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Vosloo, W., and M. D. Terblanche. "Valse verwagtinge aan die kaak gestel: Die funksie van die heilstradisies in Jeremia 7:1-15." Verbum et Ecclesia 11, no. 2 (July 18, 1990): 222–30. http://dx.doi.org/10.4102/ve.v11i2.1023.
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False expectations exposed: The function of traditions in Jeremiah 7:1-15 In Jeremiah 7:1-15 various traditions are employed in different ways. The expectations based on the Zion Tradition, namely that Jerusalem is inviolable because of Jahweh’s presence, are exposed to be false. This is done with reference to the Sinai Tradition, accentuating that Jahweh's saving acts are not determined by his presence in the temple, but by Juda’s loyalty to the prescriptions of Sinai. Furthermore, the Conquest Tradition is used to describe the extent of the judgment in store for Juda, namely the loss of the land.
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Manzo, Kate, Pat Mcgowan, and Koos Van Wyk. "Noodsaaklike vereistes vir ‘n onder‐handelde skikking in Suid‐Afrika: vrese en verwagtinge van die Afrikanerelite." Politikon 17, no. 2 (December 1990): 23–41. http://dx.doi.org/10.1080/02589349008704930.
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Raveli, Alfons, and Edwin Nieman. "Eigen kracht van student." Maatwerk 14, no. 3 (June 2013): 22–24. http://dx.doi.org/10.1007/s12459-013-0048-6.
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Koch, Jacques. "Van student naar starter." Tandartspraktijk 42, no. 5 (August 2021): 18–22. http://dx.doi.org/10.1007/s12496-021-0059-8.
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Remmen, Roy, Koenraad Monsieurs, Steven Haine, Niels Adriaenssens, Ella Everaerts, Michelle Mertens, and Eveline van Looy. "Van student tot bijna-arts." Huisarts Nu 45, no. 6 (December 2016): 240–41. http://dx.doi.org/10.1007/s40954-016-0085-1.
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Engelbrecht, Petra. "The implementation of inclusive education: International expectations and South African realities." Tydskrif vir Geesteswetenskappe 59, no. 4 (2019): 530–44. http://dx.doi.org/10.17159/2224-7912/2019/v59n4a5.
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Jongbloets, M. W. M., D. H. J. M. Dolmans, R. J. I. Hoogenboom, and H. A. P. Wolfhagen. "Het ritme van de tijdsbesteding van de PGO-student." Tijdschrift voor Medisch Onderwijs 19, no. 2 (April 2000): 49–56. http://dx.doi.org/10.1007/bf03056451.
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Owens, Jay, and Terese Loggenberg. "The telephonist and the service quality gap." South African Journal of Business Management 23, no. 3/4 (December 31, 1992): 82–89. http://dx.doi.org/10.4102/sajbm.v23i3/4.890.
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With this research customer perceptions and expectations of the in-house telephone service were investigated in four service organizations. Service quality was measured by means of a multiple item scale for measuring customer perceptions. The findings were supported by inputs from the managers and telephonists of these firms. The results showed that overall the quality of the service, provided by the in-house telephone service in the companies investigated, lagged behind customer expectations. The indicators for the gaps on the conceptual service quality model correlated well with the overall quality scores. Recommendations are made that the managements of service firms should include the telephonists in their overall service quality management, and provide more training on communications skills on service and customer orientation for the telephonists. Telephonists should also receive more support from management and staff since they feel left out of the organization. The regular measurement and monitoring of service quality should also include this very important function as first contact with any service company.Met hierdie navorsing word kliente se persepsies en hul verwagtinge van die binneshuise telefoondiens in vier diensorganisasies ondersoek. Diensgehalte is deur middel van 'n veelvoudige item-vraeboog bepaal wat klientepersepsies meet. Die bevindinge is ondersteun deur insette vanaf die bestuurders en die telefoniste van die bogenoemde firmas. Die bevindinge dui daarop dat die algehele gehalte van die diens wat deur die binneshuise telefoondiens aangebied word, nie aan klienteverwagtinge voldoen nie. Die gapings van die diensgehalte-model, korreleer goed met die algehele dienstellings. Aanbevelings word gemaak dat die bestuur van die firmas die telefoniste behoort in te sluit in hul algehele diensgehaltebestuur, en dat meer opleiding in kommunikasiekundigheid, in diens, en opleiding in klientegerigtheid vir telefoniste aangebied behoort te word. Telefoniste behoort meer ondersteuning van beide bestuur en personeel te ontvang, aangesien hulle voel dat hulle nie altyd deel van die organisasie is nie. Die gereelde bepaling en waarneming van diensgehalte behoort ook hierdie baie belangrike funksie, as eerste kontak met enige diensmaatskappy, in te sluit.
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Cox, Leigh, and Vera Roos. "The experiences of first-time mothers with colic infants who seek help from medical professionals." Health SA Gesondheid 13, no. 1 (November 12, 2008): 4–13. http://dx.doi.org/10.4102/hsag.v13i1.253.
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The purpose of this study was to describe the experiences of first-time mothers with colic infants. The research design was qualitative, exploratory, descriptive and contextual. Data were collected by means of in-depth, semistructured, phenomenological interviews and a descriptive analysis was done. The results show that the real experience of having a baby did not meet mothers’ expectations. Furthermore, colic babies were anxiety-provoking and mothers struggled with feelings of failure. They searched for an explanation for the colic, but felt disillusioned with the medical profession. Mothers exhibited a need for a containing figure. They also reflected on their relationship with their mothers. Mothers felt ambivalent towards their babies and marital relationships became strained. Lastly, mothers renegotiated their identity. Based on the results, suggestions for mental health professions were made with regard to providing parent-child therapy, support for the mother and strengthening the marital relationship. The importance of psychological interventions was emphasised as a source of support for these mothers.
Opsomming
Die doel van hierdie studie was om die ervarings van eerstekeermoeders met koliekbabas te beskryf. Die navorsingsontwerp was kwalitatief, ondersoekend, beskrywend en kontekstueel van aard. Data is ingesamel deur middel van indiepte, semi-gestruktureerde, fenomenologiese onderhoude en ‘n beskrywende ontleding is gedoen. Die resultate het getoon dat die beleefde ervarings om ‘n koliekbaba te hê, nie aan die moeders se verwagtinge voldoen het nie. Voorts veroorsaak koliekbabas angs en moeders stry teen gevoelens van mislukking. In hul soeke na ‘n verklaring vir die koliek, voel hulle ontnugter met die mediese professie. Moeders het ‘n behoefte aan ‘n ondersteunende persoon uitgedruk en gereflekteer op hul verhouding met hulle eie ma’s. Moeders het ambivalent oor hul babas gevoel en hul huweliksverhoudings het gespanne geword. Laastens het moeders hulle identiteit as moeders heroorweeg. Op grond van die resultate word voorstelle vir professionele geestesgesondheidwerkers met betrekking tot ouer-kindterapie, ondersteuning aan die moeder en versterking van die huweliksverhouding, gemaak. Laastens word die belangrikheid van sielkundige intervensies in die hantering van koliek as ‘n hulpbron vir hierdie moeders beklemtoon.
