bluuebunny/crossref_metadata_2025 huggingface dataset:
The precariousness of knowledge workers (Part 2): forms and critiques of autonomy and self-representation
Authors: Annalisa Murgia  , Lara Maestripieri  , Emiliana Armano
Published: June 2017

This article introduces the second of a two-part Special Issue of this journal on the precariousness of knowledge workers. It aims to explore the ambivalences and liminal relations among autonomy, identification and task orientation, which – for knowledge workers – represent both a source of self-realisation and a generator of multiple and distinctive forms of precariousness. In particular, we focus on the forms and critiques of autonomy and self-representation that, in knowledge societies, extend far beyond the fact of being a self-employed worker. We argue that knowledge work is in fact sustained by devices of subjectivity which derive their power from being self-constructed and which provide tools for managing precarious lives.
The knowledge worker and the projectified self: domesticating and disciplining creativity
Authors: Yannick Kalff
Published: June 2017

Since the 1970s, projects have become a widespread form of work and labour organisation. They represent complex temporary endeavours and suggest spontaneity and flexibility, albeit reliant on bureaucratic structures. In contrast to this, projects can also be seen as metaphors for late modern biographies and socialisation. Both notions directly affect knowledge work by domesticating knowledge and creativity to fit valorisation processes. Within obscured power relations, a subjectivising antinomy of predictability and flexibility arises: the projectified self. This form of subjectivity domesticates the knowledge worker contributing to new vulnerabilities to precarity due to flexible, spontaneous and uncertain biographies.
Citius, Altius, Fortius in a deregulated labour market: narratives of precarious graduates
Authors: Ana Paula Marques  , Diana Vieira
Published: June 2017

Labour markets foster qualification models and professionalisation strategies characterised by insecurity and deregulation. This article analyses narratives of precarious graduates through a subject-oriented approach, taking into account the increasing vulnerability, insecurity and fragmentation that characterise the professional experiences of graduates in the current global economic and financial crisis. Drawing upon information-rich evidence from 21 focus group interviews carried out in a research project in Portugal, this article aims to highlight how young graduates are experiencing, interpreting and managing dilemmas in their transitions from higher education into the labour market. It concludes that ambivalent and unpredictable paths have become the ‘main route’ for accessing a profession in a context of precariousness.
Click to save and return to course: online education, adjunctification, and the disciplining of academic labour
Authors: Robert Ovetz
Published: June 2017

There has been little analysis of how neoliberal adjunctification and online education (OLE) are shaping a new academic division of labour in US colleges and universities. OLE rationalises academic labour by separating it from the delivery of educational content while transforming learning into the self-disciplined completion of sequential tasks (e.g. ‘competency-based learning’) under the panoptic surveillance of online course management systems (CMS). OLE is subtly shifting the very hidden curriculum of higher education to meet the needs of global capital for a more effectively disciplined labour force that can work contingently and remotely with little or no overt coercion. This analysis of the process by which OLE is rationalising academic labour draws upon the ideas of Foucault and Tronti to argue that OLE is a tool for producing a type of disciplined labour that breaks down the borders between productive and reproductive labour in order to colonise all life as work.
Precarity, precariousness and software workers: wages, unions and subjectivity in the Argentinian software and information services sector
Authors: Andrés Rabosto  , Mariano Zukerfeld
Published: June 2017

This article focuses on a paradigmatic type of knowledge work: informatics. Specifically, it studies the processes of precarity and precariousness taking place in the Argentinian software and information services (SIS) sector. After a brief introduction, it discusses the relevant literature, introducing the concepts of precarity and precariousness. Then it looks at the data relating to employment, exports and wages in the Argentinean SIS sector before moving on to address a key element for understanding precarity: the complexities of unionisation in the SIS sector. Finally, it analyses precariousness in the sector by attempting to characterise the subjectivities of these workers.
Plato, Platonists, Platonism
Authors: Silverman Allan
Published: June 2017

The paper examines different approaches to key metaphysical and conceptual claims in Plato’s dialogues. It explores how different readers of Plato, beginning with Aristotle, make sense of the status of and the relations between some of the key Forms developed in different dialogues, to include the Form of the Good.
Antianarchia: interpreting political thought in Plato
Authors: Lane Melisssa
Published: June 2017

This paper outlines a defense of the project of seeking to interpret Plato’s political thought as a valid method of interpreting Plato. It does so in two stages: in the first part, by rebutting denials of the possibility of interpreting Plato’s thought at all; in the second part, by identifying one set of ideas arguably central to Plato’s political thought, namely, his profound rejection of political anarchy, understood in terms of the absence of the authority of officeholders and posited both as characteristic of democracy and as the origin of tyranny. This approach to anarchy and its relationship to tyranny is, I contend, a Platonic innovation (so far as we can judge from surviving texts), and must be understood against the background of Greek writings that straightforwardly opposed the two. I aim here to show, on the one hand, that denying tout court the project of seeking to interpret Plato’s political thought is an implausibly extreme position, and, on the other, that pursuing that project can bear valuable fruit.
International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters
Authors: Ecochard Sidonie , Fotheringham Julia
Published: June 2017

