The School-Based Speech-Language Pathologist's Role in the Determination of the Educational Relevance of a Voice Disorder

2002 ◽  
Vol 12 (1) ◽  
pp. 27-29
Author(s):  
Casey Oliver
Keyword(s):  
Voice Disorder ◽  
School Based

scholarly journals Budaya Mutu Dalam Pelayanan Pendidikan

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhammad Basri
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
School Evaluation ◽  
The Public ◽  
School Based ◽  
Process Output ◽  
Fair Wages ◽  
Quality In Education

Educational services in schools is part of the community and the public school. Service quality is a product and or services in accordance with established quality standards and customer satisfaction. Quality in education include the quality of input, process, output, and outcome. Input-grade education when it is ready to proceed otherwise. The process of quality education to create an atmosphere where learning is active, innovative, creative, effective, dan fun. Output otherwise qualified if the learning outcomes of academic and non academic students achieving at least equal to the minimum completeness criteria specified. Outcome graduates expressed significantly faster when absorbed in the world of work, fair wages, all parties acknowledge and satisfied with the intelligence, skill, personality. Government's efforts to service and quality of education is the use of School-Based Management (SBM) is accompanied by the determination of output criteria, processes, and educational input at school. Expected Output school student achievement / school both academic and non academic generated meets the specified criteria. (2) process, ie, among others: the effectiveness of teaching and learning process, schools have the teamwork of a compact, intelligent and dynamic, the school has the authority (autonomy), school evaluation and continuous improvement, (3) input, ie, among other : the school has: policies, goals, and quality objectives are clear, available resources, feasible, and highly dedicated.Pelayanan pendidikan di sekolah adalah bagian dari masyarakat dan sekolah umum. Kualitas layanan adalah produk dan atau jasa sesuai dengan standar kualitas yang ditetapkan dan kepuasan pelanggan. Kualitas dalam pendidikan termasuk kualitas input, proses, output, dan hasil. Input-kelas pendidikan bila sudah siap untuk melanjutkan sebaliknya. Proses pendidikan yang berkualitas untuk menciptakan suasana di mana pembelajaran aktif, inovatif, kreatif, efektif, menyenangkan Dan. Keluaran dinyatakan memenuhi syarat jika hasil belajar siswa akademik dan non akademik mencapai paling tidak sama dengan kriteria kelengkapan minimal yang ditetapkan. Lulusan Hasil mengungkapkan secara signifikan lebih cepat ketika diserap di dunia kerja, upah yang adil, semua pihak mengakui dan puas dengan, keterampilan kepribadian kecerdasan,. Upaya Pemerintah untuk pelayanan dan kualitas pendidikan adalah penggunaan Manajemen Berbasis Sekolah (MBS) disertai dengan penentuan kriteria output, proses, dan input pendidikan di sekolah. Keluaran sekolah diharapkan prestasi siswa / sekolah dihasilkan akademik baik akademis dan non memenuhi kriteria yang ditentukan. (2) proses, yaitu, antara lain: efektivitas proses belajar mengajar, sekolah memiliki teamwork yang kompak, cerdas dan dinamis, sekolah memiliki kewenangan (otonomi), evaluasi sekolah dan perbaikan terus-menerus, (3) input, yaitu, antara lain: sekolah memiliki: kebijakan, tujuan, dan sasaran mutu yang jelas, sumber daya yang tersedia, layak, dan berdedikasi tinggi.

MANAJEMEN PENDIDIKAN ISLAM PADA SMA BERBASIS PESANTREN

2021 ◽  
Vol 2 (01) ◽  
pp. 70
Author(s):  
Moh. Harun Al Rosid ◽  
Ilma Safira
Keyword(s):  
Qualitative Data ◽  
Boarding School ◽  
Islamic Education ◽  
Good Service ◽  
Data Presentation ◽  
Education Management ◽  
Modern School ◽  
School Based ◽  
Work Units

