bluuebunny/crossref_metadata_2025_split huggingface dataset:
DOUNIA, ENTRE NOSTALGIE ET MÉLANCOLIE ("LE BONHEUR A LA QUEUE GLISSANTE" D’ABLA FARHOUD)
Authors: JIȘA Simona 
Published: March 2018

Dounia, between nostalgia and melancholia (Le Bonheur a la queue glissante d’Abla Farhoud). The aim of this article is to analyze the novel Le Bonheur a la queue glissante written by Abla Farhoud (a Canadian writer of Lebanese origins) by following a two-way sentimental pattern: nostalgia and melancholia. We are of the opinion that these feelings are an indelible characteristic of this autobiographic novel which tells us the story of a Lebanese woman who has always lived with the feeling of being an eternal immigrant. Nevertheless, the writing process, which is a nostalgic one aimed to recover a lost paradise, cannot be understood as part of melancholia. Regarding the latter, we further analyze its sources and ways of manifestation.
REZUMAT. Dounia, între nostalgie și melancolie (Le Bonheur a la queue glissante d’Abla Farhoud). În acest articol ne propunem să analizăm romanul Le Bonheur a la queue glissante de Abla Farhoud (scriitoare canadiancă de origine libaneză) după o grilă cu două intrări « sentimentale » : nostalgia și melancolia. Aceste sentimente constitue, după părerea noastră, marca individualizatoare a acestui roman autobiografic care descrie melancolia resimțită de o femeie de origine libaneză care s-a simțit întodeauna o eternă imigrantă. Actul scrierii, act nostalgic de recuperare al unui paradis pierdut, nu poate fi deloc înțeles fără această compozantă, melancolia, ale carei surse și forme de manifestare sunt obiectivul analizei noastre.
Cuvinte-cheie: Abla Farhoud, nostalgie, melancolie, roman biografic, scriitură migrantă
ASPECT ET TEXTE : ENTRE PHRASES COMPLEXES ET PHRASES MULTIPLES
Authors: SOLIMAN Luciana T. 
Published: March 2018

Aspect and text: between complex and compound sentences – In this paper we deal with aspect non only in verbs, but also in all interactions it establishes with other items of the complex sentence and within the text. Particular emphasis is given to grammatical aspect in conditional sentences. We also consider, in order to develop Guillaume’s perspective, research on aspect and anaphor (Berthonneau and Kleiber) and theoretical models (Moeschler) which take into account how aspect influences the construction of discourse and temporal structures.
REZUMAT. Aspect şi text: între fraze complexe şi fraze compuse. În cadrul acestui articol analizăm aspectul nu numai în ceea ce priveşte clasa verbului, ci şi în interacţiunile pe care le stabileşte cu alte elemente ale frazei complexe şi în text. Analizăm în mod particular rolul aspectului gramatical în enunţurile ipotetice. Abordăm, de asemenea, spre a dezvolta perspectiva psihomecanică, teoriile ce privesc aspectul şi anafora (Berthonneau şi Kleiber), precum şi cele ce iau în discuţie influenţa aspectului asupra construirii structurilor narative şi temporale (Moeschler).
Cuvinte cheie: franceză, verb, aspect, discurs, psihomecanică.
Pengembangan Kurikulum sebagai Intervensi Kebijakan Peningkatan Mutu Pendidikan
Authors: Indriyanto Bambang 
Published: March 2018