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Everaerts, Ella. "De grote stap: van student naar haio." Huisarts Nu 45, no. 6 (December 2016): 246. http://dx.doi.org/10.1007/s40954-016-0088-y.
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Diser, Lyvia. "Priester Frans Drijvers (1858-1914) en “De Student”. Over de oprichting en beginjaren van “De Student”, een van de meest succesvolle Vlaamsgezinde katholieke studententijdschriften van zijn tijd." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 67, no. 4 (January 1, 2008): 275–85. http://dx.doi.org/10.21825/wt.v67i4.12501.
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Dat het werken achter de schermen van de Vlaamse beweging even intens maar veel minder roemrijk is, bewijst het leven van Priester Jan Frans Drijvers (° 1858, Rotselaar - 1914, Willebroek). Drijvers speelde een cruciale rol in de katholieke Vlaamse studentenbeweging van zijn tijd: in 1880 richtte hij als seminarist samen met een paar vrienden De Student op, dat het eerste wijdverspreide katholieke Vlaamsgezinde leerlingentijdschrift werd. De redactie verborg haar identiteit onder schuilnamen, om mogelijke tegenkanting van de geestelijke overheid te vermijden. De belangrijkste verwezenlijking van De Student was dat het ervoor zorgde dat de katholieke schoolgaande jeugd, na een eerdere poging vanuit West-Vlaanderen in de jaren 1870, nu opnieuw werd gebundeld onder eenzelfde ideeënpakket. Drijvers was hun ‘studentenleider’, zij het dat hij hen aanvoerde met de pen, in alle anonimiteit. Hij probeerde zijn lezers een vastberaden Vlaamsgezindheid bij te brengen, maar ook een genuanceerde houding tegenover de geestelijke overheid, die Drijvers beschouwde als de ware aanvoerder van de Vlaamsgezinde katholieken. De Student bracht zijn boodschap onder de vorm van artikels, gedichtjes, verhalen, taallessen enz., waarbij humor en ernst elkaar afwisselden. De door De Student gecreëerde eensgezindheid kreeg in 1890 concrete gestalte met de oprichting van het Katholiek Vlaams Studentenverbond. Twee jaar later werd De Student echter getroffen door een tijdelijk bisschoppelijk verbod. Drijvers leek er niet in te slagen deze teleurstelling te verwerken. In 1902 verliet hij de redactie, na ideologische meningsverschillen met de nieuw aangetreden medewerkers. Drijvers volgehouden anonimiteit als stichter van De Student had het spijtige resultaat dat hij in de vergeetput van de geschiedenis terechtkwam.________The priest Frans Drijvers (1858-1914) and "De Student". About the foundation and the early years of "De Student", one of the most succesful pro-Flemish Catholic student magazines of its timeThe life of the Priest Jan Frans Drijvers proves that working behind the scenes of the Flemish movement is just as intensive but far less glorious. Drijvers played a crucial role in the Catholic Flemish student movement of his time: as a seminarian in 1880 he – together with a few friends – founded De Student that became the first widely distributed Catholic pro-Flemish student magazine. The editors hid their identity behind pen names in order to avoid any antagonism from the ecclesiastical authorities. The most important achievement of De Student was that it ensured that the Catholic children of school age now were collectively exposed to one set of ideas, after the failure of a similar attempt originating in West-Flanders in the 1870’s. Drijvers was their "student leader" even if he led them with his pen, completely anonymously. He attempted to teach his readers not only a determined pro-Flemish attitude, but also a differentiated attitude towards the ecclesiastical authorities, whom Drijvers considered as the true leaders of the pro-Flemish Catholics. De Student propagated its message in the form of articles, short poems, stories, language lessons etc., alternating humour and seriousness. The unanimity created by De Student was substantiated in 1890 by the foundation of the Catholic Flemish Student Union. Two years later, however, De Student suffered a temporary Episcopal interdiction. It appeared that Drijvers was not able to overcome this disappointment. In 1902 he left the editorial board, after ideological differences of opinion with the newly appointed correspondents. Because Drijvers' anonymity as founder of De Student had been maintained, it had the regretful result that he passed into historical oblivion.
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Gercama, A. J., D. Tieleman, A. Retel Helmrich, and J. F. Bastiaans. "Resultaten van training en begeleiding van student-docenten in het klinisch lijnonderwijs." Tijdschrift voor Medisch Onderwijs 20, no. 3 (June 2001): 114–23. http://dx.doi.org/10.1007/bf03056512.
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Bindenga, André. "De student accountancy en zijn toekomst." Maandblad Voor Accountancy en Bedrijfseconomie 78, no. 6 (June 1, 2004): 240–48. http://dx.doi.org/10.5117/mab.78.17507.
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De laatste jaren bespeurt men bij jonge mensen die studeren voor accountant wel eens twijfels of zij wel de goede keuze hebben gemaakt. Afgezien van het feit dat je met een accountantsdiploma ook een andere functie kunt krijgen dan een werkkring in het openbare accountantsberoep, is het raadzaam te onderzoeken of deze twijfels terecht zijn. Vijftig jaar geleden was een accountant een persoon die in het bedrijfs- en beroepsleven eerbied afdwong. Na een jarenlange studie was hij de praatpaal voor het management van ondernemingen en andere organisaties. Weliswaar controleerde hij de jaarrekening als onafhankelijk deskundige, maar dikwijls werd hem gevraagd hoe de grondslagen voor de jaarrekening moesten luiden. Er waren immers geen wetten en regels waaraan de jaarrekening moest voldoen en men zag de accountant als degene die op grond van zijn bedrijfseconomische kennis de weg in het woud van grondslagen kon aangeven.
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Cate, Olle ten. "Modern onderwijs en de verantwoordelijkheid van de student." Tijdschrift voor Medisch Onderwijs 24, no. 2 (April 2005): 61–63. http://dx.doi.org/10.1007/bf03056676.
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Kubartz, Bodo. "Als ERASMUS-Student an der Universiteit van Amsterdam." Standort - Zeitschrift f�r angewandte Geographie 24, no. 4 (December 1, 2000): 42–45. http://dx.doi.org/10.1007/s005480070009.
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Visser, Douwe. "Psycholoog in Kenia Van briljante student tot alcoholist." GZ - Psychologie 9, no. 3 (April 2017): 28–30. http://dx.doi.org/10.1007/s41480-017-0023-2.
