L.

Language Competence

Mengembangkan Kreativitas

Cuplikan pengalaman hidup / Emil Salim Pengalaman hidup dengan kreativitas / S.C. Utami Munandar Pengembangan kreativitas sepanjang masa / Conny Semiawan Kreativitas dalam kehidupan pribadi / Toety Herati Noerhadi Rangsangan, tantangan, dan peluang, kaitannya dengan kreativitas / A.S. Munandar Peran kreativitas dan inovasi untuk meningkatkan kesejahteraan hidup masyarakat / Boen Setiawan Selalu ada cerah / Ieda Poernomo Sigit Sidi Membangun kedamaian, menjaga keharmonisan, sebuah cerita perjalanan / Drs. Nugroho Pada mulanya adalah gagasan / Bambang Utomo Kreativitas dan pengalaman hidup saya / Seto Mulyadi.

Using broad-line nuclear magnetic resonance spectrometry to estimate potential oil yields of oil shales

Understanding Broad-based Black Economic Empowerment

Psikologi perkembangan

Filsafat dan Teori Hukum Postmodern

Postmodern, istilah yang sangat menggelegar ini, telah menjadi narasi baru dalam berbagai bidang, apakah itu bidang filsafat, seni, kebudayaan, ekonomi, kemasyarakatan, dan termasuk juga, tentunya seperti diuraikan dalam buku ini, dalam bidang hukum. Tanpa terlalu banyak kasak-kusuk, paham postmodern ini ternyata telah mampu menjungkirbalikkan hampir semua paham, teori, doktrin, mitos, bahkan sesembahan umat manusia yang selama ini dianut, baik secara konservatif maupun secara moderat. Dengan sangat lantang, paham postmodern ini melabrak paham-paham lain seperti paham komunisme, sosialisme, kapitalisme, liberalisme, logika, ilmu pengetahuan, teknologi, moral dan etika, dan berbagai narasi besar lainnya. Sedikit lebih awal dari perkembangan paham postmodern ini, telah berkembang pula berbagai pola pikir yang umumnya dikembangkan oleh kaum pembangkang terhadap berbagai konsep pemikiran yang kala itu dianut oleh mayoritas umat manusia, yang kemudian melahirkan berbagai teori kritis, kanan atau kiri, semacam yang dikembangkan oleh aliran Frankfurt di Jerman. Khusus dalam bidang hukum, berkembang pula aliran yang juga mempunyai karakteristik memberontak, yaitu aliran legal realism, yang menjungkirbalikkan aliran hukum kala itu yang sangat didominasi oleh metode ilmu pengetahuan, yang berupa metode ilmiah-abstraksi-sillogisme, yang membuat hukum seakan terbang menerawang jauh dari bumi tempatnya berpijak. Ketiga faktor tersebut, yakni postmodern, aliran kritis, dan legal realism, akhirnya melahirkan suatu paham revolusioner dalam bidang hukum yang kemudian dikenal dengan the critical legal studies itu. Ternyata, aliran hukum kritis ini, dengan berbagai konsep, teori, dan analisisnya yang cukup elegan tetapi menohok itu, perkembangannya telah sangat bergema dan bergemuruh dalam teori dan filsafat hukum, sehingga dapat dipastikan bahwa ke depan, aliran hukum ini bukan lagi sekedar basa-basi pemikiran orang-orang ekstrem. Meskipun ke mana arah mereka melaju juga belum jelas benar kelihatannya. Inilah gambaran dari isi buku ini sehingga tentunya buku ini akan sangat bermanfaat, menarik, dan menggelitik bagi siapa saja sarjana hukum yang mempunyai visi dan ingin mempunyai pengetahuan tentang teori hukum yang tetap up to date. Selamat mambaca!!!

An investigation of the effects of a marking-code strategy on the reading comprehension and attitudes of ninth-grade students

Strategies for Students Who Chronically Misbehave

Excerpted from the third edition of the ASCD classic Discipline with Dignity, this e-book focuses on creative, unconventional, and effective interventions for students in grades K–12 who have not responded to more traditional means of discipline.

Strategy Instruction for Students with Learning Disabilities

"Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms"--

Worked Problems in Heat, Thermodynamics and Kinetic Theory for Physics Students

Worked Problems in Heat, Thermodynamics and Kinetic Theory for Physics Students is a complementary to textbooks in physics. This book is a collection of exercise problems that have been part of tutorial classes in heat and thermodynamics at the University of London. This collection of exercise problems, with answers that are fully worked out, deals with various topics. This book poses problems covering the definition of temperature such as calculating the assigned value of the temperature of boiling water under specific conditions. This text also gives example of problems dealing with the first law of thermodynamics and with the definition of thermal capacities. Some practical questions such as problems dealing with thermal engines are presented. This book then discusses problems using the energy equation, as well as asking the student to derive a general equation of state of a material satisfying a specific condition. This text challenges the student to use a T-S diagram to calculate the efficiency of a reversible cycle under certain conditions. Several other problems concern the Joule and Joule-Kelvin effects, low temperature physics, and heat conduction. This review material can be helpful for students of physics, thermodynamics, and related subjects. It can also be used by teachers of physics.