The objective of this paper is to foster the notion that curriculum can serve as a standpoint to improving the quality of education. By stating so, it proposes an argument thatÂ the effectiveness of their implementations do not only depend on comprehensiveness of theÂ concept, but also on their relevance to the circumstances in which they are going to beÂ implemented. They include teacher competencies and the adequate availability of educationÂ facilities at school level. The on going curriculum development called Curriculum 2013 by theÂ Ministry of Education and Culture are undergoing scrutinization by publics. This has been a consequence of curriculum as a part of education policies. Some cast doubts about the concept,Â some other support the idea of the development of curriculum 2013. This paper, however,Â argues, in spite of pro and cons, that management is an underlying factor which ensures theÂ effectiveness of the implementation of the curriculum 2013. The concept of management consistsÂ of that in school and classroom levels. The present of information technology virtually in any walk of life, has positive impacts on education.Â ABSTRAKÂ Tujuan dari tulisan ini adalah mengajukan pengertian bahwa kurikulum dapat menjadi titik tolak bagi peningkatan mutu pendidikan. Berdasarkan pernyataan tersebut, tulisan Â ini mengajukan argumentasi bahwa efektivitas implementasi kurikulum tidak hanya terletak pada isi konsep yang komprehensif, tetapi juga pada kondisi kurikulum tersebut akan dilaksanakan. Kondisi Â tersebut meliputi kompetensi guru dan kecukupan ketersediaan sarana pendidikan pada tingkat sekolah. Pengembangan Kurikulum 2013 oleh Kementerian Pendidikan dan Kebudayaan yang sekarang sedang berlangsung sedang dicermati oleh anggota masyarakat. Hal ini tentu saja merupakan konsekuensi kurikulum sebagai bagian dari kebijakan pendidikan. Ada yang mempertanyakan tentang konsepnya, tetapi ada juga yang setuju dengan ide Pengembangan Kurikulum 2013. Namun demikian tulisan ini berpendapat, meskipun ada yang tidak setuju atau setuju, bahwa faktor yang mendasari efektivitas pelaksanaan kurikulum adalah faktor manajemen. Faktor manajemen yang dimaksud meliputi manajemen pada tingkat sekolah dan kelas. Kehadiran teknologi informasi praktis pada setiap aspek kehidupan membawa dampak yang positif terhadap dunia pendidikan.
Pelaksanaan Pendidikan Kewirausahaan di Pendidikan Tinggi
Authors: Wiratno Siswo 
Published: March 2018

The aims of this study is to analyze the implementation of entrepreneurship educationÂ in higher education, in relation to the competencies of graduates as expected by labour marketÂ and other supporting competencies. Problems related to entrepreneurship education, amongÂ others include: 1) preparation and implementation of entrepreneurship education program asÂ well as the role of a new unit responsible to manage the program is not optimal; 2) provision ofÂ facilities and infrastructure for entrepreneurial implementation is still limited (means andÂ infrastructure, partners, funding and competent lecturers in the subject of entrepreneurial skills).Â The assessment results showed that: 1) implementation of entrepreneurship education in variousÂ higher education institutios is not yet optimal, partly due to the failure of entrepreneurialmanagement unit in optimizing its role and function; 2) competency of higher education graduatesÂ has not fully meet the expectations of the labour market, as they are expected to have academicÂ competency, thinking skills, management skills and communication skills. In addition, graduatesÂ are not equipped with adequate live skills, ability to adapt and socialize with the workingÂ environment and life-long education.ABSTRAKÂ Tujuan kajian ini dimaksudkan untuk menganalisis pelaksanaan pendidikan kewirausahaan di perguruan tinggi, kaitannya dengan kompetensi lulusan yang diharapkan oleh dunia kerja dan kompetensi pendukung lainnya. Permasalahan yang berkaitan dengan pendidikan kewirausahaan antara lain: 1) persiapan dan pelaksanaan program kewirausahaan dan peran unit baru yang berfungsi dan bertugas sebagai pengelola program kewirausahaan belum optimal; 2) penyediaan sarana dan prasarana penyelenggaraan kewirausahaan yang masih terbatas (sarana dan prasarana, mitra kerja, dana,dan tenaga dosen yang berkompetensi dalam memberi bekal keterampilan kewirausahaan Hasil kajian menunjukkan bahwa: 1) pelaksanaan pendidikan kewirausahaan di berbagai perguruan tinggi belum dilaksanakan secaraÂ optimal, antara lain disebabkan oleh belum optimalnya peran dan fungsi unit pengelola kewirausahaan; 2) kompetensi lulusan perguruan tinggi masih belum sepenuhnya memenuhi harapan dunia kerja, di mana diharapkan para lulusan perguruan tinggi memiliki kompetensi akademik, keterampilan berpikir, keterampilan manajemen dan keterampilan berkomunikasi. Di samping itu, lulusan belum cukup dibekali dengan keterampilan hidup (live skill), kemampuan beradaptasi dan bersosialisasi dengan lingkungan kerja serta belajar sepanjang hayat (lifelong education).
Kinerja Kepala Sekolah dan Guru dalam Mengimplementasikan Pendidikan Inklusif
Authors: Yusuf Munawir 
Published: March 2018