The purpose of this study was to determine the implementation, characteristics of Islamic education management based on pesantren in SMA Darussalam Blokagung Banyuwangi. The research method uses descriptive qualitative, data collection through interviews, observation and documentation. The paradigm of this research is postpositivistic with data analysis of three Miles and Huberman models, namely data reduction, data presentation and conclusion drawing. The results in this study are the implementation of Islamic boarding school-based education management through planning; with good service adopting the concept of modern school management, involving all stakeholders, organizing; grouping of work units according to school needs, implementation; creating effective communication, committed to implementing the school's vision, mission and values, supervision; determination of implementation standards, determination of measurement of the implementation of activities. Meanwhile, the characteristics of Islamic education management based on pesantren are having sincerity in teaching; high dedication in work, discipline in every activity, maintaining solidity by establishing friendship between teachers and employees, and maintaining trust and responsibility in carrying out each task.

scholarly journals IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH PADA SEKOLAH LUAR BIASA (SLB) YPAC MEDAN

PERSPEKTIF ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Indra Muda
Keyword(s):  
Teaching And Learning ◽  
After School ◽  
Management Planning ◽  
Study Tour ◽  
School Committee ◽  
School Based ◽  
School Based Management ◽  
Education Achievement ◽  
School Committees

For education achievement purpose both regionally and nationally are now developed at school-based management, the system is expected to foster the ability of schools to manage the continuity of teaching and learning process. to obtain the data in this research conducted interviews, observation and documentation study of objects of research. According to research, the implementation of school-based management in SLB - Medan YPAC stakeholders are involved, the council consists of teachers, school committee, the foundation is guided by the educational curriculum. In the determination of policies such as the determination of hours of study, days off or to take the kids study tour, conducted by the school committee meeting. If the stakeholders agree with the policy set has just been implemented. Similarly, the maintenance of cleanliness and neatness of children enter school and after school, always communicated with the school committee so that the patterneducate and nurture children do together. Conclusions in the research that is, the preparation of school-based management planning on SLB - YPAC Medan involving all stakeholders such as councils of teachers, administrators YPAC, school committees and agencies. Inhibiting factor in planning school-based management of most of the school committee is not familiar with school-based management.

scholarly journals Historical Amnesia

2018 ◽  
Vol 2 (2-3) ◽  
pp. 25-38 ◽  
Author(s):  
Eirik Johannes Irgens
Keyword(s):  
Development Program ◽  
Secondary Level ◽  
Competence Development ◽  
Local Union ◽  
School Based ◽  
Start Up ◽  
Cooperation Model ◽  
The 1960S ◽  
Nordic Cooperation

A number of initiatives have been put forth over the last decade to improve quality in Norwegian schools. Many have been nationwide government-initiated programs. However, several studies express concern about the actual effect of these programs, and some also point to a lack of local anchoring and involvement of teachers. In this article, I draw on studies of one such program. Ungdomstrinn i utvikling (Lower Sec-ondary in Development) was a five-year school-based competence development program in more than 1200 lower-secondary level schools. We found that the local start-up phase and the co-determination of the teach-ers were crucial, and few schools drew on knowledge from the 1960s in Norway on how to organize dia-logue seminars so teachers might have a chance to participate in the local design of the program and estab-lish a shared understanding and knowledge of the challenges at hand. Instead, we found examples of a transaction perspective and an “order and deliver” model of competence development. I discuss this as a possible consequence of the influence of instrumental management theory and why the Nordic cooperation model, even though challenging for school leaders, local union representatives and teachers, would be a better approach to school development. Lastly, I argue that we should avoid historical amnesia and that we would probably be better off if we revived the knowledge from the 1960s and after on co-generation and collaboration.

scholarly journals Management of Continuous Foreign Language Education in Higher School

2018 ◽  
Vol 50 ◽  
pp. 01182
Author(s):  
Yuliya Timkina ◽  
Marina Khlybova ◽  
Irina Leushina
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Bachelor's Degree ◽  
Management Activity ◽  
Foreign Language Study ◽  
Foreign Language Acquisition ◽  
School Based ◽  
Level Of Training

