Education

Mục tiêu: Mô tả một số thay đổi của van ba lá trên bệnh nhân trước và sau cấy máy tạo nhịp tim vĩnh viễn. Đối tượng và phương pháp nghiên cứu: Nghiên cứu tiến cứu trên 50 bệnh nhân được cấy máy tạo nhịp tim vĩnh viễn tại Viện Tim mạch Quốc gia Việt Nam, trong thời gian từ tháng 01 năm 2015 tháng 09 năm 2016. Bệnh nhân có chỉ đinh cấy MTNVV được khám lâm sàng và làm các xét nghiệm cơ bản; ghi điện tim 12 chuyển đạo; siêu âm tim        tại các thời điểm trước cấy, sau cấy 1 tuần, 1 tháng và 3 tháng để đánh giá những thay đổi của van ba lá. Kết quả: Sau cấy MTNVV 3 tháng, đường kính tâm tâm trương thất trái nhỏ hơn so với trước cấy, (47,04 ± 5,60mm sau cấy so với 47,82 ± 5,53mm trước cấy với p <0,05. Tăng tần số tim (72 ± 3 lần/phút, ba tháng sau cấy so với 47±7 trước cấy với p = 0,001). MTNVV làm tăng diện tích dòng hở van ba lá (sau cấy 1 tuần là 3,48 ± 2,50, 1 tháng là 4,04 ± 2,72, 3 tháng là 4,82 ± 2,94 so với trước cấy là 2,93 ± 2,21 với p<0,003), tăng tỷ lệ HoBL mức độ nhẹ ...

This paper identifies three underlying discourses on the nature of sexuality evident in two Department of Education curriculum documents on sexuality education in Victoria, Australia, over the past 15 years. These discourses are a cultural 'preservation' perspective, a risk minimisation perspective, and a view that sexual expression should enable cultural and individual enlightenment and emancipation. This analysis of underpinning discourses is used as the basis for identifying a range of issues relating to course content, implied characteristics of learners, and appropriate teaching methods that need to be addressed in future documents if diverse goals in this area relating to knowledge and attitudinal outcomes are to be met.

Personalised learning is now broadly endorsed as a key strategy to improve student curricular engagement and academic attainment, but there is also strong critique of this construct. We review claims made for this approach, as well as concerns about its conceptual coherence and effects on different learner cohorts. Drawing on literature around differentiation of the curriculum, self-regulated learning, and ‘relational agency’ we propose a framework for conceptualising and enacting this construct. We then report on an attempt to introduce personalised learning as one strategy, among several, to improve student academic performance and wellbeing in four low SES regional secondary schools in Australia. We report on a survey of 2407 students’ perceptions of the extent to which their school provided a personalised learning environment, and a case study of a programme within one school that aimed to apply a personalised approach to the mathematics curriculum. We found that while there were ongoing challenges in this approach, there was also evidence of success in the mathematics case.

Summary: This paper offers a brief re-viewing of the history of apprenticeship and trade training In Victoria, Australia. The paper uses Green’s model of skilled work to frame up the discussion. The historical narrative has been constructed from secondary sources and is presented as four distinct historical periods. The first period is described as involving low regulation, the second as disputed regulation, the third as consolidated dual regulation and the fourth as shared responsibility under national regulation. Two vignettes of trade training are also included. The first shows the beginning of trade training in Plumbing at RMIT and the other the introduction of self-paced competency based training in Sheetmetal trade at Richmond TAFE. The paper concludes that the history of apprenticeship and trade training in this state confirms the resilience of apprenticeship and the oscillation around the economic and political interests of the various stakeholders and industrial parties.

Keywords: Apprenticeship, Trade training, State regulation

Summary: This paper provides a brief overview to the results of the suite of Gen Green bi-annual surveys that were conducted in 2008, 2010, 2012 and 2014.  These surveys looked at the skill formation and utilisation of Australian apprentices and trainees with the period under study coinciding with the United Nations Decade of Education for Sustainable Development (DESD).  The major strategy for developing Education for Sustainable Development in the Australian VET sector was the Green Skills Agreement that was implemented in 2010. Consequently the findings of these surveys stand as an evaluative indicator of the skill formation and utilisation of skills for sustainability during this period of intense federal, state and enterprise-based investment in skills for sustainability.  These studies conclude that there has been and is high demand for skills for sustainability from apprentices and trainees and their workplaces and that most of this demand is being met.

