Online Literature Circles in Learning Hamlet among Pre-service Teachers

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

PENGELOLAN STANDAR SARANA DAN PRASARANA JURUSAN MENJAHIT PADA LEMBAGA KURSUS DAN PELATIHAN (LKP) JAKARTA BARAT

Abstrak :Pengelolaan standar sarana dan prasarana jurusan menjahit pada lembaga kursus dan pelatihan (LKP) jakarta. penelitian ini memiliki tujuan untuk mengetahui standar pengelolaan lembaga kursus dan pelatihan (LKP) jurusan menjahit. Penelitian ini juga menggunakan metode kualitatif fenomenologi. Subjek dari penelitian ini adalah ketua jurusan dari jurusan menjahit. Teknik pengumpulan data dengan cara adalah observasi dan wawancara. standar pengelolaan sarana dan prasarana yang mencakup [1] perencanaan, [2] pengadaan, [3] penyimpanan, [4] pemeliharaan, [5] penghapusan sarana dan prasarana jurusan menjahit di LKP Jakarta BaratKata Kunci : pengelolaan standar sarana dan prasarana, lembaga kursus dan pelatihan (LKP)Abstract :Management of standard facilities and infrastructure for the sewing department at the Jakarta Course and Training Institute (LKP). This study aims to determine the management standards of course and training institutions (LKP) majoring in sewing. This study also uses a qualitative phenomenological method. The subject of this research is the head of the department of the sewing department. data collection techniques by means of observation and interviews. standard of facilities and infrastructure management which includes [1] planning, [2] procurement, [3] storage, [4] maintenance, [5] elimination of facilities and infrastructure for the sewing department at LKP Jakarta Barat

Autonomous ships in maritime education model course 7.01

The fourth industrial revolution is already a fact. It is manifested in the emerging automation of many processes in shipping, which until recently have been highly dependent on the competence of the people who manage them. The analysis of navigational accidents invariably touches the human factor and involves it in the reasons for their occurrence. The statistics are discouraging and the lack of competence of seafarers is always present in the reports of the investigating authorities. The idea of creating and implementing autonomous ships is cited as a lifeline to overcome the shortcomings that disturb the industry due to the human factor. A few authors in their publications point out many unresolved issues, one of which is related to the education and competence of service personnel. The existing International Convention for Standards of Training, Certification and Watchkeeping of Seafarers does not cover unmanned ships. The mandatory and recommended competencies in it are addressed to the people on board. Some maritime educational institutions have introduced the concept of “autonomous ship” in their curricula, such as Nikola Vaptsarov Naval Academy, Varna and Faculty of Maritime Study, Split. There are probably others who think ahead, but this approach is not enough because unmanned ships are already a fact in the maritime industry. This article aims at exploring the possibilities for supplementing the curricula of maritime training institutions with appropriate subjects for the new realities in shipping.

Online Literature Circles in Learning Hamlet among Pre-service Teachers

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

The New Zealand 'normal school'

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

The New Zealand 'normal school'

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

The New Zealand ""normal school"" : a thesis for the degree of Master of Arts

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

Athlete of Emotion - Examining the Perdekamp Emotional Method

<p>The Perdekamp Emotional Method (PEM) is an emerging psychophysiological acting system that claims to allow actors ‘safe, reliable and repeatable access’ to emotion, with no recourse to their own psychology, imagination or personal experience. Developed in Germany over the last thirty years, the process regards the emotions as innate, biological movement patterns, hard-coded in human beings, that can be invoked consciously through a specific combination of physiological triggers. In light of recent international studies that point to significant psychological unwellness throughout the acting profession, there is an ethical imperative for drama schools to investigate such techniques, and evaluate their legitimacy against more commonly utilised approaches to achieving believable emotion, such as the Emotion Memory techniques of Konstantin Stanislavski and Lee Strasberg, which have courted criticism for being both inefficient and, at worst, harmful. While Austrian research has been carried out to establish the scientific legitimacy of PEM, nothing has been written about it in English, and it is only just beginning to be introduced to performance training institutions around the world. This thesis investigates PEM's claims in order to contribute critically to the depth and understanding of this system, and to evaluate the potential value of introducing PEM into the conservatoire model of a tertiary Drama School, using practical experiments and teaching observations at Toi Whakaari: New Zealand Drama School as a case study. Its research results are evaluated through a combination of a historical review of acting approaches to producing emotion, interviews with PEM creator Stephen Perdekamp and Master Instructor Sarah Victoria about the pedagogy of PEM and its theoretical underpinnings (and evaluating this against current neuroscience theories concerning emotion), observations of and interviews with students learning PEM through workshop instruction, and practical experiments of applying PEM to screen work with student performers through a period from March 2017 to November 2018.</p>

Athlete of Emotion - Examining the Perdekamp Emotional Method

<p>The Perdekamp Emotional Method (PEM) is an emerging psychophysiological acting system that claims to allow actors ‘safe, reliable and repeatable access’ to emotion, with no recourse to their own psychology, imagination or personal experience. Developed in Germany over the last thirty years, the process regards the emotions as innate, biological movement patterns, hard-coded in human beings, that can be invoked consciously through a specific combination of physiological triggers. In light of recent international studies that point to significant psychological unwellness throughout the acting profession, there is an ethical imperative for drama schools to investigate such techniques, and evaluate their legitimacy against more commonly utilised approaches to achieving believable emotion, such as the Emotion Memory techniques of Konstantin Stanislavski and Lee Strasberg, which have courted criticism for being both inefficient and, at worst, harmful. While Austrian research has been carried out to establish the scientific legitimacy of PEM, nothing has been written about it in English, and it is only just beginning to be introduced to performance training institutions around the world. This thesis investigates PEM's claims in order to contribute critically to the depth and understanding of this system, and to evaluate the potential value of introducing PEM into the conservatoire model of a tertiary Drama School, using practical experiments and teaching observations at Toi Whakaari: New Zealand Drama School as a case study. Its research results are evaluated through a combination of a historical review of acting approaches to producing emotion, interviews with PEM creator Stephen Perdekamp and Master Instructor Sarah Victoria about the pedagogy of PEM and its theoretical underpinnings (and evaluating this against current neuroscience theories concerning emotion), observations of and interviews with students learning PEM through workshop instruction, and practical experiments of applying PEM to screen work with student performers through a period from March 2017 to November 2018.</p>