scholarly journals Model konstruksi kognitif metaphora kewirausahaan: pendekatan konseptual

2017 ◽  
Vol 22 (2) ◽  
Author(s):  
Sulastri Sulastri ◽  
Zakaria Wahab ◽  
Veronica Varbi
Keyword(s):  
Learning Process ◽  
Risk Taking ◽  
Empirical Studies ◽  
The Body ◽  
Learning Activity ◽  
Entrepreneurial Knowledge ◽  
Main Construct ◽  
Conceptual Study ◽  
Construction Model ◽  
The Relationship

Entrepreneurial knowledge is a taxonomic knowledge with complex and extensive metaphor. Its complexity and breadth requires construct simplification to achieve the effectiveness of the cognitive goals that can be guided as a learning outcome. The aim of this research is to produce a conceptual model on the cognitive entrepreneurial knowledge in learning process in higher education. The cognitive construction model is focused on important variables of entrepreneurship such as (a) opportunities recognition, (b) opportunities exploitation (c) innovation, (d) proactive, and (e) risk taking as the main construct variable in entrepreneurship. Conceptual study that concluded that to do cognitive construction from a learning process, 5 aspects are required: (1) content of what will be interpreted; (2) type of representation that will be reflected and explained; (3) referent, the background of representation of the meaning of content; (4) relatedness, the relationship between content and context and (5) the interaction between content, representation, referent and relatedness in forming intentionality. The cognitive construction process will reach it means if intentionality is formed as the goal of learning activity. Proposition of knowledge cognitive construction model gives implication on the future empirical studies as a part of taxonomy and the body knowledge of entrepreneurship.

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals Joint Learning on Relevant User Attributes in Micro-blog

2017 ◽  
Author(s):  
Jingjing Wang ◽  
Shoushan Li ◽  
Guodong Zhou
Keyword(s):  
Learning Process ◽  
Empirical Studies ◽  
User Generated Content ◽  
Learning Approach ◽  
Joint Learning ◽  
Relevant Attribute ◽  
Single Attribute ◽  
Attribute Classification ◽  
Classification Tasks ◽  
The Relationship

User attribute classification aims to identify users’ attributes (e.g., gender, age and profession) by leveraging user generated content. However, conventional approaches to user attribute classification focus on single attribute classification involving only one user attribute, which completely ignores the relationship among various user attributes. In this paper, we confront a novel scenario in user attribute classification where relevant user attributes are jointly learned, attempting to make the relevant attribute classification tasks help each other. Specifically, we propose a joint learning approach, namely Aux-LSTM, which first learns a proper auxiliary representation between the related tasks and then leverages the auxiliary representation to integrate the learning process in both tasks. Empirical studies demonstrate the effectiveness of our proposed approach to joint learning on relevant user attributes.

WHAT DOES FREQUENCY HAVE TO DO WITH GRAMMAR TEACHING?

2002 ◽  
Vol 24 (2) ◽  
pp. 199-208 ◽  
Author(s):  
Douglas Biber ◽  
Randi Reppen
Keyword(s):  
Learning Process ◽  
Real World ◽  
Corpus Linguistics ◽  
Language Use ◽  
Empirical Studies ◽  
Grammar Instruction ◽  
Materials Development ◽  
Grammar Teaching ◽  
Actual Use ◽  
The Relationship

Using frequency findings from corpus linguistics, this paper explores the relationship between the information presented in ESL-EFL materials and what is known about actual language use based on empirical studies. Three aspects of materials development for grammar instruction are discussed: the grammatical features to be included, the order of grammatical topics, and the vocabulary used to illustrate these topics. For each aspect, we show that there are often sharp contrasts between the information found in grammar materials and what learners encounter in the real world of language use. In our conclusion, we argue that a selective revision of pedagogy to reflect actual use, as shown by frequency studies, could result in radical changes that facilitate the learning process for students.

scholarly journals Academic self-concept, teacher’s supports and student’s engagement in the school

2019 ◽  
Vol 5 (2) ◽  
pp. 141
Author(s):  
Nur Saqinah Galugu ◽  
Samsinar Samsinar
Keyword(s):  
Learning Process ◽  
Academic Support ◽  
Self Regulation ◽  
Self Concept ◽  
Learning Activity ◽  
Correlational Method ◽  
The Relationship ◽  
Ability And Willingness ◽  
School Activity