Modern higher education in Russia includes three levels of training: bachelor’s degree, master’s degree and postgraduate courses. Foreign language study is a compulsory part of each level of training. We suppose that the effective formation of foreign language communicative competence is possible when designing a continuous multilevel system of foreign language acquisition in a higher school based on variety. We view a variety in the way that students and teachers are given the freedom to choose an educational variant from a variety of content, technologies, tools and forms based on a selection algorithm. Continuity is achieved by the consistency and succession of the professionally oriented educational content, the non-linear formation of foreign language sub competencies and the activation of linguistic self-education. The aim of the article is to develop a management system for a continuous foreign language education based on a variety. The management activity is aimed at implementing the educational project in the mass education. The establishment and evaluation of the system includes the determination of strategy and implementation mechanisms, requirements for the programs development and creation of methodological and information supports, mechanisms for quality assurance providing in the professionally oriented foreign language education.

Galactic orbits of stars

1966 ◽  
Vol 25 ◽  
pp. 93-97
Author(s):  
Richard Woolley
Keyword(s):  
Globular Cluster ◽  
Potential Field ◽  
High Velocity ◽  
Velocity Vector ◽  
Variable Stars ◽  
The Sun ◽  
Proper Motions ◽  
Rr Lyrae ◽  
The Galaxy

It is now possible to determine proper motions of high-velocity objects in such a way as to obtain with some accuracy the velocity vector relevant to the Sun. If a potential field of the Galaxy is assumed, one can compute an actual orbit. A determination of the velocity of the globular clusterωCentauri has recently been completed at Greenwich, and it is found that the orbit is strongly retrograde in the Galaxy. Similar calculations may be made, though with less certainty, in the case of RR Lyrae variable stars.

Distance to SN 1987A and the LMC

1999 ◽  
Vol 190 ◽  
pp. 549-554
Author(s):  
Nino Panagia
Keyword(s):  
Angular Size ◽  
Large Magellanic Cloud ◽  
Magellanic Cloud ◽  
Light Curves ◽  
Distance Modulus ◽  
Absolute Size ◽  
Sn 1987A

Using the new reductions of the IUE light curves by Sonneborn et al. (1997) and an extensive set of HST images of SN 1987A we have repeated and improved Panagia et al. (1991) analysis to obtain a better determination of the distance to the supernova. In this way we have derived an absolute size of the ringRabs= (6.23 ± 0.08) x 1017cm and an angular sizeR″ = 808 ± 17 mas, which give a distance to the supernovad(SN1987A) = 51.4 ± 1.2 kpc and a distance modulusm–M(SN1987A) = 18.55 ± 0.05. Allowing for a displacement of SN 1987A position relative to the LMC center, the distance to the barycenter of the Large Magellanic Cloud is also estimated to bed(LMC) = 52.0±1.3 kpc, which corresponds to a distance modulus ofm–M(LMC) = 18.58±0.05.

International determination of the total motion of the pole

1961 ◽  
Vol 13 ◽  
pp. 29-41
Author(s):  
Wm. Markowitz
Keyword(s):  
Secular Motion ◽  
The Future

A symposium on the future of the International Latitude Service (I. L. S.) is to be held in Helsinki in July 1960. My report for the symposium consists of two parts. Part I, denoded (Mk I) was published [1] earlier in 1960 under the title “Latitude and Longitude, and the Secular Motion of the Pole”. Part II is the present paper, denoded (Mk II).

Time and Latitude in South Africa

1972 ◽  
Vol 1 ◽  
pp. 27-38
Author(s):  
J. Hers
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Astronomical Observations ◽  
Royal Observatory ◽  
The Republic ◽  
Astronomical Determination ◽  
Limited Accuracy ◽  
Better Than

In South Africa the modern outlook towards time may be said to have started in 1948. Both the two major observatories, The Royal Observatory in Cape Town and the Union Observatory (now known as the Republic Observatory) in Johannesburg had, of course, been involved in the astronomical determination of time almost from their inception, and the Johannesburg Observatory has been responsible for the official time of South Africa since 1908. However the pendulum clocks then in use could not be relied on to provide an accuracy better than about 1/10 second, which was of the same order as that of the astronomical observations. It is doubtful if much use was made of even this limited accuracy outside the two observatories, and although there may – occasionally have been a demand for more accurate time, it was certainly not voiced.

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