Analyzing Student’s Book of Sciences of Intermediate Stage in Light of Reflective Thinking Skills

The research aimed to analyze the Sciences books of students for the first and second intermediate grades in light of reflective thinking skills. The number of analyzed pages in the four parts of books was (455) pages distributed over (30) chapters and (14) units, with excepting the introduction of the book and the titles of the units. The researchers prepared the research tool that included five skills: (Reflecting and observation - detecting fallacies - reaching conclusions - giving Reasonable interpretations - putting proposed solutions), with (19) sub indicators, the tool was presented to a number of arbitrators to ensure its validity and reliability, the important results were: Most of the reflective thinking skills are included in the Sciences books for the first and second grade, some skills are poorly, others are well and there is no equitable balance and distribution, the results Researcher put some recommendations and suggestions.

The influence of using parts of personal learning environment on student performance and learning motivation

The article discusses the possibilities of creating and developing a personal educational environment (PLE) as a tool that allows students to improve their academic performance in universities. The study aims are to identify the links between the use of PLE parts and student performance indicators. Methods of mathematical statistics were used to investigate the results of a survey of 348 students about the use of information resources in the educational process. The analysis of the use of individual elements of the PLE for training and communication of students with each other and with teachers was held. Students using a personal learning environment mostly have a higher average mark, pass intermediate grades more successfully, and less often resort to retakes. The positive impact of using social networks and personal accounts for communication with teachers on performance indicators was revealed. One of the results of the study is the confirmation of the possibility of using PLE in an educational institution as a unified system that helps students in learning and improves average performance, due to the fact that a balanced set of elements of PLE involves in the work both successful and lagging students.

Fuzzy uncertainty and its applications in reinforced concrete structures

Purpose The aim of this paper is mainly to handle the fuzzy uncertainties present in structures appropriately. In general, uncertainties of variables are classified as aleatory and epistemic. The different sources of uncertainties in reinforced concrete structures include the randomness, mathematical models, physical models, environmental factors and gross errors. The effects of imprecise data in reinforced concrete structures are studied here by using fuzzy concepts. The aim of this paper is mainly to handle the uncertainties of variables with unclear boundaries. Design/methodology/approach To achieve the intended objective, the reinforced concrete beam subjected to flexure and shear was designed as per Euro Code (EC2). Then, different design parameters such as corrosion parameters, material properties and empirical expressions of time-dependent material properties were identified through a thorough literature review. Findings The fuzziness of variables was identified, and their membership functions were generated by using the heuristic method and drawn by MATLAB R2018a software. In addition to the identification of fuzziness of variables, the study further extended to design optimization of reinforced concrete structure by using fuzzy relation and fuzzy composition. Originality/value In the design codes of the concrete structure, the concrete grades such as C16/20, C20/25, C25/30, C30/37 and so on are provided and being adopted for design in which the intermediate grades are not considered, but using fuzzy concepts the intermediate grades of concrete can be recognized by their respective degree of membership. In the design of reinforced concrete structure using fuzzy relation and composition methods, the optimum design is considered when the degree of membership tends to unity. In addition to design optimization, the level of structural performance evaluation can also be carried out by using fuzzy concepts.

Extending the Discussion: Introductory Improvisation Applications for Elementary Educators

Based on the concepts introduced in Chandler’s article “Improvisation in Elementary General Music: A Review of the Literature” this “Extending the Discussion” article provides a rhythmic improvisation lesson for primary grades and a melodic improvisation lesson for intermediate grades to assist practicing teachers in pragmatically applying improvisation activities in their classes.

SUSTAINED CHARACTER BUILDING THROUGH LITERATURE FOR COLLEGE STUDENTS IN INDONESIA

This article aims at promoting sustained character building through literature especially for college students in Indonesia. Till present, the character building has been restricted to the embedment of good virtues to children and adolescents. The majority of existing studies and researches, therefore, tend to focus their attention on such limited area. Character building ought to be a sustainable effort halted not when one finishes his/her study at elementary or intermediate grades. It should be maintained all life long. There are two highlighted problems which are going to explore in this paper: first, why literature is still considered to be one of the effective media to establish sustained character building for college students and second, what appropriate Instructional Strategies to con-duct such effort are. The result shows that literature is still effective due to its natural characteristics, its wide spectrum, and its dynamically broadened functions. Under the conviction that the students have already been undergoing the process of embedment of some core values before, the given literary works containing, elaborating and questioning or challenging the given embedded values are taken to be the source of discussion. The instructional strategies cover discussion, debate, seminar, film appreciation, and creative writing. Keywords: character building, instructional strategies, literature, sustained

VARIASI KELOMPOK MAKANAN PENDAMPING AIR SUSU IBU DAN STATUS GIZI ANAK USIA 6-23 BULAN DI KECAMATAN MINGGIR, KABUPATEN SLEMAN, DAERAH ISTIMEWA YOGYAKART

At the age of six months, babies begin to be given complementary foods. The children more than 6 months, should be given extra food. If the child are not have enough about nutrition from complementary foods, it will result in growth disorders and malnutrition. It is the golden period at once critical in the growth process of children, both physical and intelligence.Complementary foods must be come from different food to sufficient the nutritional needs. Good intake will make children have a good nutritional status anyway.Objective to identification of variation complementary food groups and nutritional status of children 6-23 months of age in Minggir.The sample was numbered 194 subjects. Assessment variation views of three components, namely the amount of materials consumed, consumption of breast milk and formula. Variations are grouped into 3, there are lower (grades 0-2.9), intermediate (grades 3 to 3.9), and high (grades 4-5). Variation complementary foods group most a lot on the medium category that is 95 ( 49,0 %) a son as well as nutritional status the most is nutrition good and nutrition more that is 169 ( 87,1 % ). Food intake were assessed by variation complementary foods groups affects the nutritional status of children.The lower variation of complementary foods that will make percentage of malnutrition higher.

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.