International students represent a large and increasing share of the diversity encountered on British campuses, with 19% of the student body coming from another country to study in the United Kingdom. While the concept of transition in the context of Higher Education (HE) is better understood as a process of change and adaptation to the HE culture, international transitions –undertaken by international students – present additional and specific challenges. These involve multiple additional cultural adjustments, to the host nation culture, the international student culture and the subject disciplinary culture. The scale and number of these challenges may lead to mental health issues and to students dropping out. The growing number of international students and their importance as a significant economic driver to the HE sector have been reflected in the literature, with an increasing number of publications on the topic. Various models have been elaborated to describe the process of academic and socio-cultural adjustment experienced by international students, along with concepts of acculturative stress and culture shock used to refer to the sometimes extreme emotional turmoil created by such cultural dissonances. University staff and students have different but key roles and responsibilities in supporting and facilitating international students’ adjustment, improving retention and enabling international students to reach their academic and personal goals in spite of the challenges that confront them. This literature review presents the different stage-models of international students’ acculturation and defines key concepts for international transitions such as acculturative stress and culture shock, thereby allowing for a better understanding of the international students’ academic and social journey. It describes the challenges international students meet in their transition to UK HE institutions and introduces literature identifying ways of better supporting the specific needs of those students. It concludes with a discussion on the limitations of the current international transitions discourse.
Don’t Panic: Common Sense and the Student Voice in a Transitional Guide
Authors: Christie Hope , Johnson Karl
Published: June 2017

The Scottish Enhancement Theme of Transitions has largely been explored by institutions in terms of pre/post undergraduate degree, with a tangential focus on employability. Less considered are transitions between and through undergraduate levels, despite the impact they have on successful student engagement and retention (Whittle, 2015). To ensure positive transition through their degree, students must be engaged in dialogue with staff and have the opportunity to influence curriculum adaptation and development (Bovill, Cook-Sather, & Felten, 2011). Having experienced the Honours year from both a student and tutor perspective, the authors developed Don’t Panic: The Psych/Soc Student’s Guide to Fourth Year. A practical response to student concerns, the guide was designed to reflect the final year ‘life cycle’ with the simple aim of offering honest advice and encouragement to psychology and sociology students at Queen Margaret University (QMU), as an informal companion to the dissertation handbook. Development is ongoing, and following dissemination activities the guide has attracted interest from students and faculty across the United Kingdom and beyond. It is apparent that several institutions lack such a form of support for final year students – and while Don’t Panic is not presented as the solution to all transitional problems, it can serve as an example of innovation to empower the student voice. Don’t Panic has led to the author’s increasing involvement in, and understanding of, issues relating to learning and teaching, access and retention. They reflect on these matters in academic and professional literature, through the prism of their own student-to-staff transitional experience.
Supporting Student Transition into Professional Practice
Authors: Dey Donna Jacqueline , Lindsay Angela , Thomson Patricia
Published: June 2017

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.
Supporting Students in the Transition to Postgraduate Taught Study in STEM Subjects
Authors: Bownes Jessica , Labrosse Nicolas , Forrest David , MacTaggart David , Senn Hans , Fischbacher-Smith Moira , Jackson Maria , McEwan Michael , Pringle Barnes Gayle , Sheridan Nathalie , Biletskaya Tatsiana
Published: June 2017

While there has been a wide range of studies examining the transition of undergraduate and postgraduate research students, there are few which concentrate on the experiences of postgraduate taught (PGT) students. This is unfortunate, because PGT students have pressing needs for support: since taught masters courses last for usually one academic year, postgraduate students are asked to adapt and succeed at a far faster rate than undergraduates, who take four years in Scotland to complete an honours degree. PGT students are a minority group amongst the university population, with e.g. more than three times as many undergraduates enrolled at the University of Glasgow than postgraduates. Furthermore, international students represent a high proportion of PGT students. To better understand the needs of PGT students and therefore improve the quality of their education, we need to understand their experiences and challenges as they transition through their course. This paper presents a study focused on PGT students in STEM subjects at the University of Glasgow. Feedback from students in the College of Science and Engineering was gathered using a multi-methodological approach. Surveys, one-to-one interviews and a workshop were utilised to investigate students’ perceptions of support received from staff and services. This data was linked to student academic confidence, social confidence, and overall satisfaction with their experience at the university. Data were gathered at three points in the year to evaluate whether perceptions change as students progress through their course. This data from surveys and interviews was used to direct a workshop, which discussed potential solutions to issues raised. Better online resources were identified as key to feeling prepared before the commencement of a PGT course, and better communication with lecturers and peers was important to the success and satisfaction of students, particularly after beginning PGT study.
University After VET: The Challenges Faced by the Enrolled Nurse
Authors: Logan Patricia Anne , Cox Jennifer L , Anderson Judith , Van Reyk David , Hillman Elspeth , Johnston Amy N
Published: June 2017

