Peranan Koperasi Syariah dalam Meminimalisir Ketergantungan Masyarakat Berhubungan dengan Rentenir

The purpose of this study was to determine the role of Mitra Surya Bahari Islamic Women's Cooperatives in minimizing the dependency people of Aeng Dake village. This type of research is classified into qualitative research using interviews, observation, and documentation to obtain data, then the data is analyzed to obtain conclusions and verification.Based on the findings, the existence of Islamic women's cooperatives in minimizing people's dependence on capital loans from Ribawi financial institutions or from loan sharks is very large. Especially in helping community financing as productive business capital and in meeting household needs. The role of Islamic cooperative is increasingly felt when it becomes a facilitator and acomudator in training and providing counseling to the community to be productive both in agriculture, animal husbandry, and the skill area, both culinary and craft.

Quantifying the probability of a shot in women’s collegiate soccer through absorbing Markov chains

A Bayesian model is used to evaluate the probability that a given skill performed in a specified area of the field will lead to a predetermined outcome by using discrete absorbing Markov chains. The transient states of the Markov process are defined by unique skill-area combinations. The absorbing states of the Markov process are defined by a shot, turnover, or bad turnover. Defining the states in this manner allows the probability of a transient state leading to an absorbing state to be derived. A non-informative prior specification of transition counts is used to permit the data to define the posterior distribution. A web application was created to collect play-by-play data from 34 Division 1 NCAA Women’s soccer matches for the 2013–2014 seasons. A prudent construction of updated transition probabilities facilitates a transformation through Monte Carlo simulation to obtain marginal probability estimates of each unique skill-area combination leading to an absorbing state. For each season, marginal probability estimates for given skills are compared both across and within areas to determine which skills and areas of the field are most advantageous.

Teacher Training and Digital Competence

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

Pengembangan Mata Kuliah Praktek Kejuruan Bagi Mahasiswa Jptm Fptk Upi Yang Relevan Dengan Kebutuhan Sebagai Calon Guru Smk Bidang Teknik Mesin

Between development aim a curriculum relevance enhanced, that is existence the relevance between matter that developed with the user need. This watchfulness aim was to produce subject matter development plan of vocational practice at JPTM FPTK UPI that can increase relevance with vocational practice teachercompetence need at SMK in mechanical engineering field. Watchfulness uses method descriptive. Data is gathered to pass documentation study and observation. Data source shaped from SMK curriculum document in mechanical engineering field and curriculum of JPTM FPTK UPI on Design and Production skill area group. Watchfulness result shows; (1) found 19 practice competence kinds productive at SMK in mechanical engineering. Competences can be grouped in 4 groups, that is drawing, practice base, machinery conventional manual, and machinery conventional CNC. (2) Produced development and pattern plan of vocational practice subject matter that is composed based on sequence matter contents. Mapping of vocational practice subject matter that designed: picture competence presents in semester 1,2 and 5, practice competences base present in semester 2,4 and 5, competences machinery conventional manual present in semester 3 and 4, competences machinery conventional CNC present in semester 6 and 7.

La competencia lectora. Una aproximación teórica y práctica para su evaluación en el aula

The current investigation shows, in the first place, an analysis and theoretical approach for the concept of Reading competence. This reserach works as a basis to justify that PISA (creator of this concept) doesn’t evaluate what it says to evaluate. So, we propose a new model of evaluation to assess the level of Reading comprehension, getting closer to the concept of Reading competence than Pisa has traditionally done. This research has been carried out with the participation of up to 7 classes of 4ºESO, the realization of two tests- the before mentioned one and a second one corresponding to an excerpt of a PISA test- and the later analysis and statistical comparison between them to find differences (if any) that confirm our statements and theoretical principles. For this purpose, test T has been used for related samples. The statistical analysis let us check that the new Reading approach proposed in the new model of evaluation, through which we intend to approach the concept of Reading competence, hadas a main consequence a better performance of the students in the realization of this test; in comparison with the PISA excerpt that was used. This better efficiency in the carrying out, by the students participating, of the new test, include many investigative implications towards the understanding of different concepts related to Reading that, in many occasions, are easily confused, as well as implications of a practical nature, providing many orientations towards educational interventions in the Reading skill area.

La competencia lectora. Una aproximación teórica y práctica para su evaluación en el aula

The current investigation shows, in the first place, an analysis and theoretical approach for the concept of Reading competence. This reserach works as a basis to justify that PISA (creator of this concept) doesn’t evaluate what it says to evaluate. So, we propose a new model of evaluation to assess the level of Reading comprehension, getting closer to the concept of Reading competence than Pisa has traditionally done. This research has been carried out with the participation of up to 7 classes of 4ºESO, the realization of two tests- the before mentioned one and a second one corresponding to an excerpt of a PISA test- and the later analysis and statistical comparison between them to find differences (if any) that confirm our statements and theoretical principles. For this purpose, test T has been used for related samples. The statistical analysis let us check that the new Reading approach proposed in the new model of evaluation, through which we intend to approach the concept of Reading competence, hadas a main consequence a better performance of the students in the realization of this test; in comparison with the PISA excerpt that was used. This better efficiency in the carrying out, by the students participating, of the new test, include many investigative implications towards the understanding of different concepts related to Reading that, in many occasions, are easily confused, as well as implications of a practical nature, providing many orientations towards educational interventions in the Reading skill area.

Teacher Training and Digital Competence

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

Editorial

Welcome to the March 2011 issue of SiSAL Journal, a special issue on skills development and practice in the field of self-access learning. We received a number of interesting submissions related to language skill areas as we had hoped. In addition, some contributors interpreted the theme in a broader sense and this has led to this very interesting and varied issue. Self-directed learning is an important skill area, particularly in the context of self-access learning. So, as you will see, we touch on both linguistic and non-linguistic development in outside class learning.

Internet-Based Resources for Developing Listening

Developing listening skills comes “naturally” for some students, but with great difficulty for others. Acquiring listening skills can even be frustrating for some students. For some time, listening was regarded as a “passive” or “receptive” skill and, consequently, not particularly crucial as a skill area to be taught. Researchers then began to recognize the importance of listening and its role in comprehensible input (Krashen, 1982), and attention to and adoption of newer comprehension-based methodologies brought the issue to the fore. Listening became a skill to be reckoned with and its key position in communication recognized (Feyten, 1991; Omaggio Hadley, 2001). In the communicative approach to language teaching, this means teachers modelling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom. Given the importance of listening in language learning and teaching it is essential to give our learners opportunity to develop and improve their listening skills not only in the classroom, but outside the classroom as well.

A Case for Faculty Involvement in EAP Placement Testing

The EAP placement procedure at Thompson Rivers University (TRU) involves multiple measures to assess the language skills of incoming students, some of which are facilitated and all of which are assessed by ESL faculty. In order to determine the effectiveness of this comprehensive EAP placement process and the effect of the faculty factor, a placement validity study was conducted at TRU. The results revealed that with faculty involvement, the accuracy of course placement ranged from 81% to 84; without it the accuracy of the placement would have decreased to between 44% and 66%, depending on the skill area.