Keywords: Apprenticeship, skills for sustainability, VET and DESD

Abstract:

One of the strategies being advocated in response to climate change is the need to transition to a low carbon economy. Current projections show that within this transition, new jobs will be created, some eliminated and most others subjected to change. This article reports findings from interviews with a selection of twenty participants who are involved in the formation and/or deployment of green skills. The participants were asked about their perceptions of (1) how jobs are changing in the transition to a green economy; (2) how are adult learners developing and using green skills, and (3) what are some of the main drivers and blockers to the development and use of green skills. The data are presented as vignettes from various positions of supply and demand within the emerging green economy. The findings of this study report that the organisations and the training providers are motivated to develop and/or deploy green jobs and green skills for a range of different reasons. These include the making of a favourable business case, environmental beliefs about conserving the finite resources of the planet and, for health and wellbeing reasons. Some blockers that have been identified are the initial capital outlay for any changes; and the need to address some inconsistencies that arise over time in the financial arrangements when trying to work out the business case. This has led the designers and contractors working in renewable energy to call for a level playing field with those who provide and utilise finite resources and non-renewable energy. Overall transition to a low carbon and green economy is shown to be supported and occurring with some limited success. However there is a need for further larger scale research into this area of skill formation and deployment.

Ulil Fitriyah ( 0 6 3 7 0 0 5 5 ) PROGRAM PASCASARJANA MAGISTER KEBIJAKAN DAN PENGEMBANGAN PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MALANG 2009 ii HALAMAN PERSETUJUAN ANALISIS SISTEM PENILAIAN HASIL BELAJAR PESERTA DIDIK MATAPELAJARAN IPA PADA RINTISAN SEKOLAH BERTARAF INTERNASIONAL (Studi kasus di SMA Negeri 3 Malang) TESIS Untuk Memenuhi Persyaratan Memeperoleh Gelar Magister Pendidikan PROGRAM MAGISTER KEBIJAKAN DAN PENGEMBANGAN PENDIDIKAN Diajukan Oleh: Ulil Fitriyah ( 0 6 3 7 0 0 5 5 ) Telah disetujui oleh: Pembimbing I, Pembimbing II Drs. Ainur Rofieq, M. Kes Drs. Hartono, M.Pd. iii HALAMAN PENGESAHAN TESIS Dipersiapkan dan disusun oleh: Ulil Fitriyah ( 0 6 3 7 0 0 5 5 ) Telah dipertahankan di depan Dewan Penguji Pada Tanggal Mei 2009 SUSUNAN DEWAN PENGUJI Tesis ini telah diterima sebagai salah satu persyaratan Untuk memperoleh gelar Magister Pendidikan Prof. Dr. Sujono, M.Kes Direktur Program Pascasarjana iv HALAMAN PERNYATAAN Yang bertanda tangan di bawah ini: Nama : Ulil Fitriyah Tempat/Tgl. Lahir : Lumajang, 23 Agustus 1982 NIM : 0 6 3 7 0 0 5 5 Program Studi : Magister Kebijakan Pengembangan Pendidikan Menyatakan bahwa tugas akhir/tesis yang berjudul " Analisis Sistem Penilaian Hasil Belajar Peserta Didik Matapelajaran IPA Pada Rintisan Sekolah Bertaraf Internasional (Studi Kasus di SMA Negeri 3 Malang)" tidak terdapat karya yang pernah diajukan untuk memperoleh gelar kesarjanaan di suatu Perguruan Tinggi, dan sepanjang sepengetahuan saya juga tidak terdapat karya atau pendapat yang pernah ditulis atau diterbitkan oleh orang lain, kecuali yang secara tertulis diacu dalam naskah ini dan disebutkan dalam daftar pustaka. Malang, Mei 2009 Ulil Fitriyah v KATA PENGANTAR Puji syukur penulis panjatkan kepada Allah SWT yang telah memberikan kekuatan hingga penulis dapat menyelesaikan tesis yang berjudul " "Analisis Pengembangan Kurikulum Adaptif Mata Pelajaran Biologi dan Pelaksanaannya pada Program Rintisan Sekolah Bertaraf Internasional (Studi Kasus di SMA Negeri 3 Malang)". Penulis sadar, tesis ini tidak akan terselesaikan tanpa adanya bantuan, bimbingan, dukungan, arahan serta saran dari berbagai pihak. Dengan segala ketulusan dan kerendahan hati, penulis menghaturkan terima kasih kepada semua pihak yang telah membantu dalam penyelesaian tesis ini. Terimakasih yang tulus dan penghargaan yang setinggi-tingginya kepada Bapak Drs. Ainur Rofiq, M. Kes, sabagai pembimbing I dan Bapak Drs. Hartono, M. Pd, sebagai pembimbing II. Dengan penuh kesabaran, keduanya telah banyak meluangkan waktu, tenaga, dan pikiran untuk memberi arahan, bimbingan dan motivasi kepada penulis mulai dari awal hingga selesai penulisan tesis ini. Terimakasih penulis sampaikan pula kepada Rektor Universitas Muhammadiyah Malang (UMM), Bapak Drs. Muhadjir Effendy, M. AP; Direktur Program Pascasarjana (PPs) UMM, Bapak Prof. Dr. Sujono M.Kes; Ketua Program Studi MKPP PPs UMM, Bapak Drs. Dwi Prio Utomo, M.Pd beserta seluruh staf PPs UMM yang banyak memberikan kesempatan dan kemudahan mengikuti Program. Tak lupa pula rasa terimakasih yang mendalam kami haturkan kepada Bapak dan Ibu staf pengajar PPs UMM yang telah memberikan bekal ilmu pengetahuan dan fasilitas, yang penulis butuhkan pada saat penyelesaian tesis ini. Rasa terimakasih pula kami haturkan kepada semua guru, kepala sekolah dan komite sekolah SMAN 3 Malang yang telah memberikan data dan informasi yang diperlukan dalam penyusunan tesis ini. Khususnya kepada Kepala Sekolah SMAN 3 Malang, Drs Tri Suharno; Wakil Kepala Sekolah bidang kurikulum sekaligus ketua Program RSBI SMAN 3 Malang, Abdul Tedy, S.Pd, M.Pd, guru vi matapelajaran Biologi Kelas X SMAN 3 Malang, ibu Dini Fithria, S.Pd dan Bapak Endri Purnomo, S.Pd. Terimakasih kepada rekan -rekan mahasiswa program pascasarjana Universitas Muhammadiyah Malang, khususnya program studi Magister Kebijakan Pengembangan Pendidikan yang juga telah banyak memberikan motivasi dan bantuan kepada penulis sehingga tesis ini dapat diselesaikan. Tak lupa pula saya haturkan terimakasih kepada Ibunda Hj Siti Chofsah yang tak pernah kebabisan cinta dan doa untuk putrinya. Penulis menyadari masih banyak kekurangan dalam penulisan ini. Oleh karena itu, saran yang konstruktif guna perbaikan dan pemikiran yang inovatif terhadap kegunaan tesis ini di kemudian hari sangat penulis harapkan. Semoga Allah SWT memberikan ridho kepada kita semua. Harapan penulis semoga tesis ini dapat berguna bagi pengembangan pendidikan pada umumnya dan bagi penulis sendiri khususnya.