This study aimed to describe the performance of school principals and teachers inimplementing inclusive education in primary school. To achieve these objectives, a researchÂ survey has been conducted at primary schools that organize inclusive education in 4 areaÂ districts, namely Surakarta, Karanganyar, Sukoharjo and Boyolali, in Central Java Province.Â The numbers of samples in this study were 51 inclusion elementary schools, 51 school principals,Â and 103 classroom teachers. Data were collected and processed using questionnaires andÂ descriptive statistics, respectively. Questionnaire Validity for School Principals is in the range ofÂ 0312-0796 with 0962 reliability. Questionnaire Validity for Teachers is in the range of 0290-0815 with 0956 reliability. The results can be summarized as follows: 1) The performance ofÂ school principals in implementing inclusive education is in the medium category; 2) performanceÂ of classroom teachers in implementing inclusive education is in the medium category; and 3)Principal performance score average (65.45 %), higher than the average score achieved byÂ teachers (62.3%).ABSTRAKÂ Penelitian ini bertujuan untuk mendeskripsikan kinerja kepala sekolah dan guru dalam mengimplementasikan pendidikan inklusif di sekolah dasar (SD). Untuk mencapai tujuan tersebut, dilakukan penelitian survei ke SD penyelenggara pendidikan inklusif di 4 (empat) wilayah kabupaten/kota, yaitu Surakarta, Karanganyar, Sukoharjo, dan Boyolali, Provinsi Jawa Tengah.Â Jumlah sampel dalam penelitian ini 51 SD Inklusi, 51 kepala sekolah, dan 103 guru kelas. Data dikumpulkan dengan menggunakan angket dan diolah secara statistik deskriptif. Validitas angket kepala sekolah berada dalam rentang 0.312 - 0.796 dengan reliabilitas 0.962. Validitas angket guru berada dalam rentang 0.290 - 0.815 dengan reliabilitas 0.956. Hasil penelitian menunjukkan bahwa: 1) kinerja kepala sekolah dalam mengimplementasikan pendidikan inklusif berada dalam kategori sedang; 2) kinerja guru kelas dalam mengimplementasikan pendidikan inklusif berada dalam kategori sedang; dan 3) skor kinerja kepala sekolah rata-rata (65,45%), lebih tinggi dibanding skor rata-rata yang dicapai guru (62,3%).
Ketercapaian Pendidikan Dasar dan Menengah Berdasarkan Misi Pendidikan 5K: Kasus Kabupaten Nabire, Provinsi Papua Tahun 2010/2011
Authors: Kintamani DH Ida 
Published: March 2018