In Australia, many Enrolled Nurses (EN) complete vocational education training (VET), undertake clinical work, and then progress into a tertiary, Registered Nurse (RN), program. Transition into university for ENs is typically into the second year of degree programs, with credit awarded for first year courses including basic bioscience subjects, predicated on recognition of prior learning. However, in educational literature ENs report that their prior study left them feeling unprepared for university and that VET, even coupled with work experience, may not adequately reinforce foundational science knowledge sufficient to support direct entry to second year biosciences. Moreover, bioscience subjects are internationally acknowledged as central to nursing students’ ‘science anxiety,’ and are ‘gate-keeper’ subjects in pre-registration programs, providing critical underpinning of theoretical knowledge for many other subjects. Indeed, a recent (2015) Australian government report on pathways into higher education highlighted concerns around modes of transition into university, citing significantly lower success rates for students from a low socio-economic status (LSES) background who frequently enter the tertiary sector via vocational pathways. This paper will explore, using a case study approach, the issues of transition from vocational training to the university programs across multiple Bachelor of Nursing (BN) programs (tertiary institutions) in both rural and metropolitan contexts from several Australian states. It will highlight challenges reported by these EN students that limit their capacity to engage in traditional tertiary programs including concomitant shift work requirements. ENs are typically female, mature age students with carer responsibilities, who study in isolation, online and via distance learning, further compounding issues of tertiary transition. The paper will describe a multi-institutional project designed by a multidisciplinary academic team, to enhance transition skills and build academic resilience for these ENs, to assist with their engagement and success in their BN studies.
Pharmacokinetics of thiamphenicol in normal and pasteurella multocida infected lactating goats
Authors: Elsayed Mossad , Elkomy Ashraf , Ibrahim Faten
Published: June 2017

The pharmacokinetic parameters of thiamphenicol following intravenous and intramuscular (single & repeated) administrations were estimated in normal and experimentally pasteurella multocida infected goats. Following a single intravenous injection of 30 mg thiamphenicol /kg b.wt. in normal goats, thiamphenicol could be detected therapeutically for 24 hours post intravenous injection. The serum concentration – time curve of thiamphenicol following intravenous injection showed that the drug obeyed a two compartments open model. The intramuscular bioavailability of thiamphenicol in normal goats was 66.63 %. Intramuscular injection of 30 mg thiamphenicol per kilogram body weight once daily for five consecutive days in normal and pastreulla multocida infected goats revealed a lower significant serum thiamphenicol concentration in pastreulla multocida infected goats compared with normal goats, also it’s found that: marked significant decrease in ( k1, K12, K21, T0.5(α) , T0.5(β), Tmax and CLtot in normal compared with infected goats, on the other hand a significant increase in Cmax,AUC, C0,B and β in normal compared with infected goats. Thiamphenicol was cleared by all clearance processes (Cltot) in the body at significant faster rates in Pasteurella multocida infected goats than in normal goats. The concentrations of thiamphenicol in milk were significantly lower in Pasteurella multocida infected goats than in normal goats. The mean peak urine concentrations of thiamphenicol were reached 4 hours after each intramuscular dose with a lower significant concentration in Pasteurella multocida infected goats than in normal goats.
School choice or the politics of desperation? Black and Latinx parents of students with dis/abilities selecting charter schools in Chicago
Authors: Waitoller Federico R. , Super Gia
Published: June 2017

In this paper, we focus on the city of Chicago to examine how Black and Latinx parents of students with dis/abilities engage with school choice. Using analytical tools from grounded theory (Strauss & Corbin, 1990) and a theoretical lens informed by critical notions of space, race and dis/ability, we analyze interviews with parents of students with dis/abilities, field notes, and various artifacts from charter schools (e.g., student handbooks and websites). We found that parents engaged with the politics of desperation (Stovall, 2013): an assemblage of thoughts and rationales to make school decisions amid poor and ableist educational options for Black and Latinx students with dis/abilities. We found that the neoliberal restructuring of urban education space was a driving force shaping parents’ engagement with the politics of desperation. Thus, our study sheds light on the relationship between race, dis/ability, and urban spatial restructuring.
The promise and realities of Pay for Success/ Social Impact Bonds
Authors: Saltman Kenneth J.
Published: June 2017

