scholarly journals Strengthening the Social Character based on Traditional Children Game Sari Swara at Taman Muda Ibu Pawiyata Elementary School Yogyakarta

2019 ◽  
Author(s):  
Maya Sari ◽  
Suminto Sayuti ◽  
Pardjono Pardjono
Keyword(s):  
Elementary School ◽  
Social Character ◽  
The Social

The Social Character of College Students in the 1990s

1998 ◽  
Vol 40 (10) ◽  
pp. 6-33
Author(s):  
Iu. R. Vishnevskii ◽  
L. IA. Rubina
Keyword(s):  
College Students ◽  
Social Character ◽  
The Social

Reading a water menu: Bottled water and the cultivation of taste

2017 ◽  
Vol 19 (2) ◽  
pp. 231-251 ◽  
Author(s):  
Andrew Biro
Keyword(s):  
Willingness To Pay ◽  
Human Nature ◽  
Market Segmentation ◽  
Economic Inequality ◽  
Leading Edge ◽  
Bottled Water ◽  
Water Market ◽  
Anthropogenic Influence ◽  
Social Character ◽  
The Social

The market for bottled water is growing and increasingly segmented. How do we explain not just the willingness to pay for a substance (water) that is almost free but also the increasing discernment in a drink generally considered tasteless? We argue that bottled water market segmentation is a leading edge of processes of water commodification, associated with the crisis of Fordism and rise of consumerist capitalism, where the assertion of status through commodity consumption is increasingly necessary. The extensive Ray’s & Stark water menu is analyzed to show how the taste for bottled waters is cultivated. In the menu, references to gustatory sensation are limited. Instead, the tastefulness of water inheres in the distance from anthropogenic influence, made visible through scientific (geological) discourses. The tension between the desire to consume unmediated nature and the scientific abstraction necessary to recognize it reveals the social character of the taste for bottled waters. The highly refined sense of taste that the water menu’s readers are presumed to have is a reflection of consumerist capitalism’s distinctive ways of reproducing socio-economic inequality and metabolizing non-human nature.

Dynamics of Pakhtun Social Structure: Implications for Economic Development

2021 ◽  
pp. 27-42
Keyword(s):  
Social Psychology ◽  
United States ◽  
Economic Development ◽  
Saudi Arabia ◽  
Social Structure ◽  
The United States ◽  
Protestant Work Ethic ◽  
Social Character ◽  
Capitalist Economy ◽  
The Social

Every region and people has peculiar economic characteristics and these features largely have roots in that region‟s social structure, social psychology and its dynamics. The capitalist economy of the United States has roots in individualismand Protestant Work Ethic, influenced both by Protestant religion and the social character of the Americans; the Client Economy of Saudi Arabia has deep linkages to its tribal social structure and the so-called Bazaar Economy of Afghanistan is profoundly embedded in the Pakhtun social structure of the country. The Pakhtuns of Pakistan have a peculiar social structure and social psychology thereof having profound and extensive influence on the region‟s economy particularly its largely underdevelopedcondition. The paper explores the characteristics of Pakhtun social structure and the interactive linkages between the social edifice and economic development or lack of it.

scholarly journals An Improved Teaching-Learning-Based Optimization with the Social Character of PSO for Global Optimization

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Feng Zou ◽  
Debao Chen ◽  
Jiangtao Wang
Keyword(s):  
Optimization Problems ◽  
Global Solutions ◽  
Function Optimization ◽  
Improved Method ◽  
Social Character ◽  
The Social ◽  
Teaching Learning Based Optimization ◽  
The Mean ◽  
The Individual ◽  
Teaching Learning

An improved teaching-learning-based optimization with combining of the social character of PSO (TLBO-PSO), which is considering the teacher’s behavior influence on the students and the mean grade of the class, is proposed in the paper to find the global solutions of function optimization problems. In this method, the teacher phase of TLBO is modified; the new position of the individual is determined by the old position, the mean position, and the best position of current generation. The method overcomes disadvantage that the evolution of the original TLBO might stop when the mean position of students equals the position of the teacher. To decrease the computation cost of the algorithm, the process of removing the duplicate individual in original TLBO is not adopted in the improved algorithm. Moreover, the probability of local convergence of the improved method is decreased by the mutation operator. The effectiveness of the proposed method is tested on some benchmark functions, and the results are competitive with respect to some other methods.

scholarly journals PENDEKATAN KONSTRUKTIVIS SOSIAL DALAM PENINGKATAN HASIL BELAJAR IPS DI SD KELAS IV

2020 ◽  
Vol 6 (1) ◽  
pp. 34-44
Author(s):  
Elsinora Mahananingtyas
Keyword(s):  
Elementary School ◽  
Social Context ◽  
Class Action ◽  
Social Constructivist ◽  
School Age ◽  
Constructivist Approach ◽  
Elementary School Age ◽  
A Value ◽  
The Social ◽  
Social Constructivist Approach

Learners at elementary school age generally have a concept that is rich, but not systematically, not organized and spontaneous. With a skilled supervisor dialogue together, then learners can develop the concepts that are more systematic, logical, and rational. A social constructivist approach stresses the social context in learning that knowledge is constructed and built together with the teacher or friend of the more skilled colleagues. The purpose of this research is to improve or enhance quality (quality) were learning in class by applying the social constructivist approach at grade IV in the primary Christian Advent of Ambon. The method of this research is a type of class action Research with 4 stages, namely planning, implementation, observation and reflection. The results of this research that is happening gradual classical on the learners of the cycle I meeting 1 to 2 meetings amounted to 6.6% of the cycle I of the meeting 1 of 59% to 65.6% in meeting 2. While the ketuntasan of classical learners on cycle II increased to 6.8% in cycle II meeting 1 of 77.2% to 84%. Cycle II whole learners, prepared with a value above the KKM i.e. 15 learners or 100% complete

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