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Ledoux, Guuske, and Jaap Roeleveld. "Zal de Invoering van Referentieniveaus het Niveau van het Onderwijs Verhogen?" Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 17–24. http://dx.doi.org/10.1075/ttwia.86.03led.
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Recently, general standards of reference ('referentieniveaus') for language and mathe-matics were introduced in the educational system in the Netherlands. The assumption is that these standards will lead to higher levels of these basic skills. Furthermore, the standards should be helpful for the identification of low quality schools. In this article, both these expectations are questioned. Using a national database on more than 500 primary schools, it is shown that levels of language and mathematics (not surprisingly) differ widely between students from different social and ethnic backgrounds. And, as a consequence of segregation along these lines, schools with different student populations, vary widely in their outcomes. It is argued that general standards can be useful on a national level, in order to monitor the outcomes of the educational system. But in order to evaluate individual schools, more differentiated methods for evaluation are required, taking differences in student population into account.
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Du Plessis, Engela, and Minrie Greeff. "Die belewenis van die kliniese begeleidingspan van hul betrokkenheid by die kliniese begeleiding van studentverpleegkundiges." Health SA Gesondheid 4, no. 4 (December 1, 1999): 53–60. http://dx.doi.org/10.4102/hsag.v4i4.385.
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Clinical accompaniment in the practice area where the art and science of nursing are realised, forms an indispensable part of the student nurse's accompaniment and requires the involvement of the full clinical accompaniment team, within a partnership context.OpsommingKliniese begeleiding in die praktykarea, waar die kuns en wetenskap van verpleging tot verwesenliking kom, vorm 'n onontbeerlike deel van die studentverpleegkundige se begeleiding en verg die betrokkenheid van die voile kliniese begeleidingspan, binne vennootskapsverband.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Çetin Dağlı, Sinemis, Selin Tunalı Çokluk, Abdullah Sert, and Ayşe Yüksel. "The Longterm Effect Of Van Earthquake On Medical Student." Van Medical Journal 25, no. 3 (2018): 296–301. http://dx.doi.org/10.5505/vtd.2018.58076.
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Mosley, Pauline, Gerald Ardito, and Lauren Scollins. "Pierre Van Cortlandt Middle School Promotes Student STEM Interest." American Journal of Engineering Education (AJEE) 7, no. 2 (January 30, 2017): 117–28. http://dx.doi.org/10.19030/ajee.v7i2.9895.
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The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning. After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).
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van Looy, Eveline. "De eerste stappen van een student in de casuïstiek." Huisarts Nu 45, no. 6 (December 2016): 244–45. http://dx.doi.org/10.1007/s40954-016-0087-z.
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Gosselink, M. J., and E. M. van Fenema. "De geneeskundestudent & de patiënt-student: inductie van empathie." Tijdschrift voor Medisch Onderwijs 30, no. 1-2 (March 2011): 22–27. http://dx.doi.org/10.1007/s12507-011-0004-1.
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Snyman, Rika, and Jaco Deacon. ""The show must go on!" Beserings van dramastudente tydens opleiding." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 12, no. 1 (June 26, 2017): 137. http://dx.doi.org/10.17159/1727-3781/2009/v12i1a2722.
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This article also tries to compare the situation of a student sports person injured while participating in university sports, and a drama student injured during a performance or rehearsal of a play. It is stated that the relationship between the drama student and lecturer is similar to the relationship between a sports person and his/her coach, but the relationship differs in that a sports person’s risk of getting hurt is much greater than that of a drama student, The contracts between sports players and their authorities are also stipulated in much more detail than the contracts (if any) between the drama students and the university. It is concluded that the legislation is not clear on the specific matters where a student undergoes practical training while they are still studying. The suggestion is that a sectoral determination must be put in place to regulate the relationship, the remuneration, the working hours and the working conditions and risks involved.
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Uys, Rene, and N. P. Du Preez. "Die gestremde as werknemer: Werkgewerperspektief." South African Journal of Business Management 19, no. 4 (December 31, 1988): 175–81. http://dx.doi.org/10.4102/sajbm.v19i4.989.
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An extensive research project with a response rate of 35% was undertaken under various companies in South Africa. The purpose of the project was to determine the attitude of employers in the open labour market towards disableds as employees. The researchers also wanted to determine the extend whereto disableds are employed within the labour market, as well as what their application and work successes are. In addition the research will focus on the various disabilities, and persons' abilities, training and expectations. The viewpoint of the research project is that today in the era of self-determination handicapped people do not want to be hired because they are handicapped. Nor do they want to be denied a job because of their handicap. Rather, they want to be treated as any other person. They want an equal chance to demonstrate their abilities and to live up to their potential. They want equal access to education, training and employment. They want to prove that they are people who can do the work and they want others to stop thinking about their handicapping condition.'n Omvangryke navorsingsprojek, waarop die responskoers 35% was, is in samewerking met ondernemings in Suid-Afrika gedoen. Die doel was om te bepaal wat die gesindheid van die werkgewer in die ope-arbeidsmark teenoor die gestremde as werknemer is. Die navorsers wou ook bepaal tot watter mate gestremdes in die ope-arbeidsmark in diens geneem word, die mate van hulle aanwending en wat hul werkprestasies is. Daar word gepoog om te bepaal wat die onderskeie gestremdhede en persone se vermoens, vaardighede, opleiding en bepaalde verwagtinge is. Die uitgangspunt van die navorsingsprojek is dat die gestremde in vandag se 'gelykegeleenthede-omgewing' nie in diens geneem wil word omdat hulle gestremd is nie, maar hulle wil ook nie 'n pos geweier word as gevolg van hul gestremdheid nie. Hulle wil eerder op dieselfde wyse as alle ander werknemers hanteer word. Hulle wit gelyke geleenthede he om hulle vermoens en vaardighede uit te leef en om hulle potensiaal ten voile te benut. Hulle wit gelyke geleenthede tot opvoeding, opleiding en indiensname he. Hulle wil bewys dat hulle wel die werk kan doen en hulle wil he dat ander moet ophou konsentreer op hul gestremdheid en dit wat hulle nie kan doen nie.
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Mondria, Jan-Arjen. "Een Alternatieve Methode van Uitspraakbeoordeling." Taalonderwijs aan gevorderden 25 (January 1, 1986): 7–19. http://dx.doi.org/10.1075/ttwia.25.02mon.
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Pronunciation is generally regarded as an important subskill in FLT. Its quality is usually assessed by impression marking the reading aloud of a piece of text or a number of spontaneous utterances. The drawbacks of this method, however, are its lack of transparency (what exactly is being tested?) and its suscepti-bility to subjectivity. To avoid these drawbacks Cito has developed an alternative method for the assessment of pronunciation: as the student reads a piece of text, the teacher assesses one aspect of pronunciation for each line (8 or 9 words) the student reads. A fair number of such minor decisions (about 40) yield a pretty good insight into a student's pronunciation. The reliability of this atomistic method of assessment was sub-mitted to practical tests and compared with that of traditional assessment procedures. Further research compared the validity of the atomistic method with that of the impression marking procedures involving reading aloud and spontaneous speaking. It is concluded that the atomistic assessment method has three major advantages: a high correlation between various raters in assessing pronunciation; it functions not only as a summative, but also as a diagnostic tool; irrelevant factors that play a role in traditional assessment procedures are largely excluded.