This article considers proponents’ arguments for Pay for Success also known as Social Impact Bonds. Pay for Success allows banks to finance public services with potential profits tied to metrics. Pay for Success has received federal support through the Every Student Succeeds Act of 2016 and is predicted by 2020 to expand in the US to a trillion dollars. As school districts, cities, and states face debt and budget crises, Pay for Success has been advocated by philanthropists, corporate consulting firms, politicians, and investment banks on the grounds of improving accountability, cost savings, risk transfer, and market discipline. With its trailblazing history in neoliberal education, Chicago did an early experiment in Pay for Success. This article provides a conceptual analysis of the key underlying assumptions and ideologies of Pay for Success. It examines the claims of proponents and critics and sheds light on the financial and ideological motivations animating Pay for Success. The article contends that Pay for Success primarily financially benefits banks without providing the benefits that proponents promise. It concludes by considering Pay for Success in relation to broader structural economic considerations and the recent uses of public schooling to produce short-term profit for capitalists.
Neoliberalism, Resistance, and Self-Limiting Language
Authors: Lubienski Christopher
Published: June 2017

This discussion offers an overview of the articles and themes developed by the papers in this special issue on Chicago school reform, and also some critical comments on such scholarship.  It highlights how these reforms are not organic, as they are often portrayed, but are instead a result of strategic efforts by policymakers and special interests.  As the authors of these articles show, these reforms essentially experiment with education “innovations” on poor and minority children in a context where segregation appears to be increasingly accepted.  But while the efforts of equity-minded researchers in addressing these issues should be lauded, this discussion goes further and offers some critical commentary on researchers’ use of language, arguing that we too often alienate ourselves from both the policymakers we seek to influence and from the people we seek to help.  By adopting exclusive language common in critical theory’s attack on “neoliberalism,” scholars may try to enhance their own credibility by demonstrating familiarity with obscure terminology, but in doing so, may be creating another echo-chamber which excludes them from policy discussions that can effect substantive change.
Satellite imagery and heritage damage in Egypt: a response to Parcak et al. (2016)
Authors: Fradley Michael , Sheldrick Nichole
Published: June 2017

In a recent article, Parcak et al. (2016) presented the results of a study in which they used satellite imagery to evaluate looting and other damage at over one thousand heritage sites in Egypt. Assessing imagery dating between 2002 and 2013, their results indicated an increase in visible damage to sites during this period caused by looting and encroachment, which by Parcak et al.’s definition “includes building development, cemetery growth, agricultural expansion and intentional damage through targeted destruction” (2016: 190). Their findings support the work of previous authors who have documented an increase in looting and other damage to archaeological sites connected with increasing nationwide economic and political instability (e.g. Ikram 2013; Ikram & Hanna 2013).
Discovery of obsidian mines on Mount Chikiani in the Lesser Caucasus of Georgia
Authors: Biagi Paolo , Nisbet Renato , Gratuze Bernard
Published: June 2017

The volcanic Javaketi Range (Lesser Caucasus, Georgia) has recently aroused the interest of both geologists and archaeologists on account of its rich environmental and geological history, the prehistoric exploitation of its raw materials and the discovery of archaeological sites ranging from the Palaeolithic to the Historical Ages (Gogadze 1980; Kikodze 1983). In 2012 and 2014, two systematic surveys were conducted on Mount Chikiani (Koyundağ) with the aim of defining the areas from which obsidian was obtained during different prehistoric periods, and to characterise its sources (Biagi & Gratuze 2016). A longer season of archaeological prospection was carried out in 2016. Among the many important finds was the discovery of a large number of obsidian mining pits along the northern and north-eastern lower slopes of the volcano (Figure 1), as well as several obsidian workshops. During the 2016 season, research focused on the 2417m-high trachyrhyolitic dome—a source of high-quality obsidian—emerging from the plain around 300m north-east of Lake Paravani.
El Pacífico: early architecture and landscape during the Formative period of the Central Andes
Authors: Flores Luis A.
Published: June 2017

Despite archaeological interest in the study of the origins of public architecture in the Andes, there remain a number of gaps in our knowledge, especially in the area between the Chancay and Lurin Valleys on the central coast of Peru. This situation may, in part, result from how we have approached the study of the Formative period. In particular, the lack of intensive studies in several types of sites and valleys means that we have incomplete knowledge of wider settlement systems. As a result, we know very little about the existence of smaller settlements, only the great public centres. Nor do we understand how the unique occupational histories of each site and valley developed. This is despite the fact that investigations of the period began with middens and sites with modest architecture such as Bellavista or Ancón (Uhle 1906; Rosas 2007). Yet this shortcoming has not been an obstacle to formulating explanatory models, which have focused on the origin of early public architecture. The current dominant explanatory model for the emergence of architectural monumentality focuses on the concept of the concentration of power (e.g. Haas 1982; Trigger 1990). Our project at El Pacífico takes a different perspective, seeing these mounds as a palimpsest of social experiences and socially constructed places to preserve community memory and traditional patterns of life (Dillehay 1990; Tilley 1994; Rosenswig & Burger 2012; Flores 2014).
Drenovac: a Neolithic settlement in the Middle Morava Valley, Serbia
Authors: Perić Slaviša
Published: June 2017

