campus. Because of concerns about the emergence of radical understanding in higher education institutions a few months ago the Minister of Technology Research and Higher Education Prof. Dr. Mohammad Nasir gathered college leaders to declare against radicalism the campus. The purpose of this study is to further examine the potential of radicalism among Balikpapan State Polytechnic students, the object of this study is students especially students of internal organizational activists on campus or students of campus external organizational activists data collection techniques using questionnaires and interviews then the data is processed. The results of this study indicate the existence of radicalism among students. From data obtained, radicalism among students is not formed from internal campus but formed through the activities of external organizations that are outside the campus. The existence of student affiliations with external campus organizations forms students into radicals which then enter the campus.
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Carter, Prudence L. "Education’s Limitations and its Radical Possibilities." Contexts 17, no. 2 (May 2018): 22–27. http://dx.doi.org/10.1177/1536504218776956.
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Kim, Marlene. "URPE at UC Berkeley: The Activities, Protests, and Legacy of the Economics Students and URPE’s Once Largest Chapter." Review of Radical Political Economics 50, no. 3 (September 2018): 522–33. http://dx.doi.org/10.1177/0486613418782500.
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Students at UC Berkeley helped found the Union for Radical Political Economic (URPE) in 1968. The Berkeley chapter of URPE worked with economic students to successfully press that a radical economist be hired, which also resulted in a political economy field concentration. URPE at Berkeley provided a supportive community for graduate students, and intellectual stimulation and support for students who were interested in non-neoclassical training and research. URPE with other students provided study groups and taught political economy courses to undergraduates. Although this chapter of URPE no longer exists, its legacy is a more plural department that is more representative, thanks to former economics graduate students who attended this university.
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Hertanto, Hertanto, Arizka Warganegara, and Handi Mulyaningsih. "PERSEPSI MAHASISWA TERHADAP SOLIDARITAS SOSIAL DAN INTEGRASI BANGSA (Survei Kualitatif Pada Mahasiswa FISIP Universitas Lampung)." Jurnal Antropologi: Isu-Isu Sosial Budaya 23, no. 2 (December 18, 2021): 165. http://dx.doi.org/10.25077/jantro.v23.n2.p165-174.2021.
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Researches conducted by the Indonesian Institute of Science (LIPI) and the Indonesian National Counter-Terrorism Agency (BNPT) have revealed that students in some of the major universities in Indonesia have become potentially radical. This study aims to: (a) find out students' perceptions on social solidarity; (b) understand the student perceptions on national integration; (c) analyze the potential of being radical among the students. We conducted a qualitative survey to analyze the student’s perception of radicalism, social integration, and national integration. The study results show that: first, the majority of informants have a positive perception toward social solidarity to their fellow citizens in the community who have a different social, cultural, religious, ethnicity and language background. Second, the majority of informants have a very positive perception of national integration. Third, there is no indication of increasing radical behavior among FISIP University of Lampung’s students.
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Kustati, Martin, Ristapawa Indra, Efendi, Mahyudin Ritonga, Nelmawarni, Yulia, and Awis Karni. "The Effect of National Insight and Religious Moderation on Radical Behavior of Secondary School Students." Education Research International 2023 (January 2, 2023): 1–13. http://dx.doi.org/10.1155/2023/2919611.
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The study aimed to reveal the effect of nationalism, historical knowledge, religious moderation, Islamism, and radical thinking on radical behavior of the young generation in public high schools in Padang, West Sumatra, Indonesia. The samples were grade XII students from four schools out of 16 schools. All indicators met the requirements of the validity and reliability test with Cronbach’s alpha and confirmatory factor analysis (CFA). Convergent validity test (variance extracted (VE) ≥ 0.50) obtained three constructs that meet the requirements to proceed to the analysis structure mode. The finding showed that nationalism construct did not affect the radical behavior construct with Sig. 0.203 > 0.05, while religious moderation construct did not affect radical behavior construct with Sig. 0.629 > 0.05. Meanwhile, the results of the multiple regression analysis showed that the constructs of nationalism and religious moderation simultaneously did not affect the construct of radical behavior. The finding illustrated that public high school students in Padang had a good understanding of nationalism and a moderate attitude in religious life so that there was no potential for the radicalism behavior among the young generation, especially for public high school students in Padang, West Sumatra. The practical implication of this research is that the school leaderships will formulate controlled regulations regarding the implementation of religious and clerical activities carried out by the Intraschool Student Organization (ISSO). In short, they will not be infiltrated by radical ideas from external parties.
