FACTORS THAT MAKE THE STUDENTS INTERESTED INJOINING ENGLISH CONVERSATION EXTRACURRICULAR

Interest has a valuable role in students’ successful learning. Students undoubtedly learn more efficiently things that interest them. The students think that what they are learned about is valuable to them personally. They will participate actively because they know how important the learning is. But every student has different reasons or factors in joining an activity. The purpose of this study was to know students’ interest in joining English conversation extracurricular, factors that make the students interested in joining English conversation extracurricular and the most dominant factor that make the students interested in joining English conversation extracurricular. In this study, the researcher applied descriptive qualitative design to get the data. The population of this research was all members of ECE at SMA N 2 BATU. To get the sample, the researcher chose the students used purposive sampling because the members of ECE consisted of first and second year students of Senior High School. As a result of taking purposive sampling, there were 34 first year students to be taken as the sample of this research. Meanwhile, the instrument used was questionnaire. From the result of the study, it was found that the first year students of ECE had very high interest in joining ECE. There were six factors which made the students interested in joining ECE. The first factor was related to aptitude, only few students join ECE because they had aptitude. The second was that most of the students had capability in English, therefore they join ECE. The third factor was concerned with students’ ideal. The students joined ECE because they wanted to reach their ideal in the future related to English. Therefore, most of the students had very high interest in joining ECE because they had internal factor that was ideals. The fourth factor was concerned with students’ family, few of them were asked by their parents to join ECE. The fifth factor was related to their teacher. The teacher motivated the students by using many kinds of technique in teaching such as games, role play, poem, etc. The last factor was connected to society. Only two students joint ECE because their friends also joined the activity. Besides, the most dominant factor that made the students interested in joining ECE was students’ ideal. The students joined ECE because they wanted to reach their ideal in the future related to English

The Structure of Early Care and Education in the United States: Historical Evolution and International Comparisons

Most European governments have universal, consolidated, education-based ECE programs that are available from early in the morning to late in the evening throughout the year. European ECE programs are uniformly of high quality, generally last at least three years, and are funded to serve all children. The US ECE system is composed of three separate programs (Head Start, Pre-Kindergarten (Pre-K) and the child care voucher program) targeted to low-income children. With a few notable exceptions, US ECE programs are funded to serve less than half of the eligible children. US ECE programs developed quite separately. They have different goals, different funding sources, different administrations and policies, and generally last for an academic year or less. Pre-K and Head Start operate only 3 to 6 hours a day and are open only during the academic year. The average quality of US ECE programs is generally much lower than the average quality of European ECE programs. Further, the quality of US ECE programs varies widely even within local areas. Although the US has greatly increased expenditures on ECE, US governments pay only 40% of the costs of ECE, while European governments pay 70% to 90% of the costs of ECE. None of the major US ECE programs simultaneously provides work supports for parents, child development opportunities for children and preparation for school for low-income children. The evidence suggests that the US ECE system is neither efficient nor equitable. Consolidation of funding and administration of current US ECE programs could substantially lower transaction costs for parents and provide more stable care arrangements for children. Increased funding could improve the quality of existing programs, extend hours and months of operation, and make care available to all eligible families. Both the evaluation literature and the European experience suggest that such a consolidated, well-funded system could be successful in preparing poor children for school. Further, the benefits of such a program could well exceed the costs since it is precisely low-income children that benefit most from stable, high-quality ECE. However, such a targeted program will have neither the positive peer group effects nor the social-integration benefits of universal ECE programs.

State transition and electrocaloric effect of BaZrx_{x}Ti1−x_{1-x}O3_3: simulation and experiment

The electrocaloric effect (ECE) of BaZr$_{x}$Ti$_{1-x}$O$_3$ (BZT) is closely related to the relaxor state transition of the materials. This work presents a systematic study on the ECE and the state transition of the BZT, using a combined canonical and microcanonical Monte Carlo simulations based a lattice-based on a Ginzburg-Landau-type Hamiltonian. For comparison and verification, experimental measurements have been carried on BTO and BZT ($x=0.12$ and $0.2$) samples, including the ECE at various temperatures, domain patterns by Piezoresponse Force Microscopy at room temperature, and the P-E loops at various temperatures. Results show that the dependency of BZT behavior of the Zr-concentration can be classified into three different stages. In the composition range of $0 \leq x \leq 0.2$, ferroelectric domains are visible, but ECE peak drops with increasing Zr-concentration harshly. In the range of $0.3 \leq x \leq 0.7$, relaxor features become prominent, and the decrease of ECE with Zr-concentration is moderate. In the high concentration range of $x \geq 0.8$, the material is almost nonpolar, and there is no ECE peak visible. Results suggest that BZT with certain low range of Zr-concentration around $x=0.12 \sim 0.3$ can be a good candidate with relatively high ECE and simutaneously wide temperature application range at rather low temperature

