Pembedayaan Ekonomi umat melalui sedekah dalam pespektif NU

Islam is a belief that has a social teaching dimension, to encourage poverty alleviation through the exploitation (ZIS) of "zakat, infaq, and alms". Furthermore, this charity is an instrument in economic empowerment activities, namely efforts to provide free assistance to help Muslims who are less economically empowered so that they are able to help themselves. NU means the largest Islamic organization in Indonesia. NU means an inseparable part in the dynamics of the history of the development of the Indonesian nation. Indonesia in general. While NU's organizational principles have long held the concept of economic welfare, indirectly NU still seems to not prioritize empowerment in the economic sector. When dealing with the MEA (Asean Economic Community), NU's strategies and actions in carrying out the mandate to increase the welfare of the people must be right. The accuracy of the tactics and actions in question is of course permanent based on a clear religious dimension. Islam kepercayaan yang berdimensi ajaran social, buat mendorong pengentasan kemiskinan melalui eksploitasi (ZIS) “zakat, infaq, dan sedekah” . Selanjutnya Sedekah ini sebagai instrument dalam pada kegiatan pemberdayaan ekonomi, yakni upaya bantuan gratis pertolongan pertolongan pada kaum muslimim yang kurang berdaya secara ekonomi agar mereka sanggup menolong dirinya sendiri. NU artinya ormas Islam terbesar dalam Indonesia. NU artinya bagian yang mampu dipisahkan dalam dinamika sejarah perkembangan bangsa Indonesia. Indonesia pada umumnya. Ketika di dalam prinsip keorganisasian NU sudah lama mengadakan konsep kesejahteraan ekonomi, tetapi secara tidak langsung NU masih terkesan kurang memprioritaskan pemberdayaan pada sektor ekonomi. Ketika sedang berhadapan dengan MEA (Masyarakat Ekonomi Asean), strategi & tindakan NU dalam mengemban amanat buat meninggikan kesejahteraan umat harus dengan tepat. Ketepatan taktik & tindakan yang dimaksud tentu permanen berlandaskan dalam dimensi keagamaan yang jelas.

Preterm Infants: Parenting Implications and Perspectives in Early Childhood Special Education

Preterm birth is an event that affects about 30,000 children a year, only in Italy. The great progress carried out in the context of neonatology (especially in recent decades) drastically reduced the risk of mortality. However, it should be reminded that these children may have a high risk of developing such serious complications which could potentially lead to permanent pathologies or disabilities, especially for those born to lower gestational ages (WHO, 2015). This contribution intends to analyze the phenomenon of prematurity according to the parenting and educational-teaching dimension. Premature parents, in fact, are immersed in a situation to which they were not prepared and which could interrupt or threaten the harmonious relationship with the newborn. For this reason, interdisciplinary synergistic actions should also be promoted in a way which calls Special Education both in direct support to families and in the preparation of generative welfare actions affecting educators and teachers, as valuable allies in early intervention and in the implementation of fully inclusive and efficient educational services for early childhood.

Perspektif Pengajaran Sejarah di Indonesia

Berbicara mengenai sejarah, maka kita dapat melihatnya melalui dua dimensi, yaitu dimensi ilmu dan dimensi pengajaran. Dimensi ilmu dibangun dari sebuah metodologi yang bertujuan untuk mencari, menemukan, dan menyampaikan kebenaran secara apa adanya. Sedangkan dimensi pengajaran dibangun dari pertimbangan-pertimbangan terutama berkaitan dengan nilai-nilai ideologis yang dianut oleh sebuah negara.Tampak terjadi persinggungan disini ketika sesuatu yang seharusnya disampaikan secara apa adanya, namun justru tidak tersampaikan dikarenakan ada pertimbangan tertentu. Situasi yang semula objektif malah bergeser menjadi subjektif, demikian kita bisa menafsirkan hal tersebut. Dalam pandangan esensialis sejarah diarahkan untuk pengembangan aspek intelektual semata, tujuan pengajaran sejarah yang mengarah kepada nilai-nilai dianggap sebagai pencemaran terhadap kemurnian sejarah.Mengenai pengajaran sejarah maka tidak dapat dilepaskan dari keberadaan guru sejarah, yang secara profesi tugasnya adalah melakukan diseminasi berkenaan dengan konten materi sejarah sebagaimana termuat dalam kurikulum. Daya jangkau serta pengaruh official history yang menggunakan saluran pendidikan lebih nyata daripada alternative history yang biasanya tersebar pada lingkup yang terbatas berupa hasil-hasil penelitian sejarawan yang kadang agak sulit untuk diakses oleh publik.Kata Kunci : perspektif pengajaran sejarah di Indonesia AbstractTalking about history, we can see it through two dimensions, namely the dimension of science and the dimension of teaching. The dimension of knowledge is built from a methodology that aims to find, find, and convey the truth as it is. Whereas the teaching dimension is built from considerations mainly related to ideological values held by a country.There appears to be an intersection here when something is supposed to be delivered as is, but it is not conveyed because there are certain considerations. The situation that was originally objective even shifted to subjective, so we can interpret that. In the historical essentialist view directed at the mere development of intellectual aspects, the purpose of teaching history that leads to values is considered to be a pollution of the purity of history.Speaking of the teaching of history, it cannot be separated from the existence of a history teacher, whose profession is the task of disseminating information regarding the content of historical material as contained in the curriculum. The reach and influence of official history using educational channels are more evident than alternative history, which is usually spread over a limited scope in the form of the results of historian research, which is sometimes rather difficult for the public to access.Keywords: perspective of teaching history in Indonesia