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Scott, Barbara Ann. "The Decline of Literacy and Liberal Learning." Journal of Education 168, no. 1 (January 1986): 105–16. http://dx.doi.org/10.1177/002205748616800107.
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This paper examines the decline in performance standards on the part of both students and faculty in higher education today, a decline which is closely correlated with the rise of the “new practicality” in the college curriculum. The presumptive quest for what Veblen called “scholastic efficiency” has, the author argues, “transformed professors into ‘professional entrepreneurs,’ students into credential hustlers, and the curriculum into a wasteland of trivia and pseudo-scientific pretense ” The decline of literacy and liberal learning is not, as the conventional wisdom suggests, attributable to voluntarism. Both students and faculty are subject to a variety of external pressures, constraints, and inducements (financial and otherwise) which condition their choices for the expedient, the experiential, or the entrepreneurial. The author goes on to criticize those faculty who, in the name of a radical pedagogy, promote a “benign permissiveness” in the classroom, deflate expectations, and inflate grades. On the contrary, “intellectual discipline is necessary to the development of incisive critique and ultimately radical thought and practice.” Authentic radicals “have, to their great credit, consistently understood this.” Such a quest for, in effect, “critical literacy” demands exacting criteria of scholarship and a breadth and depth of knowledge found in the bedrock of the liberal arts and sciences curriculum.
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Ulhaq*, Riza, Ismul Huda, and Hafnati Rahmatan. "Pengaruh Model Pembelajaran Problem Based Learning Dengan Modul Kontruktivisme Radikal Terhadap Hasil Belajar Peserta Didik." Jurnal IPA & Pembelajaran IPA 4, no. 2 (December 14, 2020): 244–52. http://dx.doi.org/10.24815/jipi.v4i2.17874.
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The low students' learning achievement is one of the problems that is occurred in learning process that is caused by the inappropriate learning strategy that was applied in the classroom in delivering the lesson, therefore the expected goal cannot be achieved. Learning in the classroom should be able to guide the students to be more creative and independent through a series of scientific activity. The purpose of this study was to measure the effect of Problem Based Learning (PBL) models and radical constructivism module on students' learning outcome in the Madrasah Tsanawiyah, Banda Aceh. The data were collected since November 2019 until April 2020. The method used in this study was an experimental method with randomized post-test only control- group design. This research was conducted in two classes: experimental class with PBL model learning with radical constructivism module and the control class with PBL model learning only. The number of samples for this research were 160 students. The samples were chosen through random sampling method by observing the students’ chances in each class and the Madrasah as the experiment and control classes. The objective tests were used as an instrument to measure students' learning outcome. The data were collected through post-test about the pollution of environment. The independent sample t-test was used to test the hypotheses to see the effect of Problem Based Learning (PBL) models and radical constructivism module on students’ learning outcome. The results analysis based on the outcome learning score was the value of Sig 0,05, t valuet table, 4,741,97. Hence, the students who took part in learning PBL model and radical constructivism module showed significantly better in their learning outcomes compared to students who took part in learning PBL model only.
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ZHANG, JIE, HONG LI, QIONG DONG, JIE XU, and ELIZABETH SHOLAR. "Implicit use of radicals in learning characters for nonnative learners of Chinese." Applied Psycholinguistics 37, no. 3 (April 13, 2015): 507–27. http://dx.doi.org/10.1017/s0142716415000090.
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ABSTRACTThis study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated. Results showed a facilitation effect of transparent semantic radicals in learning character meanings in early trials. There was a trend that students learned to read regular and transparent characters better than irregular and opaque characters. The ability to learn orthography–pronunciation association uniquely predicted Chinese word reading after controlling for semantic and phonetic radical knowledge. These findings suggest a predominant use of semantic strategies and the importance of orthography to phonology mappings in learning to read Chinese for beginning nonnative learners of Chinese.