The Late Neolithic houses excavated at Drenovac, Serbia, rank amongst the best-preserved in Europe. In particular, the preservation of collapsed second-storey floors offers unique insights into household and social organisation. The site of Slatina-Turska česma, Drenovac, is located in the Middle Morava Valley of central Serbia (Figure 1). It is a deeply stratified site, with cultural deposits up to 6.5m thick, that spans two main periods of occupation (separated by a hiatus of approximately 700 years): the Early Neolithic Starčevo Culture (6100–5900 BC) and the Late Neolithic Vinča Culture (5300–4700/4500 BC). The site was first recorded in 1966, and the first large-scale excavations undertaken between 1968 and 1971 (Vetnić 1974: 125–39; Perić 2004). In 2004, the Archaeological Institute in Belgrade conducted further excavations to improve understanding of the site's chronology, stratigraphy, formation processes and occupation dynamics (Perić 2009; Perić & Perić 2014). Geomagnetic surveys were carried out in parallel with further excavations undertaken between 2008 and 2011 in cooperation with the Romano–Germanic Commission of the German Archaeological Institute (Perićet al. 2016) and, between 2012 and 2013, with the Viminacium Centre for New Technologies. An extensive geomagnetic survey here offers extraordinary insights into the layout and extent of the Late Neolithic settlement, and has enabled targeted excavations (Figure 1).
A prehistoric pyramid in the shape of a volcanic cinder cone, Nepeña Valley, Peru
Authors: Benfer Robert A. , Ocás Andrés
Published: June 2017

Archaeological work in the 1960s in the middle Nepeña Valley of coastal Peru (Figure 1) identified an artificial earthen mound or pyramid, approximately 15.5m high, with what was interpreted to be a crater dug into the top (Proulx 1968). This site has been variously known as Wanka, Huaca de Muro and El Bocón (PV31-55 in the Peruvian Ministry of Culture files). When viewed from a distance (Figure 2), the site resembles a volcanic cinder cone, such as the one in the Andahua Valley in southern Peru (Figure 3), and we have therefore named the site El Volcán. It should be noted, however, that there are no volcanoes in the vicinity of El Volcán to serve as models, nor indeed are any other examples of volcano-shaped structures known from Peru or elsewhere.
Recent investigations of the early prehistory of the Wainganga River basin, eastern Maharashtra, India
Authors: Joshi Prachi
Published: June 2017

The Pleistocene archaeological record of South Asia is important for questions relating to the origin and evolution of Palaeolithic cultures, continuity or change in lithic technologies, and the dispersals of humans across Asia. With these issues in mind, the research project presented here has set out to investigate the basin of the Wainganga River of the Deccan Plateau, southern India.
If it looks like a duck: final comment on early metallurgy and textile-production technologies in the southern Levant
Authors: Ben-Yosef Erez , Shamir Orit , Levy Janet
Published: June 2017

We appreciate the emerging discussion on the identification of the recently discovered Chalcolithic artefacts from the Judean Desert, and the careful attention to detail by Langgut et al. (above) that helps to further clarify our current understanding of spinning and metallurgical technologies in this period. Yet while we agree that by its nature archaeology is full of surprises and exceptional discoveries, we argue, however, that especially in such cases as this, the supporting evidence should be robust. This is clearly not the situation here; regardless of Langgut et al.’s nuanced argumentation (above) on specific contextual observations, our interpretation of the lead artefact as a metallic macehead that happened to be found with its wooden shaft still attached (a rare find but paralleled in the hoard from the Cave of the Treasure) remains much simpler and more straightforward than the interpretation that this extremely rare metal was used as part of a mundane spinning implement (which has no parallels anywhere). As the limitation on space does not allow us to address each of the points raised by Langgut et al., we leave it to the reader to assess the accuracy and relevance of their claims. In any case, their detailed response is only tangential to the essential line of our argument, which is related to weighing the available data and contextual information properly. The conclusion remains that while the observations that ostensibly connect the newly discovered artefacts to textile production are feeble and can be simply related to Ghassulian prestige metal objects (e.g. the use of wooden shafts and textiles in their carrying and maintenance), other observations make this connection difficult (as admitted also by Langgut et al. regarding the weight of the lead ‘whorl’), if not impossible.
Human Resource Management for Early Childhood Education
Authors: Zaenab Siti
Published: June 2017

