Upaya Peningkatan Kualitas Pembelajaran Akuntansi melalui Penerapan Model Pembelajaran Kooperatif Tipe Nht(numbered Heads Together) Kelas XI IPS SMA Negeri 3 Sragen Tahun Ajaran 2012 / 2013

The Effort to Increase the Quality of the Learning Process of Accounting through the Implementation of the Cooperative Learning Model of Numbered Heads Together (NHT) Type of the 11th-grade Students of SMA Negeri 3 Sragen Majoring in Social Science in the Academic Year of 2012/2013. Principal Advisor: Prof. Dr. Trisno Martono, M.M. Co-advisor: Dr. Susilaningsih, M. Bus. Thesis: The Graduate Program in Economics Education, Sebelas Maret University. Surakarta. 2013. The objectives of this research are to investigate: (1) the implementation of the learning model of Numbered Heads Together (NHT) type in increasing the quality of the learning process of Accounting of the 11th-grade students of Class Social Science 4 of SMA Negeri 3 Sragen in the academic year of 2012/2013; and (2) the implementation of the learning model of Numbered Heads Together (NHT) type in increasing the quality of the learning result of Accounting of the 11th-grade students of Class Social Science 4 of SMA Negeri 3 Sragen in the academic year of 2012/2013. This research used classroom action research approach. The samples of this research consisted of the 11th-grade students of Class Social Science 4 of SMA Negeri 3 Sragen as many as 32 students. The data of this research were gathered through observation, interview, test, and documentation. The procedure of this research consisted of the stages of: (1) identifying problems, (2) preparing actions, (3) setting up action plan, (4) implementation of actions, (5) observation, and (6) setting up report. The process of this research was conducted in two cycles. Each cycle consisted of four stages, namely: (1) planning of action, (2) implementation of action, (3) observation and interpretation, and (4) analysis and reflection. Each cycle was conducted in three meetings as long as 6 x 45 minutes. Based on the results of the research, a conclusion is drawn that the implementation of the learning model of Numbered Heads Together (NHT) type can increase the quality of the learning process and the learning result of Accounting. This is seen from the increasing learning activeness of the students in the apperception, in taking part of the learning process, in discussing the question exercise in class punctually and correctly as well as the learning result completeness. As a result, the students can comprehend the learning material of Accounting more easily in such a way that the quality of the learning process and the learning result of the students increases. The learning process through the learning model of Numbered Heads Together (NHT) type can increase the learning quality through the steps which have been established previously in the Lesson Plan. Thus, the implementation of the learning model of Numbered Heads Together (NHT) type increases the quality of the learning process and the learning result of the students

AutonoMouse: High throughput operant conditioning reveals progressive impairment with graded olfactory bulb lesions

Operant conditioning is a crucial tool in neuroscience research for probing brain function. While molecular, anatomical and even physiological techniques have seen radical increases in throughput, efficiency, and reproducibility in recent years, behavioural tools have somewhat lagged behind. Here we present a fully automated, high-throughput system for self-initiated conditioning of up to 25 group-housed, radio-frequency identification (RFID) tagged mice over periods of several months and >106 trials. We validate this “AutonoMouse” system in a series of olfactory behavioural tasks and show that acquired data is comparable to previous semi-manual approaches. Furthermore, we use AutonoMouse to systematically probe the impact of graded olfactory bulb lesions on olfactory behaviour, demonstrating that while odour discrimination in general is robust to even most extensive disruptions, small olfactory bulb lesions already impair odour detection. Discrimination learning of similar mixtures as well as learning speed are in turn reliably impacted by medium lesion sizes. The modular nature and open-source design of AutonoMouse should allow for similar robust and systematic assessments across neuroscience research areas

NEOWISE Studies of Spectrophotometrically Classified Asteroids: Preliminary Results

The NEOWISE dataset offers the opportunity to study the variations in albedo for asteroid classification schemes based on visible and near-infrared observations for a large sample of minor planets. We have determined the albedos for nearly 1900 asteroids classified by the Tholen, Bus and Bus-DeMeo taxonomic classification schemes. We find that the S-complex spans a broad range of bright albedos, partially overlapping the low albedo C-complex at small sizes. As expected, the X-complex covers a wide range of albedos. The multi-wavelength infrared coverage provided by NEOWISE allows determination of the reflectivity at 3.4 and 4.6 $\mu$m relative to the visible albedo. The direct computation of the reflectivity at 3.4 and 4.6 $\mu$m enables a new means of comparing the various taxonomic classes. Although C, B, D and T asteroids all have similarly low visible albedos, the D and T types can be distinguished from the C and B types by examining their relative reflectance at 3.4 and 4.6 $\mu$m. All of the albedo distributions are strongly affected by selection biases against small, low albedo objects, as all objects selected for taxonomic classification were chosen according to their visible light brightness. Due to these strong selection biases, we are unable to determine whether or not there are correlations between size, albedo and space weathering. We argue that the current set of classified asteroids makes any such correlations difficult to verify. A sample of taxonomically classified asteroids drawn without significant albedo bias is needed in order to perform such an analysis.Comment: Accepted to Ap

BEING ME: Project report on best practices in learning and education to support LGBT ageing care and wellbeing