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Rokhmanm, Mauhibur, Samsul Wahidin, and Dwi Suharnoko. "Prevention of Radicalism at Islamic Boarding College." European Journal of Humanities and Social Sciences 1, no. 4 (July 27, 2021): 33–37. http://dx.doi.org/10.24018/ejsocial.2021.1.4.92.
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This research aims to identify the background of radical thinking and behaviour among students at an Islamic Boarding College. We analysed through a qualitative descriptive approach by interviewing several key persons from the campus management, and some students indicated to be exposed to radicalism and radical behaviour. The Islamic struggle movement is synonymous with intellectual movement. Thus, radical movements and behaviour must be prevented as early as possible. The actors are the implementers at universities, starting from the study programs, departments, faculties, and university-wide levels. Several recommendations and suggestions were produced through this research to reduce radical understanding in the university environment with several humanist and psychological approaches. One of them is by deepening the Religion and Islamic compulsory courses such as Ahlussunnah wal Jama'ah courses, regular recitations at the faculty and university level to deepen understanding of Islam, as well as educational materials for defending the country and love for the homeland, as well as citizenship materials and others relevant to the mindset of today's students.
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Abdullah, Abdullah. "Indeks Paham dan Sikap Keagamaan Mahasiswa di Universitas Islam Negeri Alauddin Makassar." Teosofi: Jurnal Tasawuf dan Pemikiran Islam 7, no. 1 (June 2, 2017): 146–71. http://dx.doi.org/10.15642/teosofi.2017.7.1.146-171.
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The article attempts to measure ideological preference and religious attitude of the students of Alauddin State Islamic University (UIN) Makassar. The typology of religious understanding is categorized into radical, moderate, and liberal. These three typologies help us to observe preference indicators based on students’ responses to four categorical variables, namely Islam and religious pluralism, formalization of Islam (relation of religion and state), Islam and intellectual discourse, and perception of jihad and religious violence. Employing quantitative approach, the author tries to measure the level of religious preferences of UIN Alauddin’s students within positivistic paradigm by organizing the data into a pattern, category, and basic unit description. The study finds that the level of preference of four variables and 16 questions asked to the students of UIN Alauddin shows us index result 2.76 or moderate category. However, it is also found that there has been potential preference, within the same time, into radical attitude. The reason is that in some variables I find shocking index numbers, which are close to radical verge as it can be seen in the variables of Islam and pluralism and the formalization of Islam which reach the index 2.49 and 2.40 respectively.
Keywords: ; religious attitude; radical; moderate; liberal.
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Dongoran, Evans Dusep, Johanes Waldes Hasugian, Josanti Josanti, and Alex Djuang Papay. "Mananamkan Sikap Moderasi Beragama Melalui Pendidikan Agama Kristen Di SMAN 1 Bintan Timur." REAL COSTER: Jurnal Pengabdian kepada Masyarakat 3, no. 1 (August 4, 2021): 7–11. http://dx.doi.org/10.53547/rcj.v3i1.117.
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Religious moderation is a religious attitude that is balanced between the practice of one's own religion and respect for the religious practices of other people with different beliefs. The attitude of religious moderation must be instilled from an early age among students, in the midst of the development of radical understanding among students. For Christian students, religious moderation is instilled through Christian education which is centred on Jesus. So that through the example of Jesus, students can have a balanced attitude between loving God and others, having an attitude of tolerance and respecting differences. AbstrakModerasi beragama adalah sikap beragama yang seimbang antara pengamalan agama sendiri dan penghormatan kepada praktik beragama orang lain yang berbeda keyakinan. Sikap Moderasi beragama harus ditanamkan sejak dini dikalangan pelajar, ditengah berkembangnya paham radikal dikalangan pelajar. Bagi pelajar Kristen Moderasi beragama ditanamkan melalui pendidikan Agama Kristen yang perpusat kepada Yesus. Sehingga melalui teladan Yesus para pelajar dapat memiliki sikap keseimbangan antara mengasihi Allah dan sesama, memiliki sikap toleransi dan menghargai perbedaan.