Abstract This study is aimed to describe the human resources in early childhood education which become basic needs for early childhood institutions that is in line with the vision to reach Indonesia Gold 2045. The focus of this research, can be divided into several sub-focuses; including the planning of recruitment, selection, assignment, development, and evaluation. The method used is phenomenological qualitative research with multi-case studies. The validity was done through applying credibility, dependibility, and confirmability. Data analysis technique conducted in each of the three cases using two approaches, namely (1) the analysis of individual cases and (b) cross-case analysis. The results of this study can be presented as follows: (a) human resources in early childhood education needs to be developed, so the goals can be successfully obtained. (b) The principal, teachers, and stakeholders need to be more progressive at the time of selection of qualified early childhood teachers S1, (c) to produce teachers and administrative staffs who have educational qualifications for early childhood education. The educational criteria required is S1 PG PAUD. Abstrak Penelitian ini bertujuan untuk menggambarkan mengenai sumber daya manusia pada pendidikan anak usia dini yang menjadi kebutuhan dasar bagi lembaga pendidikan usia dini yang sejalan dengan visi untuk mencapai Indonesia Gold 2045. Fokus penelitian ini dapat dibagi ke dalam beberapa subfokus; meliputi perencanaan penerimaan, pemilihan, penugasan, pengembangan, dan evaluasi. Merode yang digunakan adalah penelitian kualitatif fenomenologi dengan studi multikasus. Validitas dilakukan dengan menerapkan kredibilitas, reliabilitas, dan konfirmabilitas. Teknik analisis data dilakuakn pada setiap tiga kasus menggunakan dua pendekatan, yakni (1)Analisis kasus individu dan (2)analisis lintas kasus. Hasil Penelitian ini disajikan sebagai berikut: (a) sumber daya manusia pada pendidikan usia dini perlu dikembangkan, sehingga tujuan dapat sukses dicapai. (b) Kepala sekolah, para guru, dan pemangku kepentingan perlu lebih progresif saat memilih guru sekolah usia dini yang berkualifikasi S1 (c) untuk menghasilkan guru dan pegawai administrasi yang berkualifikasi pendidikan usia dini. Kriteria pendidikan yang dibutuhkan adalah S1 PG PAUD. How to Cite : Zaenab, S. (2016). Human Resource Management for Early Childhood Education. TARBIYA: Journal of Education in Muslim Society, 3(2), 242-251. doi:10.15408/tjems.v3i2.4063. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4063
Assessing the Moral Credentials of the Next Generation of Accountants
Authors: Zubairu Umaru , Sakariyau Olalekan , Dauda Chetubo , Paiko Isah
Published: June 2017

Abstract This study assessed the progress of Malaysian universities in producing morally upright accountants by evaluating the moral competencies of the third-year accounting students enrolled at the Universiti Sains Islam Malaysia (USIM). An instrument was developed through a collaboration with Islamic accounting scholars; 79 third-year students were surveyed. The survey revealed that the current crop of the third-year accounting students were not morally competent enough to deal with the inevitable moral dilemmas they would face in the work place. The implication of this result is that USIM’s accounting department has to re-examine its current curriculum as to its ethics coverage.   Abstrak Penelitian ini bertujuan untuk menilai perkembangan universitas-universitas di Malaysia dalam hal menghasilkan para akuntan yang jujur. Penelitian ini dilakukan dengan langkah mengevaluasi kompetensi moral mahasiswa akuntansi tahun ketiga di Universiti Sains Islam Malaysia (USIM).  Instrumen yang digunakan adalah survey, yang dikembangkan melalui kolaborasi para cendekiawan muslim dengan mensurvey 79 mahasiswa tahun ketiga. Hasil survey menunjukkan bahwa para siswa tahun ketiga akuntansi pada zaman sekarang ini belum memiliki kompetensi moral dalam hal dilemma moral pada bidang pekerjaan mereka. Implikasi penelitian ini adalah berupa saran untuk jurusan akuntansi USIM untuk menguji kembali kurikulum mereka yang berkenaan dengan etika dan moral. How to Cite : Zubairu, U. Sakariyau, O. Dauda, C. Paiko, I. (2016). Assessing the Moral Credentials of the Next Generation of Accountants. TARBIYA: Journal of Education in Muslim Society, 3(2), 168-185. doi:10.15408/tjems.v3i2.4166. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4166
Education Reward for Teacher: Implementation Strategy to Improve Teacher’ Performance
Authors: Sarjana Sri
Published: June 2017