The purpose of this analysis is to analyse the results of educational indicators and the extent of achievement of primary and secondary education in Nabire District, Papua ProvinceÂ based on education mission â€œ5Kâ€. These are availability; affordability; quality; equivalency;Â and obtain educational services. The results show that the mission availability is achieved byÂ 90.73 as a main category; mission affordability is achieved by 89.94 as a medium category;Â mission quality is achieved by 64.95 as a less category; mission equivalency is achieved byÂ 90,51 as a main category; and obtain educational services is achieved by 98,13 as a perfectÂ category. However, when viewed according to the level of education of the primary, junior, andÂ senior secondary schools are achieved of 88.61, 86.28, and 85.25 respectively as mediumÂ category. Thus, it can be said Nabire District is achieved on basic and secondary education as aÂ medium categories. However, the necessary improvements are in mission quality in primary,Â junior and senior secondary school due to only achieved 64.95 as a less category. PrimaryÂ school needs to be improved in teacher quality, good classrooms, and library, junior secondaryÂ school in teacher qualities, graduate rates, libraries, and senior secondary school in graduateÂ rates, good classrooms, computer rooms, and laboratories.Â ABSTRAKÂ Tujuan analisis ini, yaitu untuk mengkaji hasil indikator pendidikan dan sejauh manaÂ ketercapaian pendidikan dasar dan menengah di Kabupaten Nabire, Papua berdasarkan misiÂ pendidikan, yaitu: ketersediaan: keterjangkauan; kualitas; kesetaraan; dan kepastianÂ memperoleh layanan pendidikan (5K). Hasilnya menunjukkan bahwa misi ketersediaan mencapaiÂ sebesar 90,73, termasuk kategori utama; misi keterjangkauan mencapai sebesar 89,94,Â termasuk kategori madya; misi kualitas mencapai sebesar 64,95 termasuk kategori kurang,Â misi kesetaraan mencapai sebesar 90,51 termasuk kategori utama; sedangkan misi kepastianÂ memperoleh layanan pendidikan mencapai sebesar 98,13, termasuk kategori paripurna. Namun,Â bila dilihat menurut satuan pendidikan SD, SMP, dan SM tercapai masing-masing sebesar 88,61,86,28, dan 85,25 termasuk kategori madya. Dapat dikatakan bahwa ketercapaian dikdasmenÂ Kabupaten Nabire mencapai 86,85, termasuk kategori madya. Sekalipun demikian, perluÂ dilakukan pembenahan pada misi kualitas, karena hasil SD, SMP, dan SM sebesar 64,95 termasukÂ kurang. Untuk SD, perlu ditingkatkan persentase guru yang layak, ruang kelas baik, danÂ ketersediaan perpustakaan. Untuk SMP, perlu ditingkatkan persentase guru layak mengajar,Â angka lulusan, persentase ketersediaan perpustakaan, ruang komputer, dan laboratorium,Â sedangkan untuk SMA perlu ditingkatkan angka lulusan, persentase ketersediaan ruang kelasÂ baik, ruang komputer, dan laboratorium.
Kekerasan dalam Berita: Kajian Pendidikan Media bagi Anak
Authors: Rakhmah W Diyan Nur 
Published: March 2018

The objective of this paper is to review the pattern of how media deliver crime and violence news associated with the importance of media education for children. This paper also offers solution for parents, media practiotioners, educators and other stakeholders who have concern on childrenâ€™s education and behavioral development. Its analysis uses literature study method. It can be concluded from the studyâ€™s results that media, either printed or electronics, played a major role to built the childrenâ€™s personality and paradigm. Not only as learning instrument and source learning, but media has a strategic influence in establishing childrenâ€™s daily pattern, media can also trigger crime and mischief conducted by children. This study suggests parents, media practicioners and educators to optimize their roles in orchestrating healthy and nurturing media that can be enjoyed safely by children.ABSTRAKÂ Tujuan penulisan ini yaitu untuk mengkaji pola pemberitaan media saat ini yang diwarnai dengan kekerasan dan kriminalitas dan dikaitkan dengan pentingnya pendidikan media bagi anak. Kajian ini juga mencoba menawarkan solusi terhadap berbagai permasalahan yang muncul sebagai akibat dari pengaruh buruk media, baik kepada orang tua, pengelola media, pendidik, dan pihak lain yang peduli terhadap pendidikan dan perkembangan perilaku anak Indonesia. Analisis kajian ini menggunakan studi literatur. Hasil kajian menunjukkan bahwa media cetak maupun elektronik berperan besar dalam membentuk pribadi dan pola pikir anak. Di samping sebagai tempat dan sumber belajar, media memiliki peran strategis dalam membentuk pola keseharian anak. Secara tidak langsung, media juga dapat menjadi salah satu penyebab terjadinya tindakan kejahatan dan kriminalitas yang dilakukan oleh anak. Kajian ini merekomendasikan kepada orang tua, pengelola media, dan pegiat pendidikan dan tenaga pendidik terkait dengan alternatif solusi keberadaan media dengan cara mengoptimalkan perannya dalam menciptakan media yang bersih dan mendidik sehingga layak dikonsumsi oleh anak-anak dengan aman dan nyaman.
Kurikulum Pendidikan Budaya pada Satuan Pendidikan Rintisan
Authors: -- Sutjipto 
Published: March 2018