When Business Gets Involved: A case study of business community involvement in Illinois' early childhood education policy

As the first state to offer universal preschool to three?year?olds, Illinois' experience with early childhood education (ECE) policy reform efforts offers valuable lessons about how such change takes shape. The confluence of factors includes well?organized advocacy groups, the endurance to continue efforts over decades, a supportive governor, and an engaged business community. The description below details Illinois' ECE activities from 1992 to the present, with a particular focus on the business role in ECE policy. Chicago Metropolis 2020 was the main business group involved in ECE efforts, but, significantly, advocates and politicians also continuously cast the issues in language that would motivate economic and business interests

A Shift-Dependent Measure of Extended Cumulative Entropy and Its Applications in Blind Image Quality Assessment

Recently, Tahmasebi and Eskandarzadeh introduced a new extended cumulative entropy (ECE). In this paper, we present results on shift-dependent measure of ECE and its dynamic past version. These results contain stochastic order, upper and lower bounds, the symmetry property and some relationships with other reliability functions. We also discuss some properties of conditional weighted ECE under some assumptions. Finally, we propose a nonparametric estimator of this new measure and study its practical results in blind image quality assessment

Positive and negative electrocaloric effect in BaTiO3_3 in the presence of defect dipoles

The influence of defect dipoles on the electrocaloric effect (ECE) in acceptor doped BaTiO$_3$ is studied by means of lattice-based Monte-Carlo simulations. A Ginzburg-Landau type effective Hamiltonian is used. Oxygen vacancy-acceptor associates are described by fixed defect dipoles with orientation parallel or anti-parallel to the external field. By a combination of canonical and microcanoncial simulations the ECE is directly evaluated. Our results show that in the case of anti-parallel defect dipoles the ECE can be positive or negative depending on the density of defect dipoles. Moreover, a transition from a negative to positive ECE can be observed from a certain density of anti-parallel dipoles on when the external field increases. These transitions are due to the delicate interplay of internal and external fields, and are explained by the domain structure evolution and related field-induced entropy changes. The results are compared to those obtained by MD simulations employing an {\it{ab initio}} based effective Hamiltonian, and a good qualitative agreement is found. In addition, a novel electrocaloric cycle, which makes use of the negative ECE and defect dipoles, is proposed to enhance the cooling effect

Access to early childhood education in Australia

This report presents AIFS research undertaken to identify gaps in access to and participation in preschool programs by Australian children in the year before full-time school review how "access" to preschool services is conceptualised and defined; identify the issues and factors that affect access to preschool services; and document and provide recommendations on how access to preschool services can be measured beyond broad performance indicators. To meet these objectives, the publication includes a review of Australian and international literature; results of consultations across Australia; and analyses of participation of children in early childhood education using a number of Australian datasets. The key messages identified by the study included: "Access" to Early Childhood Education (ECE) in Australia is considered to be more than just "participation" in ECE. It should, for example, also cover elements of quality, relevance to children. However, data are not available that would allow measurement against such a broadly defined concept of "access". There are difficulties and limitations in using existing survey and administrative data to measure "access" by "participation" in ECE. Nevertheless these data provide broad indications of ECE participation. Participation rates have the advantage of being easily understood and easily compared over jurisdictions and time. The complexity and variation in how ECE is delivered in Australia has implications for the measurement of access. This is related to different nomenclature used, and varied ages at which children are eligible to attend ECE. The different models of delivery of ECE also complicate the measurement issues, with long day care a widespread provider of ECE in some states/territories, but not others. Given there are difficulties in measuring access, this research used a number of datasets, to provide a fuller understanding of access across Australia. The analyses showed that children missing out on ECE were more often represented among disadvantaged families, and whose children are perhaps in greatest need of ECE to achieve school-readiness. The groups of children who stood out in these analyses as being less likely to be participating in ECE were Indigenous children and children from NESB backgrounds

Conceptualising leadership in early childhood education in Aotearoa New Zealand

The New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa is pleased to publish this occasional paper focused on leadership in early childhood education in Aotearoa New Zealand. The project that led to this publication grew out of a desire of the Council’s Early Childhood Education Advisory Group to promote some action on leadership development specifically for ECE. Whereas there is a well-developed leadership strategy for the school sector there is no equivalent support for teachers in ECE. Yet it is well established in the literature that an effective professional learning community is most likely to result from leadership that has learning as the central focus. Thus the absence of a cohesive leadership strategy was seen as a significant risk to professional initiatives supporting quality teaching in ECE