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Henderson, W. J. "Solon van Athene as ‘betrokke’ digter." Literator 9, no. 2 (May 7, 1988): 1–16. http://dx.doi.org/10.4102/lit.v9i2.845.
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Littérature engagée is an important component of contemporary literary creation and criticism. The present article examines this phenomenon in the surviving iambic and elegiac poetry of the Athenian statesman and poet, Solon (early 6th century B.C.), in order to offer comparative material to the modern student of the subject.
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Driessen, Geert. "Determinanten Van De Nederlandse-Taalprestaties Van Turkse En Marokkaanse Leerlingen In Het Voortgezet Onderwijs." Toegepaste Taalwetenschap in Artikelen 50 (January 1, 1994): 87–98. http://dx.doi.org/10.1075/ttwia.50.08dri.
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This article focuses attention on the question as to which factors could possibly explain the differences in Dutch language performance between Turkish and Moroccan students in the first and third year of secondary education. Students from a representative cohort were tested twice. The complete sample was tested in 1989/90 (n=598), and those students who did not have to repeat a year were again tested in 1991/92 (n=340). Four clusters of background characteristics (34 in total) were studied: student characteristics, family structural characteristics, family cultural characteristics and educational career characteristics. With the aid of correlation and multiple regression analyses the relationships between the background characteristics and test performances were examined. The conclusion was that the results were somewhat disappointing. The most important factor appears to be the recommendation the student receives at the end of his/her primary education. Of the family characteristics, only the 'mother characteristics' appear to be of relevance: her length of stay, education, reading behaviour and the way she talks to her child about matters pertaining to school. As a result, a starting point for improving the educational careers of Turkish and Moroccan children probably lies in the schooling and counselling of the mothers with regard to matters pertaining to school.
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Habermehl, Jan. "Hier van daan ging ik na een Boekverkoopers Winkel." Daphnis 48, no. 3 (September 25, 2019): 435–61. http://dx.doi.org/10.1163/18796583-04703010.
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This article investigates the anonymously published Dutch libertarian student novel De Leidsche Straat-Schender, Of de Roekelooze Student and discusses its narrator’s awareness of the contemporary literary scene during the 1680s in Amsterdam. A high level of poetological self-referentiality is related to the material needs and economical conditions of Dutch book trade, especially to the life circumstances of a prominent editor of libertarian literature, Timotheus ten Hoorn.
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Junedi, Beni. "PENERAPAN TEORI BELAJAR VAN HIELE PADA MATERI GEOMETRI DI KELAS VIII." MES: Journal of Mathematics Education and Science 3, no. 1 (November 14, 2017): 1–7. http://dx.doi.org/10.30743/mes.v3i1.213.
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This article discussed about theory applaying learning according Van Hiele is learning that focus on Geometry. This theory is found that to study Geometry the student have a development to think step by step certain. The steps student cognitive level consist of 1) Visualisation level is introducing level, 2) Analisys level is description level, 3) Abstraction level (deduction informal) is arraged level or relational level, 4) Deduction formal level, and 5) Rigor level is systhematys level. This implementation in the class Van Hiele determine some of learing faces 1) Information is about question answer for introducing the student, 2) Direction method is about the students to know the topic that have been learned by tools with accorate that have prepared the teacher make some observation, 3) Explication is explain a view appear about structure that have observation, 4) Free orientation is how the students faced task more than a way and task open ended and fase and 5) Integration is the students observe review and resume that have learn. Study applying theory Van Hiele more than applying on student activity, because student activity is role important on the procees of learning used study applying theory.
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Ie Roux, J. H. "'n Lewe met die vaders Oor Carl Borchardt as student van die vroee kerk." Verbum et Ecclesia 16, no. 2 (September 21, 1995): 375–87. http://dx.doi.org/10.4102/ve.v16i2.458.
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A life with the fathers Carl Borchardt's views on the early church This article focuses on Carl Borchardt's contribution to the study of the early church. Especially one aspect of his historical endeavours is highlighted: the close link between the Bible and church history. He illustrated how the early church lived from the Bible and how patristic theology was shaped fundamentally by the Bible. Because he was so wellequiped for the study of the early church Borchardt succeeded highlighting the beauty of patristic exegesis and opening up new ways of understanding our religious past. Dit was in Julie 1968 dat ek Carl Borchardt vir die eerste keer ontmoet het. Professor Ben Marais was die semester weg en Borchardt moes die middeleeue en die reformasie aan ons doseer. Hy was inderdaad 'n uitstekende keuse. Pas twee jaar gelede het hy in Leiden by die befaamde Bakhuizen van den Brink gepromoveer. Sy proefskrif, Hilary of Poitier's role in the Arian struggle, was van so 'n gehalte dat dit in die reeks, Kerkhistorische Studien, opgeneem is. Borchardt was 'n uitnemende plaasvervanger vir Ben 1-farais. So ver ek egter kan onthou, was dosent Borchardt 'n bietjie skugter en manuskripgebonde, maar tog was daar iets in sy Iesings wat my na al die jare nog bybly: 'n deeglike kennis van en 'n vaardigheid met primere en sekondere bronne van die middeleeue en die reformasie. Nou nog onthou ek van die bronne wat hy met die oog op 'n Lutherstudie vermeld het. Drie jaar later was ons saam kollegas aan die Universiteit van Suid-Afrika. Borchardt was in aIle opsigte my senior, maar tog was hy 'n besondere kollega. Tydens daardie goeie Unisajare was ons dosentegetalle klein en gevolglik het ek Borchardt op 'n besondere manier leer ken. Talle gesprekke oor die kerkgeskiedenis het in sy kantoor of by die teekan plaasgevind. Toe hy in 1975 Unisa se diens verlaat en hom by die Universiteit van Pretoria aangesluit het, was dit 'n droewige dag. Vir my was dit egter 'n groot vreugde om in 1987 weer sy kollega te kon word. Van Carel Borchardt het ek enorm veel geleer. Hy is in murg en been 'n akademikus, leermeester en kerkhistorikus. Oor die kerk se historiesegang het hy 'n groot kennis beskik en het dit graag gedeel. Vir die Nederduitse Gereformeerde Kerk is sy aftrede 'n groot verlies. Met aangename herinneringe sal sy studente en kollegas die werk van ~ns geagte koUega koester. Hieronder word kortliks op een aspek van sy kerkhistoriese arbeid gefokus: sy studie van die Parres. As ek aan Borchardt dink, is dit veral sy werk oor die vroee kerk wat my bybly. Sy entoesiasme vir die ou Vaders was aansteeklik. As hy oor hulle gepraat het, was die geesdrif voelbaar. Hieronder word slegs 'n paar fasette van Borchardt se werk as patristikus belig. Veral word die band tussen kerkgeskiedenis en die Skrif beklemtoon.