This study aims to obtain a picture related to the implementation of the cultural curriculum development efforts 300 units on preschool education, primary education, secondary education, exceptional education, and educational equality that has been developed as a pilot model in 2012. The technique used in this study include descriptive study. A descriptive study with critical discourse analysis, in the sense of collecting facts and study the situation, outlook, and ongoing process. The main information collected through secondary data such as documentation reports, the results of focus group discussions, and participant observation. Data processed by the implementation of activities, and the results of the model unit activity throughout the pilot study culture curriculum implementation. Data analysis techniques used description, and interpretation. Results showed that: 1) the growth of a culture growing in a positive direction; 2) norms and values are implemented affects not only the daily activities, but also to motivate and encourage; 3) norms and values not only serves as a means of interadhesive one another, but also beneficial for the improvement of social skills; 4) norms and values as the foundation footing to build a more advanced civilization and humane for the future seemed to be entrenched; and 5) the willingness of stakeholders spool still be a problem in the implementation.Â ABSTRAKÂ Penelitian ini bertujuan untuk memperoleh gambaran terkait dengan upaya pengembangan implementasi kurikulum pendidikan budaya pada 300 satuan pendidikan pada jenjang prasekolah, pendidikan dasar, pendidikan menengah, pendidikan luar biasa, dan pendidikan kesetaraan yang telah dikembangkan sebagai model rintisan tahun 2012. Penelitian berbentuk deskriptif dengan analisis wacana kritis, dalam arti menghimpun fakta dan mempelajari situasi, pandangan, dan proses yang sedang berlangsung. Informasi utama dikumpulkan melalui data sekunder seperti dokumentasi laporan, hasil fokus grup diskusi, dan pengamatan terlibat. Teknik analisis data yang digunakan deskripsi, dan interpretasi. Hasil penelitian menunjukkan bahwa: 1) makin berkembang tumbuhnya budaya ke arah yang positi; 2) norma dan nilai-nilai yang diimplementasikan berpengaruh tidak hanya pada kegiatan setiap hari, tetapi juga memotivasi dan menyemangati; 3) norma dan nilai-nilai tidak saja berfungsi sebagai sarana perekat satu sama lain antarkomunitas, tetapi juga bermanfaat untuk peningkatan keterampilan sosial; 4) norma dan nilai-nilai sebagai pijakan fondasi untuk membangun peradaban yang lebih maju dan humanis bagi masa depan tampak mulai membudaya; dan 5) kemauan pemangku kepentingan yang masih menjadi kelindan masalah dalam pengimplementasian.
Alternatif Program Pendidikan bagi Peserta Didik SMA yang Memiliki Kecerdasan Istimewa
Authors: Widyastono Herry 
Published: March 2018

In general, the implementation of education in Indonesia during the last few years has been conducted classically, by giving the same treatment to the learners though they have different talent, interest, and ability. This condition results in misfortune for those who have special talent,Â interest and ability, and this would eventually affect their respective achievement, underachievement. Actually the implementation of education for those who have talent, interest, and abilityÂ in senior high school could be any program, such as acceleration and credit semester programs, as well as the enrichment programme, for example by providing comprehensive activity involving themselves at any study program in any faculty of a university adjacent to them. In the university they are requested to take subject matter which is interesting to them. Some programs for the students concerned could be conducted both in inclusive and exlusive classes, and a particular school.ABSTRAKÂ Penyelenggaraan pendidikan di Indonesia selama ini pada umumnya bersifat klasikalmassal, yaitu memberikan perlakuan yang sama terhadap semua peserta didik yang memiliki perbedaan bakat, minat, kemampuan, dan kecepatan belajar. Peserta didik yang memiliki kecerdasan istimewa bila tidak mendapatkan pelayanan pendidikan sesuai dengan kebutuhannya dapat mengakibatkan prestasinya di bawah potensinya. Penyelenggaraan pendidikan bagi peserta didik SMA yang memiliki kecerdasan istimewa dapat berupa: program percepatan yang dapat dilakukan dengan penyelenggaraan sistem akselerasi dan sistem kredit semester; dan program pengayaan, yang dapat dilakukan dengan pendalaman minat, yaitu mengikuti kuliah pada program studi dan fakultas tertentu di perguruan tinggi setempat, dengan mengambil mata kuliah sesuai mata pelajaran kelompok peminatan yang dipilihnya. Penyelenggaraan berbagai program pendidikan bagi peserta didik SMA yang memiliki kecerdasan istimewa dapat dilakukan dengan program khusus di kelas biasa (kelas inklusif), kelas khusus, dan satuan pendidikan khusus.
CONFIABILIDADE DE ESTACAS EMPREGANDO MÉTODO DE ESTIMATIVAS PONTUAIS
Authors: Beloni Aline De Viegas , Valério Bruna Sá Britto , Alves Antônio Marcos de Lima , Real Mauro De Vasconcellos 
Published: March 2018