No Learner Left Behind: On the Complexity of Teaching Multiple Learners Simultaneously

We present a theoretical study of algorithmic teaching in the setting where the teacher must use the same training set to teach multiple learners. This problem is a theoretical abstraction of the real-world classroom setting in which the teacher delivers the same lecture to academically diverse students. We define a minimax teaching criterion to guarantee the performance of the worst learner in the class. We prove that the teaching dimension increases with class diversity in general. For the classes of conjugate Bayesian learners and linear regression learners, respectively, we exhibit corresponding minimax teaching set. We then propose a method to enhance teaching by partitioning the class into sections. We present cases where the optimal partition minimizes overall teaching dimension while maintaining the guarantee on all learners. Interestingly, we show personalized education (one learner per section) is not necessarily the optimal partition. Our results generalize algorithmic teaching to multiple learners and offer insight on how to teach large classes.

PESQUISA COMO PRINCÍPIO EDUCATIVO NA DOCÊNCIA UNIVERSITÁRIA: território de ensino e aprendizagem

O estudo aprofunda dimensões da gestão pedagógica na docência universitária no campo da saúde,concebendo a pesquisa como princípio educativo na medida em que a aprendizagem à reflexividade crítica. própriaa essa atividade, propicia a consolidação da autonomia profissional do educando. Tendo como suporte teórico-metodológicoa epistemologia da prática docente, a etnometodologia e a ergonomia do trabalho docente configurouo desenvolvimento do objeto de investigação: a prática pedagógica de docentes universitários com atuação empesquisa. A coleta de dados incluiu o estudo inicial dos documentos e a aplicação de questionário aos professoresseguida da observação de docentes, em sala de aula e a realização de entrevistas. As atividades de análise foramdesenvolvidas mediante um roteiro de categorias definidas. Os documentos analisados, enquanto conjunto de dispositivoslegais evidenciaram o reconhecimento do princípio formativo da pesquisa. Por outro lado, dos 164 professoresidentificados nos cinco cursos da área da saúde, somente 81 (49.4%) atuam efetivamente com pesquisa.Os dados coletados confirmaram que as iniciativas identificadas dessa integração são esparsas e frágeis, tantona prática quanto na compreensão conceitual dos professores sobre essa dimensão da docência na formação.Configura-se, contudo, uma tendência em reconhecer sua fundamentação e a utilizá-la como estratégia de ensinoe aprendizagem. De modo transversal, as atividades integradas são mais notórias entre os docentes com inserçãoem programas de iniciação científica, grupos de pesquisa e desenvolvimento de projetos. Professores pesquisadorescom experiência consolidada denotam um modo diferenciado de lecionar e de desenvolver a atitude investigativaem seus alunos.Palavras-chave: Integração ensino-pesquisa. Docência universitária. Gestão pedagógica. Epistemologia daprática. Ensino superior na saúde. RESEARCH AS AN EDUCATIVE PRINCIPLE IN TEACHING AT UNIVERSITY: ateaching and learning territoryAbstract: This study broadens the dimensions of pedagogic management in university teaching in the healthfield, conceiving research as an educative principle, mostly as a learning strategy for critical reflexivity leading toprofessional autonomy of the students. With theoretical and methodological support encountered in epistemologyof practice, ethnomethodology and ergonomics of teachers’ work configured the development of the objective: pedagogicpractice of university teachers with performance in research. Data collection included, in the first phase, thesearch for documents and a questionnaire with the teachers, and in the second phase, observations in the classroomand interviews. The analysis activities were developed with an itinerary of defined categories. The results fromanalyses of documents witnessed the recognition of research as a training principle in the set of legal provisions.Otherwise, among the 164 teachers identified from the five courses in the area of health, only 81 (49.4%) conductresearch. Data showed that the initiatives identified about this integration are sparse and fragile, as much in theteachers’ practice, as from the conceptual comprehension they have on this teaching dimension and his importancein training. It is accurate to say that there is a trend in recognizing its fundaments and using it as a teaching andlearning strategy. The presence of cross-cutting research is more notorious among teachers with insertion in scientificinitiation programs, research groups and the development of projects. Teachers with consolidated experiencedenoted a differentiated method of teaching and developing an investigative posture in their students.Keywords: Teaching-research integration. University teaching. Pedagogic management. Epistemology of practice.Higher education in health. INVESTIGACIÓN COMO PRINCÍPIO EDUCATIVO EN LA DOCENCIA UNIVERSITARIA: territorio de enseñanza y aprendizajeResumen: El estudio profundiza dimensiones de la gestión pedagógica en la enseñanza universitaria en el campode la salud, concibiendo la investigación como principio educativo en la medida en que el aprendizaje de la reflexividadcrítica a esa actividad propicie la autonomía profesional del estudiante. Tiendo como soporte teórico-metodológicola epistemología de la práctica docente, la etnometodología y la ergonomía del trabajo docente configuróel desarrollo del objeto de la investigación: la práctica pedagógica de profesores universitarios con actuación en lainvestigación. La colección de datos incluyó el estudio de los documentos y la aplicación de cuestionarios a los profesoresseguidos por la observación de docentes en aula y la realización de entrevistas. Las actividades de análisisse desarrollaron a través de una guía de categorías definidas. Los documentos analizados, en cuanto conjunto dedispositivos legales evidenciaron el reconocimiento del principio formativo de la investigación. Por otro lado, de los164 profesores identificados en los cinco cursos de la área de la salud, solamente 81 (49.4%) actúan efectivamentecon investigación. Los datos recopilados confirmaron que las iniciativas identificadas de esta integración son escasasy frágiles, tanto en la práctica como en la comprensión conceptual de los profesores sobre la dimensión de laformación docente. Establece, sin embargo, una tendencia a reconocer la investigación como estrategia de apoyoa la enseñanza y aprendizaje. Transversalmente, las actividades integradas son más notables entre los profesorescon inserción en los programas de iniciación científica, grupos de investigación y desarrollo de proyectos. Profesoresinvestigadores con experiencia consolidada demuestran una forma diferente de enseñar y desarrollar unaactitud investigativa en sus alumnos.Palabras clave: Integración enseñanza-investigación. Docencia universitaria. Gestión pedagógica. Epistemologíade la práctica. Enseñanza superior en la salud.

