Adjusting Supervisory Practices to Suit Student Needs

This study aims to develop learning comic media that valid good environment and bad environment toward natural sciences learning in environment theme for class III elementary school.. Data collection instrument consicts of interview sheet, questionnaire on teacher needs, quesionnaire on student needs, quesionnaire on professional media valid, quesionnaire on material expert, quesionnaire teacher responses and quesionnaire students responses. Result from this study showed that data analysis, professional media valid and learning material expert indicate assessment of comic media with average of value professional media I is 91,67% and professional media II is 85% while result material expert I is 91,67% and maerial expert II is 85%. From that average result indicate that media is reasonable and valid for used to be learning media.

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Cross-border Distribution of Collective Investment Products in the EU

10.1093/oso/9780198813392.003.0019 ◽

2018 ◽

Cited By ~ 1

Author(s):

Matteo Gargantini ◽

Carmine Di Noia ◽

Georgios Dimitropoulos

Keyword(s):

Home Country ◽

Legal Framework ◽

Business Rules ◽

Investment Funds ◽

Legal Rules ◽

Section 8 ◽

Cross Border ◽

Product Regulation ◽

Supervisory Practices ◽

The Eu

This chapter analyzes the current regulatory framework for cross-border distribution of investment funds and submits some proposals to improve it. The chapter is organized as follows. Section 2 provides a schematic description of the legal taxonomy for collective investment schemes. Section 3 addresses the EU disclosure regimes that apply to the distribution of various types of investment funds. Sections 4 and 5 consider conduct-of-business rules and, respectively, the legal framework for the allocation of supervisory powers on product regulation when fund units are distributed in more than one country. Section 6 provides some data that help assess the performance of the current framework for cross-border distribution. It then analyzes some of the residual legal rules and supervisory practices that still make cross-border distributions of funds more burdensome than purely national distributions, whether these restrictions are set forth in the country where investors are domiciled (Section 7) or in the fund's home country (Section 8).

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Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/10534512211001847 ◽

2021 ◽

pp. 105345122110018

Author(s):

Matthew L. Love ◽

Kathy B. Ewoldt

Keyword(s):

Learning Disabilities ◽

Instructional Materials ◽

Academic Standards ◽

Asynchronous Learning ◽

Student Needs ◽

Students With Learning Disabilities ◽

Learning Materials ◽

Instructional Environments ◽

Students With Ld ◽

K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

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