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Augusteijn, Hilde, Anne Vermeer, and Marije van Amelsvoort. "Evaluatieve tweets van studenten en het effect van een interventie door docent-volgers." Dutch Journal of Applied Linguistics 1, no. 2 (December 14, 2012): 236–51. http://dx.doi.org/10.1075/dujal.1.2.05aug.
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In this study, 21,085 tweets from university students over a period of twelve weeks were analyzed. Our aim was to investigate the number and evaluative content of students’ tweets related to their study, and to know whether the number of negative tweets decreases when teachers follow students on Twitter. About thirteen percent of all students’ tweets relate to their study. We categorized these in student-centered (10%) or curriculum-centered (3%), and divided both categories in negative (4%) or positive (9%) tweets. Teachers became followers of their students after six weeks, which led to a significant decrease of negative curriculum-centered tweets (from 2.2 to 0.7%), although a small decrease was observed even before the intervention started. Contrary to the teachers’ initial fears, it is unlikely that students ‘infect’ each other with negative evaluations about the curriculum, since the number of negative tweets is very low overall.
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De Borchgrave, Christian. "Een boegbeeld van het integraal-katholieke Vlaams-nationalisme in het interbellum: Jozef Van Opdenbosch s.j. (1892-1944)." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 69, no. 4 (January 26, 2011): 331–59. http://dx.doi.org/10.21825/wt.v69i4.12345.
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In navolging van zijn oud-leraren en medebroeders Jozef Van Mierlo junior en Desideer Stracke, ontpopte de jezuïetenpater Jozef Van Opdenbosch zich tot een vooraanstaande propagandist van het etnisch-culturele Vlaams-nationalisme in het interbellum.In de late jaren 1920 werd Van Opdenbosch een van de voornaamste inspiratoren van het Algemeen Katholiek Vlaamsch Studentenverbond (AKVS).In de jaren 1930 publiceerde hij artikels en brochures waarin hij de zelfstandige katholieke Vlaamse studentenbeweging verdedigde tegen de door het episcopaat geleide Katholieke Studentenactie (KSA). Tegelijk pleitte hij in die publicaties voor de vernietiging van het tegennatuurlijke, liberale België, en voor de stichting van een organisch ingerichte, op katholieke leest geschoeide Groot-Nederlandse volksstaat.________A figure head of extreme-right Catholic Flemish nationalism during the interbellum period: Jozef Van Opdenbosch S.J. (1892-1944)Following the example of his former teachers and fellow brothers Jozef Van Mierlo Junior and Desideer Stracke the Jesuit Father Jozef Van Opdenbosch turned out to be a prominent propagandist of the ethnico-cultural Flemish nationalism during the interbellum period. At the end of the 1920's Van Opdenbosch became one of the main sources of inspiration of the General Catholic Flemish Student Union (AKVS).During the 1930's he published articles and leaflets in which he defended the independent Catholic Flemish Student Union against the Catholic Students' Action (KSA) which was run by the diocese. In those publications he also argued for the destruction of the unnatural liberal state of Belgium, and in favour of the foundation of an organically set up Greater Netherlands nation, based on a Catholic model.
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Sulistiowati, D. L., T. Herman, and A. Jupri. "Student difficulties in solving geometry problem based on Van Hiele thinking level." Journal of Physics: Conference Series 1157 (February 2019): 042118. http://dx.doi.org/10.1088/1742-6596/1157/4/042118.
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Wils, Lode. "Van de scholierenbeweging, via de landdagbeweging, naar een volksbeweging? Pol De Mont (1857-1931)." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 78, no. 1 (December 18, 2019): 36–63. http://dx.doi.org/10.21825/wt.v78i1.15720.
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De veelzijdige literator Pol De Mont (1857 -1931) droeg gedurende decennia aanzienlijk bij tot de ontwikkeling van de Vlaamse taalbeweging in de richting van een nationale volksbeweging. Hij was een van de initiatiefnemers in de organisatie van een katholieke Vlaamse scholierenbeweging in de jaren 1870. Na zijn overgang naar het vrijzinnig liberalisme werd hij een voorvechter van de samenwerking van confessionele en vrijzinnige flaminganten, en van de democratische verruiming van hun beweging. Hij beleed heel sterk de völkische verbondenheid van Vlaanderen met Duitsland, sympathiseerde in de Eerste Wereldoorlog met het activisme, en werd een anti-Belgisch nationalist.__________
From the student movement via the ‘Landdag’ [Diet] movement towards a popular movement? Pol De Mont (1857-1931)
The protean belletrist Pol De Mont (1857-1931) was for many decades instrumental in the Flemish movement’s transition from a predominantly linguistic movement towards a mass national movement. De Mont played a leading role in the organisation of a Catholic Flemish student movement in the 1870s, and, following his conversion to secular liberalism, became an ardent proponent of an augmented collaboration between confessional and non-denominational flamingants, and of a democratic enlargement of the movement. Moreover, De Mont would profess the völkisch [folkish] union between Flanders and Germany, sympathise with the activist movement during the First Word War, and ultimately proclaim himself an anti-Belgian nationalist.
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Wils, Lode. "Van de scholierenbeweging, via de landdagbeweging, naar een volksbeweging? Pol De Mont (1857-1931)." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 78, no. 1 (December 18, 2019): 36–63. http://dx.doi.org/10.21825/wt.v78i1.15720.
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De veelzijdige literator Pol De Mont (1857 -1931) droeg gedurende decennia aanzienlijk bij tot de ontwikkeling van de Vlaamse taalbeweging in de richting van een nationale volksbeweging. Hij was een van de initiatiefnemers in de organisatie van een katholieke Vlaamse scholierenbeweging in de jaren 1870. Na zijn overgang naar het vrijzinnig liberalisme werd hij een voorvechter van de samenwerking van confessionele en vrijzinnige flaminganten, en van de democratische verruiming van hun beweging. Hij beleed heel sterk de völkische verbondenheid van Vlaanderen met Duitsland, sympathiseerde in de Eerste Wereldoorlog met het activisme, en werd een anti-Belgisch nationalist.__________
From the student movement via the ‘Landdag’ [Diet] movement towards a popular movement? Pol De Mont (1857-1931)
The protean belletrist Pol De Mont (1857-1931) was for many decades instrumental in the Flemish movement’s transition from a predominantly linguistic movement towards a mass national movement. De Mont played a leading role in the organisation of a Catholic Flemish student movement in the 1870s, and, following his conversion to secular liberalism, became an ardent proponent of an augmented collaboration between confessional and non-denominational flamingants, and of a democratic enlargement of the movement. Moreover, De Mont would profess the völkisch [folkish] union between Flanders and Germany, sympathise with the activist movement during the First Word War, and ultimately proclaim himself an anti-Belgian nationalist.