RESUMO O objetivo do presente trabalho é a análise de confiabilidade quanto à ruptura geotécnica das estacas de uma área do cais modernizado do Porto Novo de Rio Grande, RS, Brasil. O carregamento característico sobre as estacas foi obtido a partir de dados descritos no memorial de cálculo da obra, considerando-se diversas relações entre as parcelas permanente e variável das cargas. A capacidade de carga das estacas foi estimada a partir das negas medidas ao final da cravação, através da adoção de uma fórmula dinâmica. O Método das Estimativas Pontuais foi adotado na avaliação das dispersões dos carregamentos e das capacidades de carga das estacas. A partir das curvas de distribuição de probabilidades dos carregamentos e das capacidades de carga, foram calculados os índices de confiabilidade e as probabilidades de ruína da área do cais em estudo, para diversos cenários de variabilidade dos carregamentos. De acordo com a literatura na área da engenharia de fundações, são geralmente considerados aceitáveis valores de índices de confiabilidade superiores a 3,09, que conduzem a probabilidades de ruína inferiores a 1/1000 eventos. Os resultados obtidos neste estudo apresentam-se superiores ao valor indicado na literatura, portanto comprovando a segurança e a confiabilidade da obra. Palavras-chave: Fundações; Confiabilidade; Método das Estimativas Pontuais.
Prospective, Multicenter Clinical Impact Evaluation of a 31-Gene Expression Profile Test for Management of Melanoma Patients
Authors: Dillon Larry D , Gadzia Joseph E , Davidson Robert S , McPhee Michael , Covington Kyle R , Cook Robert W , Johnson Clare , Monzon Federico A , Milanese Eric D , Vetto John , Jarell Abel D , Fleming Martin D 
Published: March 2018

Objective: A 31-gene expression profile (GEP) test that has been clinically validated identifies melanoma patients with low (Class 1) or high (Class 2) risk of metastasis based on primary tumor biology. This study aimed to prospectively evaluate the test impact on clinical management of melanoma patients.Methods: Physicians at 16 dermatology, surgical or medical oncology centers examined patients to assess clinical features of the primary melanoma. Recommendations for clinical follow-up and surveillance were collected. Following consent of the patient and performance of the GEP test, recommendations for management were again collected, and pre- and post-test recommendations were assessed to determine changes in management resulting from the addition of GEP testing to traditional clinicopathologic risk factors. Results: Post-test management plans changed for 49% (122 of 247) of cases in the study when compared to pre-test plans. Thirty-six percent (66 of 181) of Class 1 cases had a management change, compared to 85% (56 of 66) of Class 2 cases. GEP class was a significant factor for change in care during the study (p<0.001), with Class 1 accounting for 91% (39 of 43) of cases with decreased management intensity, and Class 2 accounting for 72% (49 of 68) of cases with increases.Conclusions: The reported study show that the 31-gene GEP test improves net health outcomes in the management of cutaneous melanoma. Physicians used test results to guide risk-appropriate changes that match the biological risk of the tumor, including directing more frequent and intense surveillance to high-risk, Class 2 patients.