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Zahradnikova, Michaela. "A qualitative inquiry of character learning strategies by Chinese L2 beginners." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 2 (October 14, 2016): 117–37. http://dx.doi.org/10.1075/csl.51.2.01zah.
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Previous research in Chinese character learning strategies has shown that students tend to rely on the mechanical copying and mindless memorization of characters, especially before they acquire enough characters to allow them to use the knowledge of Chinese radicals effectively. The aim of this study is to describe actual mnemonic methods and learning strategies used by first-year Chinese language students. For a period of one semester, 50 Czech university students were asked to keep records of mnemonics used to memorize individual characters. Qualitative data analysis reveals the types of strategies they applied. Strategy content analysis has identified ten frequently-used basic strategies, including Story, Radical, Imagination, Component Comparison, Word, Similarity, Drawing, Emotion, Etymology, and Pronunciation. These strategies are used either independently to elaborate a single piece of information, or in combinations, interweaving two or more pieces of information into one. Strategies show the students’ tendency to analyze characters into components, name individual components, and focus on graphic and semantic information, while omitting the phonological information.
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Nithyanandham Masilamani and Dhanraj Ganapathy. "Awareness of ORAC assay among dental students." International Journal of Research in Pharmaceutical Sciences 11, SPL3 (October 9, 2020): 1283–86. http://dx.doi.org/10.26452/ijrps.v11ispl3.3378.
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The Oxygen Radical Absorption Capacity (ORAC) assay estimates the suppression of radical-mediated oxidation by molecules of concern. This calculates the quality as equivalent and provides both repression duration and the degree of oxidation suppression. This same test could be used to calculate the antioxidant capacity of nutrition. The survey was performed for assessing awareness of ORAC assay amongst dental students. This was a questionnaire implemented cross-sectional type of survey comprising 100 dental college students in Chennai. A self-designed questionnaire with 10 queries eliciting the knowledge and awareness about applications of the ORAC assay technique was distributed among dental college students. Questionnaires were circulated through an online website survey planet. The questions explored the awareness of ORAC assay technique, diagnostic indications ofORAC assay technique, limitations ofORAC assay technique and mechanism of ORAC assay technique. After the responses were received from 100 participants, data were collected and . 67% of the respondents were aware of the ORAC assay technique .52% were aware of diagnostic indications of the ORAC assay technique. 45%% were aware of the limitations of the ORAC assay technique. 35% were aware of the mechanism of the ORAC assay technique. The awareness about the ORAC assay technique and its applications were less among dental students. Increased awareness and educational programs should be initiated to spread knowledge about the ORAC assay technique among all students and clinicians.
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Zhang, Qi, and Ronan G. Reilly. "What regions of Chinese characters are crucial for recognition? A web-based study." Journal of Chinese Writing Systems 4, no. 4 (September 4, 2020): 297–311. http://dx.doi.org/10.1177/2513850220950020.
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The study involves approximately 250 Chinese university students from eight institutions to determine what parts of a representative sample of Chinese characters are crucial to their correct identification. A web-based experimental platform was used to present 102 simplified characters to participants. The characters were partially obscured using a Gaussian blurring technique. The direction of maximum blur could either be from top to bottom, bottom to top, left to right, or right to left. Participants were asked to identify the blurred character and type its pinyin. Overall, participants correctly identified 88% of characters. The effects of all forms of blurring on correct recognition were correlated with character structures. Phonetic radicals seem to be more sensitive to the blurring than semantic radicals, while the radical transparency and radical frequency also play a role in the recognition accuracy. The blurring conditions that impacted most significantly on correct recognition were top to bottom and bottom to top, which caused, respectively, the upper and lower parts of the character to be obscured.
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Rosario-Ramos, Enid Marie. "“Why aren’t there enough of our stories to read?”." English Teaching: Practice & Critique 17, no. 3 (August 13, 2018): 213–27. http://dx.doi.org/10.1108/etpc-04-2017-0048.