Students' engagement in school is a condition where the students can engage in learning activity well, it seems by the students' ability and willingness to engage in the school activity. This research aims to examine the role of academic self-concept as the moderate variable on the relationship between teacher's support and students' engagement in school. This research uses qualitative through the correlational method. Students' engagement is measured by the student's engagement at school questionnaires (SESQ). While the teacher's support is measured by the perceived teacher academic support scale (PTASS). Academic self-concept is a moderate variable that is measured by using the academic self-concept scale (ASC) by measure on two aspects namely students' confidence and students' effort in the academic aspect. Testing hypotheses have one by using moderated regression analysis (MRA). The results show that the relationship between the teacher's support and students' engagement in school is increasingly strengthened by the presence of academic self-concept as a moderated variable. Teacher's supports such as emotional supports in the learning process can enhance academic self-concept positively. The positive self-concept among the students encourage to develop student's self-regulation and achievement academic and automatically increase student's engagement in the learning process.

The Extended Body in the Teaching-Learning Process

2014 ◽  
pp. 261-268
Author(s):  
Stefano Di Tore ◽  
Paola Aiello ◽  
Pio Alfredo Di Tore ◽  
Maurizio Sibilio
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
The Body ◽  
Information Processing Model ◽  
Extended Body ◽  
School Contexts ◽  
Enactive Approach ◽  
Teaching Learning ◽  
The Relationship

This chapter focuses on the relationship between technology and education, starting from the consideration that the software design explicitly dedicated to the teaching-learning process is, for the most part, still anchored to a discreet information processing model. This model underestimates the role of the body and corporeality in the teaching and learning process and fails to capitalize on the potential offered by enactive interaction devices already present and widely used in schools and learning-dedicated centers. The opportunities offered by the NUIs in school contexts represent the natural consequence of an embodied and enactive approach to knowledge, valued in school contexts in which the skills of perception and the action are enhanced to foster learning.

scholarly journals Empirical Approaches to Intermediary Liability

2020 ◽  
pp. 103-121
Author(s):  
Kristofer Erickson ◽  
Martin Kretschmer
Keyword(s):  
Empirical Studies ◽  
Black Box ◽  
The Body ◽  
Future Research ◽  
Empirical Inquiry ◽  
Intermediary Liability ◽  
Online Intermediary ◽  
The Relationship ◽  
Empirical Approaches ◽  
Safe Harbours

This chapter considers what empirical evidence may contribute to the debates around online intermediary liability. What do we need to know in order to frame the liability of intermediaries and, a fortiori, what does the relationship between theory and empirics imply for the wider issue of platform regulation? This chapter evaluates the performance of so-called intermediary liability safe harbours, which have been operating for almost two decades in multiple jurisdictions. The chapter also tackles the problem of transparency of algorithmic decision-making in the ‘black box society’ and how that affects users. In doing so, this chapter reviews the body of empirical studies on copyright intermediary liability during the twenty-year period from 1998 to 2018, drawing on the Copyright Evidence Wiki, an open-access repository of findings related to copyright’s effects. Based on the survey of this body of research, the chapter identifies and discusses five key sub-fields of empirical inquiry pursued so far: the volume of takedown requests; the accuracy of notices; the potential for over-enforcement or abuse; transparency of the takedown process; and the costs of enforcement borne by different parties. Finally, the chapter identifies some of the gaps and limitations in this existing body of scholarship, and offers a number of recommendations for future research.

scholarly journals Relevansi Kewibawaan dan Kewiyataan dengan Hasil Belajar Siswa

Nadwa ◽  
2012 ◽  
Vol 6 (2) ◽  
pp. 289
Author(s):  
Abdillah Abdillah
Keyword(s):  
Middle School ◽  
Learning Process ◽  
Learning Activity ◽  
Relationship Of ◽  
The Relationship

