Sebanyak 3354 item atau buku ditemukan

Pengantar Ekonomi Mikro

  • ISBN 13 : 9786027309692
  • Judul : Pengantar Ekonomi Mikro
  • Pengarang : Yulius Eka Agung Seputra,  
  • Kategori : Ekonomi
  • Penerbit : Ekuilibria
  • Klasifikasi : 338.5
  • Call Number : 338.5 YUL p
  • Bahasa : Indonesia
  • Penaklikan : xiv + 206 hlm ,; 25 cm
  • Tahun : 2016
  • Halaman : 206
  • Halaman : 206
  • Ketersediaan :
    2018-35703-0010
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0009
    (PNJ-pustaka02-00191453) Dipinjam sampai 18-03-2026 pada Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0008
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0007
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0006
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0005
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0004
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0003
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0002
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35703-0001
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi

Bimbingan Sekolah Dasar

  • ISBN 13 : 97860273658100
  • Judul : Bimbingan Sekolah Dasar
  • Pengarang : Gede Sedanayasa,  
  • Penerbit : Media Akademi
  • Klasifikasi : 158.3
  • Call Number : 158.3 GED b
  • Bahasa : Indonesia
  • Penaklikan : viii, 93 hlm; 26 cm
  • Tahun : 2015
  • Halaman : 0
  • Ketersediaan :
    2018-35684-0010
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0009
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0008
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0007
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0006
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0005
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0004
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0003
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0002
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
    2018-35684-0001
    Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi

Practice Based Learning in Nursing, Health and Social Care: Mentorship, Facilitation and Supervision

Work-based learning facilitation, mentoring and coaching are all integral to the healthcare professions. Practice Based Learning in Nursing, Health and Social Care promotes effective professional learning in the workplace and helps healthcare professionals to develop, enhance, reflect on and change their practice and perceptions of mentoring, facilitating, and supervision. Aimed at the health and social care practitioner who is involved in facilitating learning, teaching and assessing learners in practice, this essential, comprehensive text explores several key themes, including: - The nature of facilitating (coaching, supervision, mentoring) within professional contexts - Learning in communities of practice - Becoming an effective facilitator/mentor - Understand and supporting work-based learning - Managing the unusual, such as failing learners or those with special needs - Giving and documenting feedback - Managing workloads in busy environments - Professional development issues Special features: A clear, accessible guide for new and experienced practice educators/facilitators alike A comprehensive, applied text for practitioners of all levels of experience in facilitation and supervision Written by authors with extensive experience in the field Uniquely focuses on the professional development of the mentor/facilitator themselves Provides case studies throughout showing illustrating common issues and how to engage in formal theories of professional practice Multiprofessional focus - aimed at all health and social care practitioners

working learning plan Jenny Spouse Introduction This chapter will focus on an
exploration of your Iearner's needs and how these can be determined and
documented. It will discuss different methods of assessing learning needs such
as technical skills, knowledge and understanding, attitudes, motivation and
preferred approaches to learning. We will also consider the importance of
agreeing and documenting a working, learning plan and how it provides a
structure for your supervisory ...

Advances in Web-Based Learning

First International Conference, ICWL 2002, Hong Kong, China, August 17-19, 2002. Proceedings

The. Design. and. Implementation. of. a. Web-Based. Teaching-Learning. Model.
for. Information. Communication. Technology. Application. Education. Hyosook
Jung1, Woochun Jun2, Le Gruenwald3, and Suk-ki Hong4 1 Yang-dong
Elementary School, Seoul, Korea ...

Work-based learning around the mare balticum

At the 10th Hanseatic Conference 2015 in Hamburg, representatives from business organisations, academic institutions and policy makers from all countries around the Baltic Sea exchanged their experiences. This book contains the presented papers and a summary of the participants’ discussion. Vocational training has dramatically lost its appeal. More and more young people rather opt for study programmes at the university, and refuse to learn practical skills in vocational education. However, the qualifications of the high number of academics do not match the demand of SMEs for skilled workers and entrepreneurs, as their knowledge is mostly theoretical. At the same, due to demographic changes, the number of school leavers in the Baltic Sea Region is declining. Both developments have led to a dramatic shortage of skilled workers and entrepreneurs which is severely limiting growth and innovativeness of SMEs. In order to overcome this crisis, dual vocational training and dual degree study programmes have to be promoted substantially. In dual vocational training enterprises can actively influence and improve the quality of the education their apprentices receive; and in dual degree study programmes students can test and apply their theoretical knowledge, which they acquire at the university, simultaneously in the enterprises. The contributors of this book describe how this reform of education policy can be implemented in practice.