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Van Mol, Christof, Sabien Dekkers, and Ellen Verbakel. "De impact van de coronacrisis op het subjectief welbevinden van (internationale) studenten in Nederland." Mens & Maatschappij 96, no. 3 (September 1, 2021): 357–83. http://dx.doi.org/10.5117/mem2021.3.004.vanm.
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Abstract The impact of the COVID-19 pandemic on subjective well-being of (international) higher education students in the Netherlands In this paper we investigate the impact of the COVID-19 pandemic on subjective well-being of higher education students in the Netherlands. More specifically, we compare international students and Dutch students, based on the Dutch data of the COVID-19 International Student Well-Being Study, a cross-sectional survey conducted between May-July 2020 among higher education students across the Netherlands (N = 10.491). Based on the sociological literature on the relationship between social capital and subjective well-being, we investigate in particular whether changes in social contact during the first lockdown can explain differences in subjective well-being between international and Dutch students. Our results suggest that although international students report lower levels of subjective well-being compared to Dutch students, these differences cannot be directly explained by (changes) in social contact during the lockdown.
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Rycke, Ine De. "A Student Perspective on Academic Literacy." ITL - International Journal of Applied Linguistics 159 (January 1, 2010): 1–26. http://dx.doi.org/10.1075/itl.159.01ryc.
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Abstract Becoming academically literate involves two main parties: teaching staff and students. Previous research (Belcher, 1994; Cotton, 2004; Van de Poel & Brunfaut, 2004) has indicated that a discrepancy exists between the interpretations of and expectations about academic literacy of teaching staff on the one hand and students on the other. The different interpretations of academic literacy and the lived experiences of both parties need to be identified before the existing discrepancy between the concept as used by teaching staff and students can be narrowed or even bridged. This article is based on the results of a study conducted at the University of Antwerp in 2009. It aims to shed light on the students’ interpretation of academic literacy and integrate the student perspective in a definition of academic literacy.
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Swafford, Jane O., Graham A. Jones, and Carol A. Thornton. "Increased Knowledge in Geometry and Instructional Practice." Journal for Research in Mathematics Education 28, no. 4 (July 1997): 467–83. http://dx.doi.org/10.5951/jresematheduc.28.4.0467.
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This study examined the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Forty-nine middle-grade (4-8) teachers participated in a 4-week program consisting of a content course in geometry and a research seminar on van Hiele theory. The pretest and posttest results showed significant gains in content knowledge and in van Hiele level. The analysis of a lesson-plan task revealed a significant shift in goals and expectations to the next higher van Hiele level. Follow-up observations of 8 teachers found marked changes in what was taught, how it was taught, and the characteristics teachers displayed. Teachers attributed these changes to increased geometrical content knowledge and research-based knowledge of student cognition.
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Verhoeyen, Etienne. "Een Duits netwerk bij de voorbereiding van de Militärverwaltung in België (1939-1940)." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 69, no. 4 (January 26, 2011): 289–305. http://dx.doi.org/10.21825/wt.v69i4.12342.
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Nadat Hitler in oktober 1939 beslist had een aanval in het Westen te ondernemen, werden in Keulen twee studiegroepen opgericht, die het toekomstig bezettingsregime van België en Nederland moesten voorbereiden. Er was een studiecommissie die geleid werd door de toekomstige leider van het Duits Militair Bestuur in België, Regierungspräsident Reeder, en daarnaast bestond een geheime studiegroep die de Sondergruppe Student werd genoemd. Deze bijdrage belicht het voorbereidend werk van de leden van deze studiegroep op het gebied van handel, industrie, recht, Volkstum en cultuur in België. De groep legde een grote belangstelling voor de Flamenfrage aan de dag en trok daarbij lessen uit de ervaringen met de bezetting van België tijdens de Eerste Wereldoorlog. Ofschoon er van diverse zijden in Duitsland werd op aangestuurd, hebben zowel de 'commissie Reeder' als de Sondergruppe de wederinvoering van de bestuurlijke scheiding van het Vlaams en Franstalig landsgedeelte, één van de 'verworvenheden' van het Vlaams activisme uit 1914-18, beslist afgewezen. De bijdrage laat ook de tegenstellingen zien die in Duitsland bestonden op het gebied van de beïnvloeding (ten voordele van Duitsland) in de te bezetten gebieden.
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A German network in the preparation of the Militärverwaltung (Army administration) in Belgium (1939-1940)After Hitler had decided in October 1939 to carry out an attack on the West, two study groups were set up in Cologne in order to prepare the future occupational regime of Belgium and the Netherlands. The future leader of the German Army Administration in Belgium, President of the Government Reeder chaired the study group, and in addition there was a secret study group called the Sondergruppe Student (Special Student Group).This contribution illuminates the preparatory work of the members of this study group in the area of trade, industry, law, Volkstum (nationality) and culture in Belgium. The group demonstrated a lot of interest in the Flamenfrage (Flemish question) and in doing so drew lessons from the experience of the occupation of Belgium during the First World War.Although people from various quarters in Germany aimed for the reintroduction of the governmental separation between the Flemish and French speaking parts of the country, one of the 'achievements' of Flemish activism from the period of 1914-1918, both the 'Reeder committee' and the 'Sondergruppe' definitely dismissed it. This contribution also demonstrates the contradictions present in Germany in the area of influencing the territories to be occupied (in favour of Germany).
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Bovyn, Guy. "Hoger kunstonderwijs in vloeibare tijden? Do It Yourself!" Forum+ 25, no. 3 (November 1, 2018): 14–20. http://dx.doi.org/10.5117/forum2018.3.bovy.
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Begin 2019 wordt in de Koninklijke Academie voor Schone Kunsten een onderwijsvernieuwend project opgestart dat het traditionele ateliermodel kritisch moet bevragen. Geïnspireerd door de D.I.Y.-attitude van de historische punkbeweging worden een aantal kunstenaarscollectieven uitgenodigd om met de studenten en docenten horizontaal georganiseerde leergemeenschappen te vormen. Met dit initiatief wil de academie inzicht verwerven in de manier waarop een bijsturing van haar werking (1) kan bijdragen tot een verdere emancipatie van de student en (2) de autonomie en zelfredzaamheid van de jonge kunstenaar bij het uitbouwen en beoefenen van een artistieke praktijk kan versterken.An innovative educational project aimed at interrogating the traditional studio model is due to start in the Royal Academy for Fine Arts in early 2019. Inspired by the DIY ethos of the punk movement a number of art collectives were invited to set up learning communities together with students and teachers. The Academy hopes this initiative will give it insights into the way its functioning can a) contribute to the further emancipation of the student and b) foster the independence and self-sufficiency of the young artist when developing and carrying on an artistic practice.