<p>This paper elaborates student echivement based on authority, education, and quality of students’ learning. The study shows that the relationship between authority, education, and quality of students’ learning activity toward learning result in middle school category is bigger than high or low school category. The quality of students’ learning activity is oppointed by authority and education implemented by the teachers in learning process. The authority, education, and quality of students’ learning have relation significantly to the student echivement. The relationship of authority, education, and quality of students’ learning is definitly difference in predicting their echivement. Trough authority and education in learning process, the student’s echivement can be increased. </p><p><br /><strong>Abstrak </strong></p><p>Makalah ini mengkaji hasil belajar yang didasarkan pada kewibawaan dan kewiyataan. Kajian ini menunjukkan bahwa hubungan kewibawaan, kewiyataan dan mutu belajar terhadap hasil belajar siswa pada sekolah kategori sedang itu lebih besar daripada sekolah kategori tinggi dan rendah. Tinggi rendahnya mutu kegiatan belajar siswa ditentukan oleh faktor kewibawaan dan kewiyataan yang diimplementasikan oleh guru dalam proses pembelajaran. Kewibawaan, kewiyataan dan mutu kegiatan belajar siswa berhubungan secara signifikan terhadap hasil belajar siswa. Hubungan kewibawaan, kewiyataan dan mutu kegiatan belajar siswa berbeda secara nyata dalam memprediksi hasil belajar siswa. Melalui kewibawaan dan kewiyataan dalam proses pembelajaran siswa dapat ditingkatkan hasil belajarnya.</p>

scholarly journals Deposit Insurance and Bank Risks in Vietnam

2016 ◽  
Vol 10 (2) ◽  
pp. 46
Author(s):  
Pham Thi Chi ◽  
Dao Thanh Binh
Keyword(s):  
Risk Taking ◽  
Risk Premium ◽  
Deposit Insurance ◽  
Empirical Studies ◽  
Negative Relationship ◽  
Banking System ◽  
Credit Default ◽  
The Impact ◽  
The Relationship ◽  
Bank Risks

The relationship between deposit insurance and banking risks has been widely studied, but has been the subject of relatively few empirical studies, especially for Vietnamese banking system. This research aims to explore the effect of deposit insurance on banks’ risk taking in Vietnam. The paper employs 7 bank specific variables and 2 macroeconomic variables, as well the premium paid by banks as variables for the regression models used. The results suggest that deposit insurance does impact banks’ risk taking incentive but it has different effects on each type of risk. It is concluded that credit, default and leverage risk are found to have a negative relationship with deposit insurance, while leverage and deposit insurance have a positive relationship, which may help banks and supervisors in their decision for the deposit risk premium. This paper contributes to the existing literature by help to understand the impact of deposit insurance on banks risk taking behavior in Vietnamese banks.

The use of Body Surface Index as a Better Clinical Health indicators Compare to Body Mass Index and Body Surface Area for Clinical Application

2018 ◽  
pp. 131-136
Author(s):  
Shirazu I. ◽  
Theophilus. A. Sackey ◽  
Elvis K. Tiburu ◽  
Mensah Y. B. ◽  
Forson A.
Keyword(s):  
Surface Area ◽  
Body Surface Area ◽  
Clinical Application ◽  
Body Surface ◽  
Body Height ◽  
Health Indicators ◽  
The Body ◽  
Body Parameters ◽  
The Relationship ◽  
Individual Body

The relationship between body height and body weight has been described by using various terms. Notable among them is the body mass index, body surface area, body shape index and body surface index. In clinical setting the first descriptive parameter is the BMI scale, which provides information about whether an individual body weight is proportionate to the body height. Since the development of BMI, two other body parameters have been developed in an attempt to determine the relationship between body height and weight. These are the body surface area (BSA) and body surface index (BSI). Generally, these body parameters are described as clinical health indicators that described how healthy an individual body response to the other internal organs. The aim of the study is to discuss the use of BSI as a better clinical health indicator for preclinical assessment of body-organ/tissue relationship. Hence organ health condition as against other body composition. In addition the study is `also to determine the best body parameter the best predict other parameters for clinical application. The model parameters are presented as; modeled height and weight; modelled BSI and BSA, BSI and BMI and modeled BSA and BMI. The models are presented as clinical application software for comfortable working process and designed as GUI and CAD for use in clinical application.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

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