NAIB OF IMAMAT AND ADVISOR OF SHAMIL HAJI YUSUF: BIOGRAPHY IN THE CONTEXT OF CRITICISM OF AUTOBIOGRAPHY

A Turkish citizen of Chechen origin, Haji Yusuf played a significant role in the formation of the administrative and military institutions of the Imamat, the construction of fortifications, in communications with officials of the Ottoman Empire; he is considered one of the important figures of the Shamil era, "the behind-the-scenes mind of the imam."Several studies of different times have been devoted to the fate of Haji Yusuf, but quite a lot of time has passed since their publication, new information has been revealed that make it possible to clarify the details of his life path and describe in more detail the biography of this remarkable personality. His scientific biography helps to raise the level of knowledge of the life of a particular person, to recreate the history of a person in connection with historical realities and social reality, to characterize time against the background of a person.For this, his autobiographical information was used, as well as an array of identified sources and materials, the analysis of which was made in comparison. The results obtained demonstrate the stages of the life of Haji Yusuf in chronological order: birth in the village. Aldy; the family moved to the Ottoman Empire, received an education there and then served in the army of the Egyptian Pasha (until 1834); return to the Caucasus, work as a home teacher for the Kabardian prince (1834 - 1839); desire to return to Turkey and departure to the Black Sea coast of Circassia (1839 - 1841); establishing contacts and moving to Imam Shamil (1841); activity in the service of the Imamat - naib, adviser, engineer (until 1854); exile for attempting to discredit the imam (1854 - 1856); flight to the Russians (1856). In addition, the study publishes the legacy of Haji Yusuf - maps and diagrams drawn by him to inform the officials of the Ottoman Empire about the Imamate.

WORK FROM HOME PADA MASA PANDEMI COVID-19 DITINJAU DARI PERSEPSI GURU DI KABUPATEN SIKKA MAUMERE NUSA TENGGARA TIMUR

This study aims to determine teacher perceptions in Sikka Maumere District related to the implementation of work from home (WFH) in the Covid-19 pandemic. The sample of this study was a random sample of 180 teachers spread across Sikka Maumere Regency. This research measuring instrument using a perception questionnaire consisting of three aspects, namely cognitive, affective and conative aspects. Perception measuring instrument in this study was tested on 30 teachers with the results of the coefficient of validity (rxy) ranging from 0.417 to 0.558 with a reliability of 0.829. The results of this study indicate that from the cognitive aspect found an empirical mean of 9.18 <hypothetical mean, it is concluded that from the cognitive aspect the teacher has a negative perception of work from home. While the affective and conative aspects were found to mean 12.06 and 12.36, respectively, where the mean epirical> hypothetical mean, it was said that from the affective and conative aspects, teacher perceptions in Sikka Maumere District towards work from home during the positive co-19 pandemic. The results found 98 teachers or 54.5% had positive perceptions related to the implementation of work from home in the Covid-19 pandemic and 82 teachers had negative perceptions of work from home in the Covid-19 pandemic. Keywords: Work from home, teacher perceptions, covid-19 pandemic. Penelitian ini bertujuan untuk mengetahui persepsi guru di Kabupaten Sikka Maumere terkait penerapan work from home (WFH) dimasa pandemi Covid-19. Sampel penelitian ini dengan menggunakan sampel ancidental yaitu sebanayk 180 guru yang tersebar di Kabupaten Sikka Maumere. Alat ukur peneltian ini dengan menggunakan angket persepsi yang terdiri dari tiga aspek yaitu aspek kognitif, afektif dan konatif. Alat ukur persepsi dalam penilitian ini diuji coba kepada 30 orang Guru dengan hasil koefisien validitas (rxy) berkisar antara 0.417-0.558, dengan reliabilitas sebesar 0.829. Hasil penelitian ini menunjukan bahwa dari aspek kognitif ditemukan mean empirik sebesar 9.18 < mean hipotetik maka ndisimpulkan dari aspek kognitif guru memiliki persepsi negatif terhadap work from home. Sedangkan dari aspek afektif dan konatif ditemukan mean masing-masing sebesar 12.06 dan 12,36, dimana mean epirik > mean hipotetik maka dikatakan bahwa dari aspek afektif dan konatif, persepsi guru di Kabupaten Sikka Maumere terhadap work from home dimasa pandemi covid-19 postif. Dari hasil tersebut ditemukan sebanyak 98 guru atau sebesar 54.5% memiliki persepsi positif terkait penerapan work from home dimasa pandemi Covid-19 dan sebanyak 82 guru memiliki persepsi negatif terhadap work from home dimasa pandemi Covid-19. Kata Kunci: Work from home, persepsi guru, pandemic covid-19

Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite

This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically

“Doing the Impossible”

In 1915, the California Commission of Immigration and Housing (CCIH) unveiled a bold new experiment: the Home Teacher Program. In Los Angeles, this program sent volunteers into Mexican communities to teach immigrant women new, more “American” ways of homemaking and childrearing. The lesson plans, sample dialogues, teacher testimonies, and photographs featured in CCIH publications provide a fascinating window on to the tense interactions between home teachers and immigrant women. Scholars have long explored different ways of mining institutional records and other forms of writing by Americanization advocates for insights into the experiences of those who participated in the programs. This essay contributes to the discussion of California's Americanization curricula in two ways: First, I provide a close reading of CCIH texts in order to uncover and analyze three layers of recorded experience: (1) teacher biases confronted by immigrant women; (2) immigrant women's difficult material realities; and (3) immigrant women's complex responses to Americanization. Second, I provide further evidence for the view that Mexican immigrant women responded to Americanization efforts in a variety of ways, from outright resistance to milder forms of pushback and, at times, conditional acceptance of the “American” customs presented to them. In light of the evidence, I argue that Mexican immigrant women were “doing the impossible” by laying claim to a piece of California through the complex relationship they negotiated with the home teachers. Although Americanization programs intended to flatten Mexican women's ethnic affiliations, the immigrant women found subtle ways to assert their agency, survive hardship and prejudice, and forge a new Mexican American ethnic community in the process.

Alert Driven Communications Management for Children Music Learning Based on Suzuki Method

It is widely believed that parents' involvement in students' music learning is vital to their success. Shinichi Suzuki not only provided teachers with useful and logical teaching skills, but also stressed on the importance of the parents as a “home teacher”. To enhance the interactions among parents, students, and teachers as well as encourage parental participation, this paper proposes a Web 2.0 learning platform (WASSAP) with an Alert Management System (AMS) as a solution to tackle problems of busy parents who do not have adequate time to involve in students' music learning. The system can facilitate busy parents to pay more attention to students' learning progress, with the AMS managing the underlining communication among various parties involved.

English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers’ English vocabulary skills

ABSTRACTThis study examined the combined and unique contributions of home, teacher, and peer English exposure levels on Spanish-speaking preschoolers’ (N = 107) English receptive and expressive vocabulary skills. The combined levels of English exposure during the fall of preschool were positively associated with children's English receptive and expressive vocabulary skills in the spring. Furthermore, English exposure levels at home were uniquely and positively associated with children's English receptive and expressive vocabularies, whereas peer English exposure levels were uniquely and positively associated with children's English expressive vocabulary. Teachers’ English exposure levels were not uniquely associated with children's English vocabulary. The findings highlight the importance of the home environment and peer experiences in the classroom for maximizing Spanish-speaking children's early English vocabulary skills.

The Portage Project: A Model for Early Childhood Education

This article describes an intervention program serving 75 preschool multiply handicapped children living in a rural area. Ages of the children ranged from birth to 6 years. All instruction took place in the child's home. Individualized curriculum was prescribed and demonstrated by a home teacher who visited each parent and child 1 day per week for 1% hours. During the week, the parents taught the prescribed curriculum and recorded the child's resultant behavior on a daily basis. The results of the project indicate that handicapped children can progress above their expected developmental rate and that parents can initiate, observe, and accurately record this change.