Teaching Dimension in Web-Based Learning Communities

The article tackles the issue of the teaching dimension in computer-supported collaborative learning (CSCL) contexts. In particular, it describes two Web-based courses that were held in 2006—one by the Istituto Tecnologie Didattiche – CNR and one by the University of Genoa, which, while sharing the socioconstructivist theoretical framework, adopt different approaches as far as the teaching dimension is concerned: While in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter, experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.

Shared Expectations: Identifying Similarities And Differences Between Student And Faculty Teaching Values Based On Student Evaluation Of Faculty Classroom Performance

New faculty have an inordinate amount of resources, financial and other, invested in their doctoral degrees. Yet, the first few years can be overwhelming adapting to the plethora of academic life demands. One area of concern that all new faculty deal with is attempting to decode the various stakeholder groups (i.e., students, colleagues, personnel committee, administration, community and industry members, respective profession colleagues) expectations of the new faculty member and reconciling those with their own personal goals and aspirations. Knowing what each group considers important and highlighting similarities or differences allows new faculty to address stakeholder expectations to better position themselves for a successful and fulfilling career.This paper derives from a study that looked at the two groups (i.e., students and department colleagues) expectations who most closely affect the daily life of the new faculty member. Study respondents were ask to identify which teaching dimension each group valued most from a list of thirteen questions used by students in evaluating faculty members classroom performance. Students and faculty members concurred in their clear preference for the instructor knowing the material being presented and the instructor explaining the material in a clear and understandable manner, but differed in their view of the least important teaching dimension depicting a faculty members classroom performance. The faculty members surveyed concurred with the student ranking that the instructor increasing the students interest in the subject matter was the second least important teaching dimension depicting a faculty members classroom performance. This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor stimulating questions was the least important teaching dimension depicting a faculty members classroom performance.

Teaching Dimension in Web-Based Learning Communities

The article tackles the issue of the teaching dimension in computer-supported collaborative learning (CSCL) contexts. In particular, it describes two Web-based courses that were held in 2006—one by the Istituto Tecnologie Didattiche – CNR and one by the University of Genoa, which, while sharing the socioconstructivist theoretical framework, adopt different approaches as far as theteaching dimension is concerned: While in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter, experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.