The training mainly emphasises work-based learning and integration of practical
and theoretical instruction. Approximately 70–80 per cent of the time used for
learning takes place in the training workplace. The student works and learns in
the working environment, where the student's training is entrusted to the
responsible workplace instructor(s). Theoretical education is mainly provided by
a vocational institution. (EURYPEDIA 2015) The employer pays the apprentice's
wages ...

Project Based Learning

25 Projects for 21st Century Learning

Each project is prefaced by the author's reflections on the context of the project, its challenges, and the means to overcome those obstacles.

25 Projects for 21st Century Learning Ralph Maltese. Name Period_ Group This
is excerpted from Peter Farb's Man's Rise to Civilization FALSE FACES “Despite
the sophistication of much of Iroquois society, its religious ritual were still
shamanistic-with the difference that they were not carried on by a religious free-
lancer but by an organized shamanistic group. The individual shaman's songs,
dances, and other hocus-pocus were restricted to the False Face society, whose
members ...

Advances in Web-Based Learning -- ICWL 2003

Second International Conference, Melbourne, Australia, August 18-20, 2003, Proceedings

nd The 2 International Conference on Web-Based Learning (ICWL 2003) took place in Melbourne, Australia. ICWL 2003 followed the tradition of the successful ICWL 2002 held in Hong Kong and aimed at providing an in-depth study of the technical and pedago- cal issues, as well as incorporating management issues of Web-based learning. Additionally, there was a focus on issues of interest to the learner, o?ering the optimal Web based learning environment to achieve high academic results. - akin University organized this conference in conjunction with the Hong Kong WebSociety,toprovideaforumwhichgatherededucators,researchers,techno- gists and implementers of Web-based learning from around the world to discuss, collaborate and advance all relevant issues pertaining to this area of research. The main focus of ICWL 2003 was on the most critical areas of Web-based learning, in particular, Web-based learning environments, virtual universities, pedagogical issues related to Web-based learning, multimedia-based e-learning, interactive e-learning systems, intelligence in on-line education, e-learning so- tions, CSCL, and authoring tools for e-learning. In total, the conference received 118 papers from researchers and practitioners from 13 countries. Each paper was reviewed by at least three internationally renowned referees. Papers were ri- rously examined and selected based on their originality, signi?cance, correctness, relevance, and clarity of presentation. Among the high-quality submissions, 50 papers were accepted and included in the proceedings. Later, the proceedings editors will recommend that some high-quality papers from the conference be published in a special issue of an international journal.

Second International Conference, Melbourne, Australia, August 18-20, 2003,
Proceedings Wanlei Zhou, Paul Nicholson, Brian Corbitt, Joseph Fong. Internet-
Based Interactive Package for Diagnostic Assessment on Learning of Fluid
Mechanics Kwokwing Chau Department of Civil and Structural Engineering,
Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong ...

Team-Based Learning in the Social Sciences and Humanities

Group Work that Works to Generate Critical Thinking and Engagement

Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world. This book introduces the elements of TBL and how to apply them in the social sciences and humanities. It describes the four essential elements of TBL – readiness assurance, design of application exercises, permanent teams, peer evaluation – and pays particular attention to the specification of learning outcomes, which can be a unique challenge in these fields. The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre. The authors explain why they felt a need to change how they taught and why they chose TBL. Furthermore, each chapter provides examples of the assignments and exercises they use to help their students achieve the specific learning outcomes of their courses. At a time of increasing course sizes, and emphasis on learning outcomes, TBL offers the means to meet such demands while connecting students to their coursework, and stimulating their intellectual engagement.

John W. Pelley and Kathryn K. McMahon A variety of skills are needed to
effectively organize and conduct a team-based learning (TBL) activity. For a
teacher who is accustomed to instructing through conventional lectures, it may
take some time to become comfortable with the different role required of a TBL
facilitator. In contrast to a lecturer, who synthesizes and delivers expert content,
the TBL facilitator guides and encourages students to articulate their
understanding of the presented ...

Team-based Learning

A Transformative Use of Small Groups

The remarkable teaching strategy of team learning is explained in this book, taking the teaching of small groups to a whole new level. Team learning's distinctive feature is its ability to transform "groups" into "teams" and use the energy from team dynamics to generate significant learning, offering teachers advantages that are not available in any other form of teaching.

Part I The Key Ideas of Team-Based Learning The primary purpose of part I of
this book is to present all the key ideas needed by anyone who is interested in
using team-based learning in their teaching. Part II will then offer examples of
courses in which teachers have successfully used team-based learning, that is,
the "Voices of Experience." Dee Fink begins part I by putting the ideas of team-
based learning into the larger context of teaching with small groups. During the
past decade ...