Kajian perbandingan historiografi pendidikan di Amerika Serikat, Australia dan Indonesia

&lt;p&gt;This article compares historiography of education in United States, Australia, and Indonesia. It aims to understand similarities and differences text book of history learning in high school in three countries. The comparative study focuses on two aspects in historiography of education, i.e. approach and discourse. The result of study shows that in three country use the narrative approach. In Indonesia, beside narrative, the writers of history text book also used structural approach and apply theories, concepts, and generalization from social sciences and humanities. In aspect of discourse, the historiography of education in United States and Australia placed their peoples as subject and main actor in history. In other side, historiography of education in Indonesia placed their peoples as object in any historical act had been done by foreigner.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;Artikel ini bermaksud membandingkan historiografi pendidikan di Amerika Serikat, Australia dan Indonesia. Tujuannya adalah untuk memahami persamaan dan perbedaan buku teks pelajaran sejarah yang digunakan untuk siswa SMA di ketiga negara. Kajian komparatif difokuskan pada dua aspek utama dari historiografi pendidikan, yaitu pendekatan dan wacana. Hasil kajian menunjukkan bahwa historiografi pendidikan di ketiga negara menggunakan pendekatan naratif. Di Indonesia, selain naratif, penulis buku teks pelajaran sejarah juga menerapkan pendekatan struktural dengan menggunakan teori, konsep, generalisasi dari ilmu sosial dan humaniora. Dari perspektif wacana, historiografi pendidikan di Amerika Serikat dan Australia menempatkan masyarakatnya sebagai subjek atau pemeran utama dalam sejarah. Di pihak lain, historiografi pendidik-an di Indonesia menempatkan masyarakatnya sebagai objek dari berbagai tindakan historis yang dilakukan bangsa asing.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;</jats:p

Practica cancellariae apostolicae cum stilo et formis in Romana curia usitatis

Excerpta nuper ex Memorabilibus D. Hier. Pauli Barchin. literarum Apostolicarum Vicecorrectoris, omnibus in Romana Curia versantibus cùm vtilis, tum necessariaVorlageform des Erscheinungsvermerks: Venetiis. Apud Aegidium Regazolam, & Dominicum Caualcalupum Socios. M D LXXII.EDIT16 CNCE 2679

Shear banding in metallic glasses described by alignments of Eshelby quadrupoles

Plastic deformation of metallic glasses performed well below the glass transition temperature leads to the formation of shear bands as a result of shear localization. It is believed that shear banding originates from individual stress concentrators having quadrupolar symmetry. To elucidate the underlying mechanisms of shear band formation, microstructural investigations were carried out on sheared zones using transmission electron microscopy. Here we show evidence of a characteristic signature present in shear bands manifested in the form of sinusoidal density variations. We present an analytical solution for the observed post-deformation state derived from continuum mechanics using an alignment of quadrupolar stress field perturbations for the plastic events. Since we observe qualitatively similar features for three different types of metallic glasses that span the entire range of characteristic properties of metallic glasses, we conclude that the reported deformation behavior is generic for all metallic glasses, and thus has far-reaching consequences for the deformation behavior of amorphous solids in general

Studierende motivieren, aber wie?

Wer andere Menschen zur Durchführung einer Tat animieren will, muss die richtigen Impulse setzen beziehungsweise Anreize schaffen. Dies gilt insbesondere für Dozenten, die motiviert sind Ihre Studenten zur Aneignung von Wissen und Kompetenzen zu bewegen. Aus Sicht eines Neurologen reicht es dazu das Gehirn so zu stimulieren, dass Neurotransmitter, wie z.B. Dopamin ausgeschüttet werden, in der Lehrpraxis gestaltet sich dieser Prozess jedoch deutlich schwieriger. Die folgende Arbeit reflektiert die psychologischen Grundlagen, und vertieft die einleitende Vision, der direkten Motivation durch den Dozenten mit dem Ziel diesen Prozess in einem Modell abzubilden

Agresivitas dan Violensia

There is a number of distinctions regarding the nature of aggression and itsfunction. Therefore it is necessary to elucidate clear differences between theactive engagement in gaining mastery over the environment for survival'ssake, and self defence with force when threatened, and enjoyment oftorturing, controlling, or killing without provocation or real need. Of theseexplanations it would elucidatively appear that aggression and violencediffer, but both interact one another