Abstract Reward for teacher became one of the ways to improve teachers’ performance for the development of national education. It is an appreciation for teachers based on merit or the excellent performance, given both individually and institutionally in the form of material or appreciation. A competent teachers have the ability, skill, and attitude of work in accordance with established standards. The purposed of this study is to analyze the effect of reward on teachers in creating performance through the optimization of creativity, innovation development and competence. The data were analyzed through triangulation model of transformation that combines qualitative and quantitative methods. The findings indicate that teachers’ reward model that able to create performance through increasing the creativity, innovation, and competence. Furthermore, this study is expected to build awareness of the ministry of education in improving the quality of national education systems including the expansion of rewards for teachers who have great working performance in creativity, innovation and competence.Abstrak Penghargaan bagi guru menjadi salah satu tuntutan dalam upaya peningkatan prestasi kerja untuk pengembangan kualitas pendidikan nasional. Penghargaan guru merupakan bentuk apresiasi terhadap guru berdasarkan prestasi atau kinerja unggul yang diberikan baik perorangan maupun lembaga dalam bentuk materil maupun lisan. Guru yang kompeten memiliki kemampuan, ketrampilan maupun sikap kerja sesuai dengan standar yang ditetapkan. Tujuan penelitian ini untuk menganalisis pengaruh penghargaan guru dalam rangka menciptakan prestasi kerja melalui optimalisasi kreativitas, pengembangan inovasi dan peningkatan kompetensi. Teknik analisis data menggunakan model triangulasi transformasi yang memadukan metode kualitatif dan kuantitatif. Temuan dalam penelitian ini mengintegrasikan model penghargaan guru yang mampu menciptakan prestasi kerja melalui upaya meningkatkan kreativitas, inovasi, dan kompetensi. Lebih lanjut, penelitian ini mengharapkan kementerian pendidikan nasional lebih berperan aktif dalam meningkatkan kualitas sistem pendidikan nasional diantaranya melalui perluasan pemberian penghargaan bagi guru yang memiliki keunggulan dalam kreativitas, inovasi dan kompetensi. How to Cite : Sarjana, S. Khayati, N. Warini, L. (2016).  Education  Reward for Teacher: Implementation Strategy to Improve Teacher’ Performance. TARBIYA: Journal of Education in Muslim Society, 3(2), 205-217. doi:10.15408/tjems.v3i2.4390. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4390
The Program of Teachers’ Accompaniment on the Learning of Science at Madrasah Ibtidaiyah
Authors: Nuryantini Ade Yeti , Wiana Rima , Septia Mahen Ea Cahya
Published: June 2017

Abstract The program of USAID PRIORITAS has a follow-up activity in form of accompaniment program. The accompaniment is committed to ensure that the teachers apply the training results. One of the accompaniments is carried out at MI Al Misbah Cipadung Bandung to apply module 3 related to skills of science. Focus of the accompaniment is to observe the feasibility of accompaniment activities, examine students’ skills in doing an experiment and making an experimental report. Data are acquired through observation and assessment rubric. The results of observation show that the teachers carry out six observed aspects, (setting of students’ seats, teachers’ role as facilitator, serving individual difference, paying attention to gender, the learning using the scientific approach, and students’ works), while the aspect of assessment of authenticity and literacy is not carried out. The average of students’ skills in carrying out and writing down the experiment belongs to good category.Abstrak Program USAID PRIORITAS memiliki aktifitas tindak lanjut berhubungan dengan pendampingan guru. Program pendampingan dibuat untuk memastikan para guru mengaplikasikan hasil pelatihan. Salah satu bentuk pendampingan dilaksanakan di MI Al Misbah Cipadung Bandung untuk mengaplikasikan modul 3 yang berhubungan dengan kemampuan sains. Focus dari pendampingan adalah mengobservasi kemungkinan dilaksanakan kegiatan-kegiatan pendampingan, menguji kemampuan siswa dalam melakukan eksperimen dan menuliskan hasilnya. Data didapatkan melalui observasi dan penilaian berdasar rubric. Hasil observasi menunjukkan bahwa para guru memiliki enam aspek, (mengatur tempat duduk siswa, guru sebagai fasilitator, memahami perbedaan individu, memperhatikan perbedaan gender secara merata, pembelajaran menggunakan pendekatan saintifik, dan kerja siswa), di sisi lain otentisitas penilaian dan kemampuan literasi tidak digunakan. Rata-rata kemampuan para siswa dalam melakukan dan menuliskan hasil eksperimen berada pada tahapan baik.How to Cite : Nuryantini, A., Y. Wiana, R. Septia, E., C., S. (2016). The Program of Teachers’ Accompaniment on the Learning of Science at Madrasah Ibtidaiyah. TARBIYA: Journal Of Education In Muslim Society, 3(2), 140-147. doi:10.15408/tjems.v3i2.4672. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4672
Muslim Trainee Teachers’ Ways of Experiencing and Understanding on the Teaching of Moral Education as A School Subject
Authors: Abdullah Nur Surayyah Madhubala
Published: June 2017