Proceedings of the Workshop on Solar Collectors for Heating and Cooling of Buildings, New York City, November 21-23, 1974, Held in Conjunction with the Winter Annual Meeting of the American Society of Mechanical Engineers

Some Effects of a Principle on the Efficiency of Concept Attainment in Conjunction with Instructions, Ordinal Position, Sex, Sequence of Problems, and Number of Attributes Defining the Concept

Modeling Students' Mathematical Modeling Competencies

As we enter the 21st century, there is an urgent need for new approaches to mathematics education emphasizing its relevance in young learners’ futures. Modeling Students’ Mathematical Modeling Competencies explores the vital trend toward using real-world problems as a basis for teaching mathematics skills, competencies, and applications. Blending theoretical constructs and practical considerations, the book presents papers from the latest conference of the ICTMA, beginning with the basics (Why are models necessary? Where can we find them?) and moving through intricate concepts of how students perceive math, how instructors teach—and how both can become better learners. Dispatches as varied as classroom case studies, analyses of math in engineering work, and an in-depth review of modeling-based curricula in the Netherlands illustrate modeling activities on the job, methods of overcoming math resistance, and the movement toward replicable models and lifelong engagement. A sampling of topics covered: How students recognize the usefulness of mathematics Creating the modeling-oriented classroom Assessing and evaluating students’ modeling capabilities The relationship between modeling and problem-solving Instructor methods for developing their own models of modeling New technologies for modeling in the classroom Modeling Students’ Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.

Relationship of Student Perceptions to Selected Dimensions of Interpersonal Behavior of the Professional Staff in Schools

Student Perceptions of Their Roles in the Governance of College Unions and the Impact of Participation on Student Development

Assessing Student Perception of Social Media for Emergency Notification by a University

Under federal law (the Clery Act), Institutions of Higher Education (IHEs) now have a legal responsibility to notify students in a timely manner about campus emergencies. Failure to comply may result in financial penalties from the U.S. Department of Education. Virginia Tech was fined $55,000 for failure to quickly warn their students of the shootings that occurred on its campus in 2007. Though IHEs are now being held responsible, there has been little guidance in identifying effective methods and in implementing timely notification procedures. This case study assesses student perceptions of the use of social media by universities to deliver emergency alerts. Social media have emerged as a real-time communication tool widely popular among college students. To examine the use of social media for emergency notification, a literature review and interviews with professionals in the field were conducted, and a survey instrument was developed. The survey instrument was then used to study student use and perceptions through an email survey distributed to the student population. The response rate was 9% of the student population of 20,472 who received the survey. The results revealed that a vast majority of students are in favor of using social media for emergency notifications by IHEs. There was much support for the current alert system and a Facebook emergency notification page. The results of this study provide IHE emergency management officials with empirical evidence to guide decisions about adopting methods to notify students during emergencies. The implications of this research will help IHEs notify students sooner, thus saving lives, and aid in avoiding financial penalties.

Student Perceptions in the Classroom

This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.

Motivating Students, Improving Schools

Asks questions, regarding the implications of motivation theory for school reform. This volume portrays the potential of research methods and re-examines tried and true conceptions of the nature and nurture of motivation. It also suggests issues and points to venues for application.

Teacher efficacy for supporting student motivation

Teacher efficacy for supporting student motivation refers to the extent to which teachers believe themselves to be capable of supporting their students' motivation to learn (e.g., supporting students' own efficacy beliefs, perceived value of material, and interest in the domain). In this dissertation, efforts related to the development and validation of a survey instrument designed to assess this efficacy construct were described. The relationship between teacher efficacy for supporting student motivation and student motivational beliefs and achievement in math was explored. This research also included an investigation of predictors of teacher efficacy as well as an investigation of changes in efficacy following a one-day professional development workshop. Results of confirmatory factor analysis involving data generated from 88 middle school and high school mathematics teachers supported a measurement model in which teacher efficacy for supporting student motivation was distinct from teacher efficacy in other domains (i.e., instruction and classroom management). A structural equation model in which teacher efficacy for supporting student motivation was indirectly related to student achievement in math and was partially mediated by student perceptions of classroom goal structure and student efficacy beliefs adequately fit the data. Hierarchical linear modeling identified teacher efficacy for supporting student motivation as a significant predictor of between teacher variance in students' efficacy for math and students' interest in math (on average when controlling for students' gender, English language learner status, SES, prior ability in math, and grade level). Years of teaching experience was identified as a significant negative predictor of teacher efficacy for supporting student motivation. No significant changes in teachers' efficacy for supporting student motivation following a very limited professional development experience were found. Additional research is needed to learn more about the meaning of this construct for teachers and how it works in concert with other variables such as teachers' beliefs about motivational processes to predict motivation-related instructional practices and student outcomes.

Handbook of Research on Student Engagement

For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.