Analisis Pengaruh Kualitas Pelayanan, Harga dan Iklan terhadap Keputusan Konsumen dalam Menggunakan Jasa Logistik Jne (Studi Kasus Cv.cipta Abdi Mandiri di Daerah Cengkareng)

. This study aims to analyze and empirically test the hypotheses of theeffect of service quality, price and advertising on customers decision in usingJNE's logistic service (case study CV. Cipta Abdi Mandiri at Cengkareng area).Sample of respondents in this study are customer of CV. Cipta Abdi Mandiri wasselected randomly at period 15 July until 31 August 2014 about 100 persons.Multiple Regression Linear used to analyze and test the hypotheses. The studyfound that model were proposed is fit based on Goodness of Fit Indices.Hypotheses testing concludes that service quality and price have significants andpositive effect on costumers decision of CV. Cipta Abdi Mandiri whileadvertising have no significant effect

Blissymbol learning as a tool for facilitating language and literacy development

In this study we investigated the learning of Blissymbols by 4 pre-schoolers with Down's syndrome over a period of 7 months. The results of the study suggest that the children did derive some benefits from the exposure to and the learning of Blissymbols. However, some key issues were identified that need to be considered in the use of Blissymbols for literacy and language learning. These include the number of symbols and time spent teaching these, the word classes of the words taught, the frequency of exposure to each word, children's familiarity with and interest in the themes used in teaching as well as visual complexity of the symbols. Results confirmed the complexity of the process of symbol learning for young children with disabilities. (South African Journal of Education: 2001 21(4): 339-343

Assessment concessions for learners with impairments

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Adolescents: Typically developing siblings and siblings with severe disability

The aim of this study was to establish adolescents' perceptions of their siblings with a severe disability as well as the degree and type of social support they utilise. Seventeen adolescents with siblings with a severe disability were interviewed using a semi-structured interview. A control group of adolescents with normal functioning siblings also took part in the research project as it is essential to distinguish between perceptions and attitudes that are characteristic of sibling relations in general and those which are a direct result of the presence of a sibling with a severe disability. Interviews were conducted with 25 adolescents between the ages of 12-16. The data were analysed in a qualitative manner according to 9 categories. Results showed that guilt feelings were more frequently experienced amongst the adolescents with siblings with a severe disability and these subjects tended not to freely express their feelings about their sibling with a disability. Amongst the control group the majority of the adolescents had a positive cognitive appraisal of their normal functioning siblings, although these adolescents did express ambivalent emotions towards the sibling relationship

Developing empathetic skills among teachers and learners in high schools in Tshwane: An inter-generational approach involving people with dementia

This article describes the implementation and outcomes of an experiential learning approach to facilitate the development of empathetic skills among teachers and learners at two high schools in Tshwane, South Africa. An inter-generational training programme, the Memory Bridge Initiative (MBI), aimed at exposing participants to interactions with older persons with irreversible dementia, was used as a means to develop empathetic skills. Programmes such as MBI have the potential to develop empathetic skills and to cultivate interpersonal and personal skills among the learners and the teachers. Seven learners and six teachers, recruited through non-probability sampling, from two high schools in Tshwane participated in the three-and-a-half-day training programme which serves as the basic training to equip teachers and learners for the implementation of the programme in their respective schools. Focus-group discussions were conducted with the teachers and the learners separately before and after exposure to the MBI programme. Both learners and teachers agreed that the programme contributed to their interpersonal and personal development. Learners also adopted a more positive way of perceiving older persons and people with Alzheimer’s disease. It is recommended that inter-generational programmes should be implemented in more high school settings to determine best practices to develop empathetic skills among learners. Inter-generational programmes could minimise the isolation of older persons with dementia and equip the youth with transferrable skills to educational and work settings

Estimation of promotion, repetition and dropout rates for learners in South African schools

A new procedure for estimating promotion, repetition and dropout rates for learners in South African schools is proposed. The procedure uses three different data sources: data from the South African General Household survey, data from the Education Management Information Systems, and data from yearly reports published by the Department of Basic Education. The data from the General Household survey are utilised to estimate repetition rates for learners in three different age groups. Keeping these repetition rates fixed, the data from the other two sources are used to estimate dropout and promotion rates, which are based on a birth-year-cohort approach for the different age groups. In particular, this procedure involves minimising the difference between actual flow-through rates and simulated flow-through rates for both the birth-year cohorts and age groups. The procedure gives different results when compared to published literature

Oral people can be literate: some reflections on aurally based literacy

The concept of literacy, in its “autonomous” view as a language derived skill offering certain cognitive advances, can be situated within the context of primary orality. Aurally based literacy becomes possible to the extent that sound (the “musical”) fulfils the function of a second order of linguistic representation in an oral society, a function fulfilled by writing in a society which uses writing (visually based literacy). The paper describes a model for aurally based literacy, drawing strongly on musicological insights (in particular those of Jean-Jacques Nattiez) on the meaning of music. It then reflects on the implications of the acceptance of an aurally based literacy for the study of orality, reconceptualised as “aural linguistics”. Conceiving of an aurally based literacy represents a particular way of undermining the notion of technological determinism, which has already received much criticism in research on orality (the oral tradition)

Beyond traditional literature : towards oral theory as aural linguistics.

Thesis (Ph.D.)-University of Natal, Durban, 1996.Oral Theory, which is the discipline that studies the oral tradition, has been characterized as a literary anthropology, centered on essentially two notions: tradition on the one hand, literature on the other. Though emphasis has moved from an initial preoccupation with oral textual form (as advocated by Parry and Lord) to concerns with the oral text as social practice, the anthropological / literary orientation has generally remained intact. But through its designation of a traditional 'other' Oral Theory is, at best, a sub-field of anthropology; the literature it purports to study is not literature, but anthropological data. This undermines the existence of the field as discipline. In this study it is suggested that the essence of orality as subject matter of Oral Theory - should be seen not in the origins of its creativity (deemed 'traditional'), nor in its aesthetic process / product itself ('literature'), but in its use of language deriving from a different 'auditory' conception of language (as contrasted with the largely 'visualist' conception of language at least partly associated with writing). In other words, the study of orality should not be about specific oral 'genres', but about verbalization in general. In terms of its auditory conception, language is primarily defined as existing in sound, a definition which places it in a continuum with other symbolical / meaningful sounds, normally conceptualized as 'music'. Linguistics, being fundamentally scriptist (visualist) in orientation, fails to account for the auditory conception of language. To remedy this, Oral Theory needs to set itself up as an 'aural linguistics' - implying close interdisciplinary collaboration with the field of musicology - through which the linguistic sign of orality could be studied in all its particularity and complexity of meaning

Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study

This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism's usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases. We found during the course of this study that (1) the student with autism's level of overall communication, which included the relevancy of these communicative behaviors, increased; (2) the student with autism's level of spontaneous communication acts increased; and (3) the peer became more independent with supporting the student with autism's communication. Implications for future research and practice are provided

Internet-based medical education: a realist review of what works, for whom and in what circumstances

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