A Process Approach to Science

2013 ◽  
pp. 161-190
Keyword(s):  
Process Approach

Perspectives: A Process Approach to Social Communication for Adolescents With Asperger's Syndrome Using Radio Interviewing

2011 ◽  
Vol 12 (4) ◽  
pp. 110-120
Author(s):  
Amy Thrasher ◽  
Jennifer Wilger ◽  
Matthew Goldman ◽  
Catharine Whitlatch
Keyword(s):  
Social Communication ◽  
Social Skill ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Process Approach ◽  
Communication Intervention ◽  
Social Thinking ◽  
Social Communication Intervention

Abstract The Perspectives program is a unique collaborative social communication intervention for adolescents with Asperger's syndrome and similar learning profiles. Clinicians use radio interviews as the vehicle to explicitly teach the process of social communication. Social skill objectives are addressed through this process approach, which was adapted from the framework of Social Thinking (Winner, 2002)

Turbulence of Economic Processes: Theoretical Aspects

2009 ◽  
pp. 90-97 ◽  
Author(s):  
V. Burlachkov
Keyword(s):  
Economic System ◽  
Process Approach ◽  
Lorentz Transformations ◽  
Macroeconomic Dynamics ◽  
Turbulence Analysis

The article discusses turbulence of economic processes as a result of relative velocities of economic system elements. It is underlined that turbulence is the property of macroeconomic dynamics. The main reason of turbulence in economic system is the discrepancy between the velocity of deals contracting and the velocity of obligations executing. The process approach to the analysis of economic system as a set of processes is proposed. Using Lorentz transformations for turbulence analysis is discussed.

IMPLEMENTASI KURIKULUM BERBASIS INDUSTRI DI SMK MITRA INDUSTRI MM2100 CIKARANG - BEKASI

2020 ◽  
Vol 8 (2) ◽  
pp. 81-88
Author(s):  
Bambang Nurcahyono ◽  
Rita Retnowati ◽  
Entis Sutisna
Keyword(s):  
Curriculum Development ◽  
Learning Process ◽  
Qualitative Method ◽  
Process Approach ◽  
Development Model ◽  
Field Observations ◽  
Work Patterns ◽  
Block System ◽  
Comprehensive Picture ◽  
Dual Base

INDUSTRIAL BASED CURRICULUM IMPLEMETATION AT SMK MITRA INDUSTRI MM2100 CIKARANG-BEKASIThis study aims to obtain a fact-based picture in the form of data and information regarding the implementation of an industry-based curriculum at SMK Mitra Industri MM2100. This study uses a qualitative method, which is to make a complex and comprehensive picture with detailed descriptions from the eyes of the informants to produce a comprehensive exposure based on clear and real findings, events, processes and results related to the implementation of an industry-based curriculum. Data obtained through interviews, field observations and documentation studies. Based on data analysis, the following results are obtained: 1). The curriculum development model used at SMK Mitra Industri MM2100, is a model of curriculum development that is problem-centered by integrating several disciplines to form a concept of attitudes, skills and knowledge in accordance with the demands and needs of the industry which are oriented to the vision, mission and goals of the school. 2). The learning process at SMK Mitra Industri MM2100 uses a block system, which is designed to be oriented towards the merging of instruction and construction, so that the learning process approach refers to the dual base program to fully and fully cultivate industrial work patterns. 3). Challenges and obstacles in the implementation of industrial-based curriculum in SMK Mitra Industri MM2100 in the form of not wanting to change the principles of school/mental blockage, focusing on knowledge, school target is focus on graduation of students, not on the distribution of work at industries and bad networking with industry which can be overcome through socialization to all elements of the school and stakeholders involved.

PROCESS APPROACH AND MODEL OF QUALITY MANAGEMENT EDUCATION NEW STANDARDS ISO

2015 ◽  
Vol 19 (95) ◽  
pp. 317-321
Author(s):  
Anna G. Oborskaya ◽  
◽  
Tatyana V. Otradskaya ◽  
Valentina Yu. Vasilieva ◽  
◽  
...  
Keyword(s):  
Quality Management ◽  
Management Education ◽  
Process Approach

Paradigma Pendidikan Kritis: Menuju Humanisasi Pendidikan

1970 ◽  
Vol 13 (1) ◽  
pp. 110-115
Author(s):  
Sunhaji Sunhaji
Keyword(s):  
Process Approach ◽  
Critical Education ◽  
Human Right ◽  
National History ◽  
Student Centered ◽  
Self Identity ◽  
Education Model ◽  
Learning Concept ◽  
Education Process

The process of education must apply with “Learning Process Skill”, not “Learning Concept”. Process approach marked with student centered curricula, not teacher centered. Role of teacher is as facilitator, mediator, dynamizing, organizing, and catalyst to apply “dialog” as spirit of education process. Critical education model is an education that independent from internal-institutional fetter, social hegemony, or structured to maintain political and economical stability. These happen in the length of our national history, then produce tame-weak human accorded to system condition. Whereas, education is human right, even people right to enhance its maturity, self-identity, and independence to serve his function to his God. .

Recommendations for Test Lab Regarding Transition to New Requirements GOST ISO/IEC 17025–2019

2020 ◽  
Vol 86 (2) ◽  
pp. 69-78
Author(s):  
S. N. Gusarova ◽  
Yu. M. Erokhina ◽  
D. I. Kramok ◽  
E. I. Khunuzidi
Keyword(s):  
Comparative Analysis ◽  
Russian Federation ◽  
Transition Period ◽  
Process Approach ◽  
National Standard ◽  
The Novel ◽  
Self Assessment ◽  
Testing Laboratories ◽  
The Russian Federation ◽  
Practical Level

Since September 1, 2019, GOST ISO/IEC 17025–2019 has been enacted as a national standard in the Russian Federation. The novel standard imposes a number of fundamentally new requirements for testing laboratories (hereinafter referred to as the IL or laboratory), and also supplements and specifies the requirements previously regulated by GOST ISO/IEC 17025–2009. In this regard, in order to transfer laboratories to the new requirements, the FSA issued an order in August 2019 listing the mandatory activities that IL must fulfill to bring their activities in line with the new requirements. However, a transition period desired for matching these requirements is absent on a practical level for a number of the laboratories. The purpose of the article is to facilitate a gentle, efficient and pain-free move from the requirements of GOST ISO/IEC 17025–2009 to the new requirements of GOST ISO/IEC 17025–2019, including compliance with new changes in accreditation criteria. We carried out a comparative analysis of the requirements of the new and previous versions of the standard and marked each new and significant item to which the laboratory should pay attention first of all. The new standard focuses on the application of the process approach, risk and opportunity management, as well as on implementation of the policy of impartiality, independence, minimization of competitive interests and confidentiality. The article describes the planning, implementation and monitoring of each event or phase of the transition of testing laboratories to new requirements. Moreover, the recommendations on the structure of the «Quality Manual» and self-assessment on the compliance of IL activities and QMS with the new requirements, including the use of statistical methods for substantiation of the correctness of the assessment are given as an example of the implementation of IL capabilities.

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