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Agustiningsih, N., Susanto, and N. Yuliati. "Student creative thinking process in solving geometry problems based on van hiele level." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012126. http://dx.doi.org/10.1088/1755-1315/243/1/012126.
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Miller, Patricia S., and Gretchen A. Kerr. "The Role Experimentation of Intercollegiate Student Athletes." Sport Psychologist 17, no. 2 (June 2003): 196–219. http://dx.doi.org/10.1123/tsp.17.2.196.
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This study examined the role experimentation of university student athletes using in-depth interviews. The results revealed participants’ role experimentation was limited to three spheres: athletic, academic, and social. Participants’ exploration of and commitment to roles revealed a two-stage model of identity formation. The first stage, Over-Identification with the Athlete Role, revealed a singular focus on athletics that persisted throughout much of the participants’ university careers. The second stage, Deferred Role Experimentation, reflected an increased investment in academic and social roles in the participants’ upper years. Results were consistent with previous findings of an athletic identity among intercollegiate student-athletes (Brewer, Van Raalte, & Linder, 1993), but supported Perna, Zaichkowsky, and Bocknek’s (1996) suggestion that identity foreclosure may have been overgeneralized.
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Cliteur, P. B. "De Democratische Rechtsstaat Aan Het Einde van de Geschiedenis. Een Reactie op Kees Klop." Philosophia Reformata 63, no. 1 (December 17, 1998): 62–69. http://dx.doi.org/10.1163/22116117-90000142.
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De redactie van Philosophia Reformata heeft een belangrijk project opgezet. Aan de schrijvers van het boek van de Open Universiteit waaraan vertegenwoordigers van verschillende levensbeschouwelijke richtingen hebben meegewerkt, is de mogelijkheid geboden met elkaar in dialoog te treden. De bijdrage van Kees Klop biedt daarvoor om verschillende redenen een uitstekende basis. Ik heb het getroffen met een commentator die de lijn van mijn verhaal voortreffelijk heeft samengevat. We behoeven dus geen tijd te verdoen met het rechtzetten van misverstanden, iets dat doorgaans een belangrijk onderdeel vormt van reacties. Ik vlei mij een beetje met de gedachte dat Klops sympathieke weergave van de essentie van mijn betoog ook wellicht daarom zo goed geslaagd is, omdat wij putten uit ten dele verwant gedachtengoed. Ik ben namelijk, net als Klop, onder de indruk van het werk van Dooyeweerd. Dat gaat terug op de tijd dat ik als student-assistent verbonden was aan de afdeling Encyclopedie van de rechtswetenschap van de VU bij Prof. H.J. van Eikema Hommes. Laatstgenoemde was, zoals de lezers van Philosophia Reformata bekend is, een leerling van Dooyeweerd.
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Linda, Linda, Martin Bernard, and Nelly Fitriani. "Analisis Kesulitan Siswa SMP Kelas VIII pada Materi Segiempat dan Segitiga Berdasarkan Tahapan Berpikir Van Hiele." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 2 (July 12, 2020): 233. http://dx.doi.org/10.31331/medivesveteran.v4i2.1066.
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ABSTRAK
Penelitian ini bertujuan untuk mengetahui serta menganalisis kesulitan matematis siswa dalam menyelesaikan soal matematika terutama pada materi segitiga dan segiempat. Subjek penelitian ini yaitu siswa kelas VIII SMP di Bandung. Instrumen yang digunakan yaitu tes tulis berupa esai yang berjumlah 5 soal. Penelitian ini menerapkan metode analisis deskriptif, agar dapat mengetahui kesalahan dan kekeliruan siswa dalam menyelesaikan soal. Pengolahan data dihitung kedalam bentuk rata-rata skor siswa yang diperoleh dengan analisis berdasarkan tahapan Van Hiele. Hasil penelitian ini menyatakan bahwa ketercapaian siswa dalam memecahkan soal materi segiempat dan segitiga berdasarkan tahapan berpikir Van Hiele terbanyak berada pada tahap 1 (analisis) sebesar 87,87%. Ketercapaian berpikir pada tahapan Van Hiele yang baik baru mencapai tahapan visualisasi (tahap 0) sebesar 12,12%. Pada tahap 2 (deduksi informal) dan tahap 3 (deduksi) siswa belum mampu mencapai tahapan tersebut. Dengan demikian dapat dilihat bahwa tingkat pemahaman siswa terhadap materi segiempat dan segitiga masih tergolong rendah sehingga terdapat kesulitan dan kendala bagi siswa dalam mengerjakan soal pada materi segiempat dan segitiga berdasarkan tahapan Van Hiele.
Kata kunci: kesulitan siswa, segiempat dan segitiga, tahap berpikir Van Hiele.
ABSTRACT
The purpose of this research is to analyze student’s mathematical difficulties in solving mathematics problems, especially in quadrilateral and triangular material. The subject of this study were students of class VIII of Junior high school in Bandung. The instrument used were written tests in the form of essays consists of 5 questions. This research method uses descriptive analysis of students mistakes in solving problems. The data is analysis based on Van Hiele theory. The results of this study stated that the students' achievement in solving rectangular and triangle material problems based on Van Hiele's thinking stage was mostly in stage 1 (analysis) of 87.87%. The achievement of Van Hiele's good thinking stages has only reached the visualization stage (stage 0) of 12.12%. For stage 2 (informal deduction) and stage 3 (deduction) no student has been able to reach that stage. Thus it can be seen that the level of student understanding of rectangular and triangular material is still relatively low so that there is difficulty in solving students' problems on rectangular and triangular material based on Van Hiele's thinking stages.
Keywords: Student difficulties, quadrilateral and triangular, Van Hiele Thinking stage.
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Cook, Alan. "Hendrik Christoffel Van De Hulst Ridder In De Orde Van Nederlandse Leeuw. 19 November 1918 – 31 July 2000." Biographical Memoirs of Fellows of the Royal Society 47 (January 2001): 465–79. http://dx.doi.org/10.1098/rsbm.2001.0028.
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The Netherlands, a small country, has been particularly rich in astronomers in the twentieth century, and Hendrik van de Hulst was among the most notable. He is distinguished for three far–reaching contributions to our knowledge of the Cosmos. As a graduate student he predicted that the hyperfine transition at 1420 MHz in atomic hydrogen (the 21 cm line) would be observable, and later participated in its discovery and early exploitation. He guided Dutch and European space research and its organization from the beginnings. Throughout his entire career he developed the theory of the scattering of radiation by small particles. He was consequently called on to be a member or chairman of important national and international committees, and his contributions, to the advancement of knowledge and effective organization alike, have been recognized by numerous awards and distinctions.