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Purpose This paper aims to draw on the analysis of instruction and student work in an English Language Arts classroom to discuss how teachers may support dispossessed students’ journeys toward radical healing (Ginwright, 2010) by using critically caring pedagogies – pedagogies grounded in teachers’ deep understanding of the systemic inequalities faced by their students and a strong commitment to contributing to social justice. Radical healing involves naming and redefining individual experiences of oppression as collective struggle to express desire and hope (Winn, 2012; 2013; Tuck, 2009). Design/methodology/approach The data used for this paper included video data from a two-week writing unit and fieldnotes from preceding lessons, classroom documents and handouts and final work from students. Data were analyzed through a process of open and focused coding (Coffey and Atkinson 1996; Miles and Huberman, 1994). Findings Three major practices emerged from the analysis of instruction: affirming student experience, connecting individual and community struggles and using writing as a space for expressing desire and hope. Student work showed how students used their writing to engage in the kind of analysis that autoethnographies encourage – reflection on individual lives as collective experiences and the expression of hope – which the author aligns with the goals of radical healing. Students wrote about enduring difficult life circumstances. They also found connections between their experiences and the lives of their peers and communities. Finally, they used their writing to express desire and hope. Originality/value The teacher’s pedagogy provides an illustration of teaching critically caring literacies (Camangian, 2010) that may lead to radical healing (Ginwright, 2010) – a pedagogy that seeks justice and encourages resilience, particularly for youth who have experienced great injustices. This kind of pedagogy requires not only the willingness to feel critical hope (Duncan-Andrade, 2009) with students but also a commitment to challenging disciplinary canons by allowing students’ lives to enter the classroom. In her classroom, the teacher created a space for her students to reflect on their lives and experience radical healing by encouraging them to contextualize their experiences within socio-historical processes and social, economic and political structures that were designed to create and sustain inequity. The autoethnography unit provided an opportunity for students to evaluate their own histories, come to terms with the past and begin to express desire and imagine hopeful futures (Tuck, 2009; Winn, 2012; 2013).
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Kopnina, Helen, and Maria Helena Saari. "If a Tree Falls: Business Students Learning Active Citizenship from Environmentalists." Education Sciences 9, no. 4 (November 30, 2019): 284. http://dx.doi.org/10.3390/educsci9040284.
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This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy.
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Rokhmad, Abu. "RADIKALISME ISLAM DAN UPAYA DERADIKALISASI PAHAM RADIKAL." Walisongo: Jurnal Penelitian Sosial Keagamaan 20, no. 1 (May 30, 2012): 79. http://dx.doi.org/10.21580/ws.20.1.185.
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<p class="IIABSBARU">Educational institutions are supposedly not immune from the influence of radical ideology. This research concluded that: (1) Some teachers acknowledged that the concept of radical Islam may have been spread among students because of their lack of religious knowledge; (2) The units of Islamic study in the schools is progressing well but there is no guarantee of immune from radicalism since most of the learning process is released to a third sides; (3) In the textbooks and worksheets there are various statements that may encourage students to hate other religions and other nations. It can be concluded that the strategy of deradicalization may be implemented are preventive deradicalization and preservative deradicalization of moderate Islam, andcurative deradicalization.</p><p class="IKa-ABSTRAK">***</p>Lembaga-lembaga pendidikan diduga tidak kebal terhadap pengaruh ideologi radikal. Penelitian ini menyimpulkan bahwa: (1) Beberapa guru mengakui adanya konsep Islam radikal yang mungkin menyebar di kalangan siswa karena kurangnya pengetahuan keagamaan; (2) Unit-unit kajian Islam di sekolah-sekolah berkembang baik namun tidak ada jaminan adanya kekebalan dari radikalisme karena proses belajarnya diserahkan kepada pihak ketiga; (3) Di dalam buku rujukan dan kertas kerja terdapat beberapa pernyataan yang dapat mendorong siswa untuk membenci agama atau bangsa lain. Dapat disimpulkan bahwa ada beberapa strategi deradikalisasi yang dapat diimplementasikan yaitu deradikalisasi preventif, deradikalisasi preservatif terhadap Islam moderat, dan deradikalisasi kuratif.
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Shahadi, Joseph. "Burn: The Radical Disappearance of Kathy Change." TDR/The Drama Review 55, no. 2 (June 2011): 52–72. http://dx.doi.org/10.1162/dram_a_00070.