This report is based on our experiences of using a collaborative approach to identifying best practices for those involved in professional, vocational and community-based education and learning, in order to facilitate improved support for Lesbian, Gay, Bisexual and Transgender (LGBT) older people in health and social care. The best practices discussed here on learning and teaching, emerged from cross national collaboration and intercultural dialogue with a variety of stakeholders, including older LGBT people, educators, practitioners and learners using the World Café method. As one of the workstreams within the BEING ME European Project funded by EU Erasmus Plus (https://www.beingme.eu/), we aimed to promote and support the social inclusion of LGBT older people through positive interaction with educational institutions that prepare future professionals to work with older people. The best practices described here include a) identifying pedagogic approaches (the method and practice of teaching) b) generating examples of tailored educational resources c) recommendations on how to improve the knowledge and capabilities of future care professionals in the area of LGBT affirmative practices. Through a process of learning and exchange during two World Cafés, these areas were able to be more clearly articulated and should be read in conjunction with the BEING ME ‘Best Practice principles’ (https://beingme.eu/public/application/downloads/resources/being-me-best-practice-principles-20190212.pdf) which underpin good practice in the area of LGBT ageing care. Giving specific attention to identify ways of enhancing the skills, knowledge and capabilities of practitioners through education, should place them in a better position to develop a culture of support, openness and respect for LGBT identities which in turn are essential to LGBT older people's inclusiveness in care environments. The Best Practices Report provides the foundation for the development of the BEING ME educators online ‘toolkit’ aimed at both formal and informal learning settings and to a range of disciplines professions and vocations in health and social care

Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: findings from a systematic review

There is a growing awareness of the need for LGBT + competency training to ensure that the health and social care services offered to older LGBT + people is affirmative and gender sensitive. To conduct a synthesis of the literature that describes the pedagogical principles, curriculum content and methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people. Systematic thematic review of literature. MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, this review examined peer-reviewed papers published in English, prior to April 2018 that addressed pedagogical and curriculum issues on the inclusion of needs and experiences of older LGBT + people. The combined searches yielded 2214 papers of which 17 papers were eligible for inclusion, 10 discussion papers and 7 evaluation studies. Analysis identified the following themes: i) Acknowledging the wider historical context of older LGBT + people's lives; ii) Recognising that older LGBT + people are not a homogenous group; iii) Incorporating a multitude of theories and models from different perspectives; iv) Alerting practitioners to the health issues and disparities facing older LGBT + people; v) Including content that supports inclusive care for older LGBT + people; vi) Addressing barriers to older LGBT + people accessing health care; vii) Interactive activities are the preferred pedagogical strategy; viii) Involving older LGBT + people in curriculum development is a core principle; and ix) Mandatory education is not always the solution. As the field matures there is a need for more exploration of curriculum principles, assessment strategies and strategies to overcome barriers to the inclusion of issues experienced by older LGBT + people within curricula. [Abstract copyright: Copyright © 2019 Elsevier Ltd. All rights reserved.

Learning to deliver LGBT+ aged care: exploring and documenting best practices in professional and vocational education through the World Café method

Substantial evidence on the adverse impact of ageing on lesbian, gay, bisexual and transgender (LGBT+) populations through the lack of inclusive care services has highlighted the need for education and training of the health and social care workforce to enhance their skills, knowledge and capabilities in this area. We describe a cross-national collaboration across four European Union countries called BEING ME. This collaboration examined the current pedagogic environment within professional, vocational and community-based education to identify what is most valuable for addressing these needs. The World Café method enabled a process of structured learning and knowledge exchange between stakeholders resulting in: (a) identification of best practices in pedagogies, (b) generation of tailored co-produced educational resources, and (c) recommendations on how to improve the knowledge and capabilities of future care professionals in the area of LGBT+ affirmative practices. Combined with themes from the post-Café evaluation, our findings suggest that underpinning professional and vocational education with a person-in-environment perspective facilitates going some way to acknowledging the historical context of older LGBT+ people's lives. Addressing the unique needs of sub-populations within LGBT+ communities and setting these in the context of holistic and person-centred care may better enable the meeting of their unique diverse needs for ageing. Recommendations are made for learning and teaching strategies to support improved LGBT+ aged care

Ultraviolet Spectroscopy of Asteroid (4) Vesta

We report a comprehensive review of the UV-visible spectrum and rotational lightcurve of Vesta combining new observations by Hubble Space Telescope and Swift Gamma-ray Burst Observatory with archival International Ultraviolet Explorer observations. The geometric albedos of Vesta from 220 nm to 953 nm are derived by carefully comparing these observations from various instruments at different times and observing geometries. Vesta has a rotationally averaged geometric albedo of 0.09 at 250 nm, 0.14 at 300 nm, 0.26 at 373 nm, 0.38 at 673 nm, and 0.30 at 950 nm. The linear spectral slope as measured between 240 and 320 nm in the ultraviolet displays a sharp minimum near a sub-Earth longitude of 20^{\circ}, and maximum in the eastern hemisphere. This is consistent with the longitudinal distribution of the spectral slope in the visible wavelength. The photometric uncertainty in the ultraviolet is ~20%, and in the visible wavelengths it is better than 10%. The amplitude of Vesta's rotational lightcurves is ~10% throughout the range of wavelengths we observed, but is smaller at 950 nm (~6%) near the 1-\mum band center. Contrary to earlier reports, we found no evidence for any difference between the phasing of the ultraviolet and visible/near-infrared lightcurves with respect to sub-Earth longitude. Vesta's average spectrum between 220 and 950 nm can well be described by measured reflectance spectra of fine particle howardite-like materials of basaltic achondrite meteorites. Combining this with the in-phase behavior of the ultraviolet, visible, and near-infrared lightcurves, and the spectral slopes with respect to the rotational phase, we conclude that there is no global ultraviolet/visible reversal on Vesta. Consequently, this implies a lack of global space weathering on Vesta, as previously inferred from visible-near-infrared data.Comment: 44 pages, 5 figures, 1 tabl