In the 21st century teaching, the function of English language classroom is not limited merely to preparing students to be able to communicate with native English language users. But, it is widely to prepare them to be successfully engaged with a global milieu in intercultural settings. However, this situation remains challenging for EFL teachers worldwide. It was evidenced by many scholars that teachers’ positive perception toward interculturality in language teaching did not concurrently lead to the practice of language pedagogy in the classroom. This paper attempts to explore how Islamic Indonesian teachers perceive intercultural competence in the language classroom as well as how it is reflected in their teaching practices. By using electronic questionnaire, data were collected from 20 lecturers teaching Intensive English Course offered in the first semester of new college students majoring English. The results of the study indicated a strong positive belief toward intercultural...

This study aims at investigating rhetorical pattern deployed by undergraduate students of English literature department in composing academic research introduction in their undergraduate thesis. By using CARS model (Swales, 2004), this study analyzed ten students’ Research Introductions (RI) written by low and high achievers. Five set of students’ RI written by high achievers was contrasted with five other sets of RI of their counterpart. This study is objected to investigate the rhetorical patterns employed differently by low and high achievers. The analysis reveals that both groups employed almost similar rhetorical pattern in writing their RAI and they still wrestle in arranging the well-established paragraphs as well as occupying the moves in CARS rhetorical pattern. The result of the study also indicates that both high and low level students experienced similar problem in writing successful RAI in their thesis.