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Kathy Change was a performance artist whose outrageous public performances and leftist politics were largely ignored by the University of Pennsylvania students she performed for, until she set herself on fire. Her 1996 self-immolation prompts an inquiry into the effectiveness of public suicide as a mode of political performance.
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Nithyanandham Masilamani and Dhanraj Ganapathy. "Awareness about antioxidant activities of chlorogenic acid among dental students." International Journal of Research in Pharmaceutical Sciences 11, SPL3 (September 17, 2020): 757–59. http://dx.doi.org/10.26452/ijrps.v11ispl3.3015.
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Chlorogenic Acid (CA) is the formation of an ester established among caffeic and quinic acid. CA contains hydroxyl based groups over an aromatic moiety and exhibits very effective anticancer, antimutational and antioxidant activities. This survey was performed for assessing the awareness about antioxidant activities of CA amongst dental students. A cross-sectional survey was performed with a pretested questionnaire with ten questions disseminated among 100 dental students. The questionnaire assessed the awareness about CA therapy, their dietary sources, medicinal uses, antioxidant activity, anti ischaemic activity and free radical scavenging effect of chlorogenic acid. The responses were recorded and analyzed. 7% were aware of dietary sources,5% were aware of medical uses, 5% were aware of mechanisms of antioxidant activity, 4 % were aware of the anti ischaemic activity, and 5% were aware of the free radical scavenging effect of chlorogenic acid. Awareness about the usage of CA therapy is very less among dental students. Increased awareness programs and sensitization programs should be conducted to improve the awareness levels.
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Rokhmad, Abu. "Buku dan Penyebaran Ideologi Radikal di Lembaga Pendidikan." International Journal Ihya' 'Ulum al-Din 20, no. 1 (August 2, 2018): 41. http://dx.doi.org/10.21580/ihya.20.1.2745.
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This article aims to examine the use of religious reading books as a medium for the dissemination of radical ideologies in educational institutions. The role of the book as a window of knowledge is undoubted, but the book as a disseminator of radicalism also gets justification. Hardline Islamic groups have used certain reading books as justifiers and reinforcement of the radical notions believed. The contents of the book are then taught and indoctrinated to students and students by teachers through a single interpretation and normative-scriptural approach
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Kusen, Kusen. "Islamic Religious Learning In Providing Understanding Of Radical Hazards Based On Affection Approach (Study on Islamic religious Subjects at Junior High School)." AJIS: Academic Journal of Islamic Studies 2, no. 1 (June 30, 2017): 67. http://dx.doi.org/10.29240/ajis.v2i1.168.
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The word Islam and radical, is a familiar word to hear, even in many of the recent events carried out by a group of people who in the name of Islam. Understanding the radical concept has penetrated into various elements, included in education. In responsing to this, the goverment have to take an action through reorganizing the existing materials in Islamic lesson which is taught in educational institutions.
Rearrangement of islamic lesson is important. Because the existing material had proved that its inadequate to bear students who are tolerant, moderate, and inclusive. The proof can be seen from the number of terrorist and Islamic radicalism which is involving educated young people, both students, college students, or college graduates. Moreover, lately, there has been a tendency of systematic efforts by certain denominations to teach extreme ideological loyalist of religious doctrine among learners.
This paper tries to provide an understanding which related to radical concepts on the explanation of Islamic lesson materials in junior high school. So that, learners can understand more about the concept of islam which is peaceful not violence. One of the strategy in providing a radical understanding among learners is to develop Islamic lesson materials through compassion-based learning.
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Syaugi, Syaugi, Badrian Badrian, and Faisal Mubarak. "PERAN KEARIFAN LOKAL DALAM UPAYA DERADIKALISASI FAHAM RADIKAL DI KALIMANTAN SELATAN." Khazanah: Jurnal Studi Islam dan Humaniora 18, no. 2 (December 30, 2020): 155. http://dx.doi.org/10.18592/khazanah.v18i2.4155.