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Lein, Brecht. "Jef Van Bilsen en het einde van het Verdinaso." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 71, no. 1 (March 21, 2012): 34–56. http://dx.doi.org/10.21825/wt.v71i1.12273.
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Na de dood van Joris Van Severen in mei 1940 zocht het Verdinaso met toenemende ijver naar een modus vivendi met het bezettingsregime. Tussen mei 1940 en januari 1941 trachtte de nieuwe leiding, gedomineerd door de groep-Persijn, om onder het bezettingsregime een aanvaarbare maatschappelijke en politieke rol voor het Verdinaso te vinden. Die pogingen bleken echter tevergeefs. Uiteindelijk maakte de Militärverwaltung begin 1941 duidelijk dat er in Vlaanderen slechts één politieke beweging geduld werd en dat die niet Groot-Nederlands kon zijn. Jef Van Bilsen werd in 1932 lid van het Verdinaso. Hij was er achtereenvolgens hoofd van de Leuvense studentenafdeling (1932-1936) en hoofdman van de dinaso-afdeling Groot-Brussel (1937-1939). Eind 1939 raakte Van Bilsen in conflict met Van Severen en hij werd uit de beweging gezet.(1) Na zijn demobilisatie en repatriëring uit Zuid-Frankrijk maakte Van Bilsen zijn rentree in het Verbond. Zo komt het dat hij er op zijn zevenentwintigste een van de hoofdrolspelers was in de vaak bediscussieerde 'eindstrijd' van het Verdinaso.(1) J. Creve, Jef Van Bilsen, in: Nieuwe Encyclopedie van de Vlaamse Beweging, I, Tielt, 1998, pp. 497-498. en L. Saerens, Inventaris van het archief Anton A. Jozef (Jef) Van Bilsen (1913-1996), Leuven, 2002, pp. 2-3.________Jef Van Bilzen and the end of the Verdinaso (Union of Diets National Solidartists) After the death of Joris Van Severen in May 1940, the Verdinaso attempted with increasing zeal to find a modus vivendi with the occupational regime. Between May 1940 and January 1941, the new leadership dominated by the Persijn Group tried to find an acceptable social and political role for the Verdinaso under the occupational regime. However, it turned out that those attempts were in vain. Finally, at the beginning of 1941, the Militärverwaltung made it clear that it would permit only one political movement in Flanders, and that this could not be the Greater Netherlands movement. Jef Van Bilsen became a member of the Verdinaso in 1932. He was successively head of the student section of Louvain (1932-1936) and leader of the dinaso-section of Greater Brussels (1937-1939). At the end of 1939, Van Bilsen clashed with Van Severen and he was expelled from the movement.(1) After being demobilized and repatriated from the South of France, Van Bilsen made his comeback into the Union. It was for that reason, that he at the age of twenty-seven was one of the protagonists in the often-discussed ‘final struggle’ of the Verdinaso. (1) J. Creve, Jef Van Bilsen, in: Nieuwe Encyclopedie van de Vlaamse Beweging, I, Tielt, 1998, pp. 497-498. and L. Saerens, Inventaris van het archief Anton A. Jozef (Jef) Van Bilsen (1913-1996), Leuven, 2002, pp. 2-3.
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Vinke, Diana. "De Haalbaarheid Van Engelstalig Onderwijs in Nederland." Spreken in moedertaal en vreemde taal 54 (January 1, 1996): 71–81. http://dx.doi.org/10.1075/ttwia.54.07vin.
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One way of internationalizing education is introducing an international language - such as English - as the medium of instruction. But for Dutch lecturers English is a foreign language, of which they problably have a less adequate command. This may raise the issue whether the quality of their instruction is affected by a change of instructional language. Research conducted at Delft University of Technology reveals that Dutch lecturers experience language-related limitations because of the switch from Dutch to English. These limitations pertain to their vocabulary, the redundancy of their subject matter presentations, and their clarity and accuracy of expression. Other findings reveal a decrease in lecturers' speech rate, their expressiveness and their improvising skills. Lecturers' reduced use of these teaching behaviours may decrease student learning. Developing teaching-performance-based language tests and language courses focusing on 'teaching in English' are one way of reducing this potential loss of educational quality.
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Ermawati, Ermawati. "KEEKTIFAN MODEL TWO STAY TWO STRAY BERBASIS TEORI VAN HIELE DALAM PEMBELAJARAN MATEMATIKA SISWA KELAS V SD NEGERI 018 KUBANG JAYA KECAMATAN SIAK HULU KABUPATEN KAMPAR." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 4 (July 30, 2018): 619. http://dx.doi.org/10.33578/pjr.v2i4.5712.
Full textAbstract:
This research is based on mathematics learning at SD Negeri 018 Kubang Jaya which uses conventional learningmodel impact on the low of activity and result of learning which is indicated by the number of students who getvalue under Minimum Exhaustiveness criteria. The research design used was quasi experimental with nonequivalentcontrol group design. The population in this study are the students of class V SD Negeri 018 Kubang Jaya. Datacollection techniques used are unstructured interviews, observation, documentation, and tests. Based on the resultsof hypothesis test data of student learning activities with the calculation using independent sample t test, showedthat t count> t table (10,047> -2,011). Student learning result data indicate that t arithmetic> t table (3,221> -2,011) hence can be concluded activity and result of student learning at learning mathematics of wake up matterapplying model Two Stay Two Stray based Van Hiele theory higher than learning applying conventional model .Based on hypothesis test result using right side test formula, student activity data data show that t count>t table(16,664> -2,069) and significance value <0,05 (0,000 <0,05). Result of hypothesis test result of student learningshow that t count> t table (4,897> -2,069) and significance value <0,05 (0,000 <0,05). So the application of TwoStay Two Stray model based on van Hiele theory proved effective against activity and result of student learning onlearning mathematics of wake up matter.
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Musa, Lisa Aditya Dwiwansyah. "LEVEL BERPIKIR GEOMETRI MENURUT TEORI VAN HIELE BERDASARKAN KEMAMPUAN GEOMETRI DAN PERBEDAAN GENDER SISWA KELAS VII SMPN 8 PAREPARE." Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 2 (December 17, 2016): 103. http://dx.doi.org/10.24256/akh.v4i2.297.
Full textAbstract:
The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.
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Musa, Lisa Aditya Dwiwansyah. "Level Berpikir Geometri Menurut Teori Van Hiele Berdasarkan Kemampuan Geometri dan Perbedaan Gender Siswa Kelas VII SMPN 8 Pare-Pare." Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 2 (September 8, 2018): 103–16. http://dx.doi.org/10.24256/jpmipa.v4i2.255.
Full textAbstract:
The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.