Abstract This paper describes the findings of a qualitative study utilising the phenomenographic approach. This research was aimed to identify qualitatively some different ways of Muslim student teachers’ (N=15) experience on moral education as a school subject, using essays. The findings indicated that the target phenomenon was discussed through the understanding and experience of the teaching of moral education as a school subject in a variety of ways. The hierarchically-ordered categories arrived at vary along several themes of deeper understanding. The findings are expected to be useful for the basis for planning experiences with a view to broadening Moral Education student teachers’ understanding of moral education towards the adoption of a substantive idea of Moral Education in their pedagogy. This will help teachers who have no experience to be well-prepared and better evolved in their pedagogy of moral education. Abstrak Tulisan ini menjelaskan temuan penelitian kualitatif dengan menggunakan pendekatan fenomenografi. Penelitian ini bertujuan untuk mengidentifikasi secara kualitatif beberapa cara yang berbeda dari pengalaman guru siswa Muslim '(N = 15) tentang pendidikan moral sebagai subjek sekolah, menggunakan esai. Temuan tersebut mengindikasikan bahwa fenomena sasaran tersebut dibahas melalui pemahaman dan pengalaman pengajaran pendidikan moral sebagai mata pelajaran sekolah dengan berbagai cara. Kategori yang disusun secara hierarkis ada di berbagai tema pemahaman yang lebih dalam. Temuan ini diharapkan dapat bermanfaat sebagai dasar untuk pengalaman merencanakan dengan tujuan untuk memperluas pemahaman guru siswa Pendidikan Moral tentang pendidikan moral terhadap penerapan gagasan substantif Pendidikan Moral dalam pedagogi mereka. Hal ini akan membantu guru yang tidak memiliki pengalaman untuk dipersiapkan dengan baik dan berkembang lebih baik dalam pedagogi pendidikan moral mereka. How to Cite : Abdullah, N.,S., M. (2016). Muslim Trainee Teachers’ Ways of Experiencing and Understanding on the Teaching of Moral Education as A School Subject. TARBIYA: Journal Of Education In Muslim Society, 3(2), 148-157. doi:10.15408/tjems.v3i2.4674. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4674
Education Nonviolence Through Child Friendly School
Authors: Slam Zaenul
Published: June 2017

Abstract This research described the education nonviolence through implementation of child friendly school in Junior High School 3 Majalengka, West Java Province. The research was qualitative. The data were collected through observation, interviews, and documentation. The subjects of the research were the principal, teachers, and students. Analysis of the data were through the three stages: data reduction, data presentation, and conclusion. Validity test of  the data used triangulation sources. The results show that education nonviolence had established the education to a peace culture, to create and encourage the peace in the minds of the students based on the  universal values of respect for life, liberty, justice, solidarity, tolerance, human rights and equality between them. Education  nonviolence  through  implementation of child friendly school in Junior High School 3 Majalengka was seen from the success of school management. Abstrak Penelitian ini memeberikan gambaran tentang pendidikan tanpa kekerasan melalui penerapan sekolah ramah anak di Sekolah Menengah Pertama (SMP) 3 Majalengka, Provinsi Jawa Barat. Penelitian ini adalah kualitatif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian ini adalah kepala sekolah, guru, dan siswa. Analisis data dilakukan melalui tiga tahapan: reduksi data, penyajian data, dan kesimpulan. Uji validitas data menggunakan sumber triangulasi. Hasil menunjukkan bahwa pendidikan tanpa kekerasan telah membentuk pendidikan ke budaya perdamaian, untuk menciptakan dan mendorong kedamaian di dalam pikiran siswa berdasarkan nilai-nilai universal penghormatan terhadap kehidupan, kemerdekaan, keadilan, keakraban, toleransi, hak asasi manusia dan kesetaraan di antara mereka. Pendidikan tanpa kekerasan  melalui penerapan sekolah ramah anak di SMP 3 Majalengka dilihat dari kesuksesan manajemen sekolah. How to Cite : Slam, Z. (2016).  Education  Nonviolence Through   Child Friendly School. TARBIYA: Journal of Education in Muslim Society, 3(2), 186-204. doi:10.15408/tjems.v3i2.4983. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4983
Prematurity and Sudden Unexpected Infant Deaths in the United States
Authors: Ostfeld Barbara M. , Schwartz-Soicher Ofira , Reichman Nancy E. , Teitler Julien O. , Hegyi Thomas
Published: June 2017

BACKGROUND AND OBJECTIVES:

Prematurity, a strong risk factor for sudden unexpected infant death (SUID), was addressed in recommendations by the American Academy of Pediatrics in 2011 for safe sleep education in NICUs. We documented associations between gestational age (GA) and SUID subsequent to these guidelines.

METHODS:

Using the 2012–2013 US linked infant birth and death certificate period files, we documented rates per live births of sudden infant death syndrome, ill-defined and unspecified causes, accidental suffocation and strangulation in bed, and overall SUID by GA in postneonatal, out-of-hospital, and autopsied cases; compared survivors and cases; and estimated logistic regression models of associations between GA and SUID.

RESULTS:

SUID cases were more likely than survivors to be <37 weeks’ GA (22.61% vs 10.79%; P < .0001). SUID rates were 2.68, 1.94, 1.46, 1.16, 0.73, and 0.51 per 1000 live births for 24 to 27, 28 to 31, 32 to 33, 34 to 36, 37 to 38, and 39 to 42 weeks’ GA, respectively. Logistic regression models additionally indicated declines in the risk for SUID as GA increased. Prenatal smoking, inadequate prenatal care, and demographics associated with poverty were strongly associated with SUID.

CONCLUSIONS:

Despite the 2011 American Academy of Pediatrics recommendations for increased safe sleep education in the NICUs, SUID rates were inversely associated with GA in 2012 to 2013, suggesting that risk of SUID associated with prematurity has multiple etiologies requiring continued investigation, including biological vulnerabilities and the efficacy of NICU education programs, and that strategies to reduce SUID should be multifaceted.