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This article study discusses a portrait of religious insights among students and teachers in high schools in South Kalimantan. However, the conducted research is based on the background that the spread of radical ideology can be channeled through education, in which high school students are targeted by radical ideologies. This study intends to answer the question of how religious understanding and the role of local wisdom may encounter radicalism among Islamic education students and teachers. This article study finds that: Firstly, there are three categorizations can be mapped related to religious ideas emerging, namely: (1) Respondents whose militancy and radicalism narratives tend to dominate; (2) Some respondents also have moderation narration that dominates; and (3) some others have an equal narration of militancy and radicalism and moderation. Secondly: the locality of recitation through religious institutions of the majelis taklim with the content of Sufism-based recitation has a significant role for the students and teachers in responding to each religious issue based on moderation narration.Riset ini membahas potret faham keagamaan di dunia pendidikan dengan fokus pada siswa dan guru di Sekolah Menengah di Kalimantan Selatan. Hal ini dilatar belakangi bahwa penyebaran idiologi radikal dapat melalui jalur pendidikan, dimana siswa/siswi sekolah menengah atas dijadikan sasaran penanaman idiologi radikal. Penelitian ini untuk menjawab pertanyaan bagaimana pemahaman agama di kalangan siswa dan guru pendidikan Agama Islam? Bagaimana peran kearifan lokal dalam menangkal radikalisme di kalangan siswa dan guru pendidikan Agama Islam?. Penelitian ini menemukan bahwa: Pertama, ada tiga katagorisasi yang bisa dipetakan terkait narasi faham keagamaan yang muncul, yaitu: (1) Ada responden yang narasi militansi dan radikalisme cenderung mendominasi; (2) Ada responden yang narasi moderasinya mendominasi; (3) Ada yang antara militansi dan radikalisme di satu sisi dan moderasi di sisi lain berimbang (equal). Kedua: Lokalitas pengajian melalui lembaga keagamaan majlis taklim dengan konten pada pengajian berbasis tasawuf memiliki peran yang signifikan bagi siswa dan guru dalam merespons setiap isu keagamaan dengan basis narasi moderasi.
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Sugihartati, Rahma, Bagong Suyanto, and Mun’im Sirry. "The Shift from Consumers to Prosumers: Susceptibility of Young Adults to Radicalization." Social Sciences 9, no. 4 (April 3, 2020): 40. http://dx.doi.org/10.3390/socsci9040040.
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This article examines the radicalization of young adults in relation to internet access and the social media content produced and managed by radical groups in Indonesia. Some of the research problems that become the major concern of this article were how young people respond to the internet and social media that provide radical content, how they find out about and access the content, what their purposes are for accessing radical content, and what they do with the radical content. The data discussed in this article were obtained from surveys and interviews with 700 students from seven state universities in Indonesia who were allegedly exposed to radicalism, according to the National Agency for Combating Terrorism (BNPT). The state universities that became research locations were the University of Indonesia (UI), Bandung Institute of Technology (ITB), Bogor Agriculture University (IPB), Diponegoro University (Undip), the Sepuluh Nopember Institute of Technology (ITS), Universitas Airlangga (UNAIR), and the University of Brawijaya (UB). This study revealed that in addition to accessing and consuming various radical content, some students also acted as prosumers. That is, they did not only read, but also produced information related to radicalization, and then recirculated it via social media.
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Yani, Muhammad Turhan, and Yusuf Hanafi. "Deradicalization through Revitalization of Religious and Nationality Insights among Indonesian Students." Edukasia Islamika 7, no. 1 (June 30, 2022): 46–65. http://dx.doi.org/10.28918/jei.v7i1.5209.
Full textAbstract:
Radicalism is part of an ideology that can grow and develop anywhere, including in colleges or universities. The study aimed to depict the phenomenon of radicalism among students by analyzing how radical influences could infiltrate students from the Islamic education lecturers' perspective. This study also examined lecturers' efforts to prevent radicalization in the campus environment. The data were collected through in-depth interviews conducted over three months. Results showed that although the campus continued to be reported by many studies as the "origin of radicalism," the situation depicted the phenomenon of radicalization at an alarming level. The Islamic education lecturers continued to confront deradicalization on campus through revitalizing religious and nationality insights. Lecturers of Islamic religious education internalize the values of religious moderation to realize Islam rahmatan lil 'alamin and seek to restructure campus mosques so that they are not infiltrated by preachers with radical views.