Peran Pendidikan Kewarganegaraan dalam Peningkatan Pembentukan Karakter Bangsa di Tengah Arus Globalisasi

Peningkatan kurikulum yang saat ini di kembangkan khususnya Pendidikan Karakter yang di proses oleh tenaga ahli tentunya dapat dibarengi oleh peran aktif pemerintah. Hal tersebut tentu saja harus memunculkan ide ide solutif dari berbagai pihak demi menjawab perkembangan arus global. Biasa dapat dilihat bahwa saat ini kita mengalami penurunan jati diri serta konsep moral dan mentalitas akan suatu idiologi asli bangsa. Dalam kenyataan yang ada, banyak ragam tayangan tindakan kekerasan, perilaku tak berkarekter oleh media yang diporakporandakan oleh kebebasan yang tak terkendali. Hal tersebut sangat mencolok yang saat ini terjadi di bangsa tercinta. Pendidikan karakter tepat untuk mengembalikan nilai-nilai kepribadian setiap warga negara, tetapi hal itu harus di apresiasi oleh semua pihak walaupun hasilnya akan tercapai setelah satu generasi. Untuk Indonesia Lebih Bermartabat. Kata kunci : Pendidikan Kewarganegaraan, Karakter Bangsa, Globalisas

The X-ray Spectrum of Soft Gamma Repeater 1806-20

Soft Gamma Repeaters (SGRs) are a class of rare, high-energy galactic transients that have episodes of short (~0.1 sec), soft (~30 keV), intense (~100 Crab), gamma-ray bursts. We report an analysis of the x-ray emission from 95 SGR1806-20 events observed by the International Cometary Explorer. The spectral shape remains remarkably constant for bursts that differ in intensity by a range of 50. Below 15 keV the number spectrum falls off rapidly such that we can estimate the total intensity of the events. Assuming that SGR1806-20 is associated with the supernova remnant G10.0-0.3 (Kulkarni and Frail, Murakami \etal), the brightest events had a total luminosity of ~1.8 x 10^42 erg sec^-1, a factor of 2 x 10^4 above the Eddington limit. A third of the emission was above 30 keV. There are at least three processes that are consistent with the spectral rollover below 15 keV. (1)The rollover is consistent with some forms of self absorption. Typical thermal temperatures are ~20 keV and require an emitting surface with a radius between 10 and 50 km. The lack of spectral variability implies that only the size of the emitting surface varies between events. If the process is thermal synchrotron the required magnetic field might be too small to confine the plasma against the super Eddington flux. (2)The low energy rollover could be due to photoelectric absorption by ~10^24 Hydrogen atoms cm^-2 of neutral material with a cosmic abundance assuming a continuum similar to TB with T= ~22 keV. (3) Emission in the two lowest harmonics from a 1.3 x 10^12 Gauss field would appear as Doppler broadened lines and fall off rapidly below 15 keV.Comment: TeX: 32 pg+ 8 appended postscript figures, in press ApJ(9/94

Log N-log S in inconclusive

The log N-log S data acquired by the Pioneer Venus Orbiter Gamma Burst Detector (PVO) are presented and compared to similar data from the Soviet KONUS experiment. Although the PVO data are consistent with and suggestive of a -3/2 power law distribution, the results are not adequate at this state of observations to differentiate between a -3/2 and a -1 power law slope

Stereoscopic observations of hard x ray sources in solar flares made with GRO and other spacecraft

Since the launch of the Gamma Ray Observatory (GRO) in Apr. 1991, the Burst and Transient Source Experiment (BATSE) instrument on GRO has recorded a large number of solar flares. Some of these flares have also been observed by the Gamma-Ray Burst Detector on the Pioneer Venus Orbiter (PVO) and/or by the Solar X-Ray/Cosmic Gamma-Ray Burst Experiment on the Ulysses spacecraft. A preliminary list of common flares observed during the period May-Jun. 1991 is presented and the possible joint studies are indicated

Development of a Naturalist Course for Manta Tour Guides in Hawaii

The Kona Coast on the island of Hawaii is a world-class destination for those who seek marine wildlife interactions. One activity that sets Kona apart from other worldwide tourist destinations is the opportunity to observe manta rays in the wild. Manta tour guides act as authorities about manta rays while conducting tours, however, there was no official course for these guides. To fill this need, the Manta Naturalist Course for Manta Tour Guides and Operators was developed and delivered. The purpose of this instructional design project was to develop and evaluate the first module in this naturalist course for manta tour guides offered through Hawaii Community College, Office of Continuing Education and Training in Kona, Hawaii. The course includes two face-to-face classroom sessions along with an online component. The learning management system is through the University of Hawaii at https://laulima.hawaii.edu/portal and the content for the course can be found at http://www.mantanaturalist.com. The Dick and Carey Model offered the framework for instructional design and Keller’s ARCS Model (Attention, Relevance, Confidence, Satisfaction) was employed throughout the development. Using Web 2.0 tools, the course content was developed from a curated collection that included original underwater videos as well as meaningful online resources. Special emphasis was placed on visual design elements for course materials and web site. Design choices based on theory were compared with practical application. Based on feedback, modifications were made. Lessons learned and recommendations for future courses are highlighted

School effectiveness : multilevel regression of large scale assessment data

O objetivo deste artigo é elaborar um modelo explicativo do desempenho acadêmico de alunos da 8ª série. A análise realizada considerou a estrutura hierárquica dos dados do Sistema de Avaliação da Educação Básica (SAEB). Os resultados apontaram que 79% da variância entre as escolas no desempenho na prova de Língua Portuguesa pode ser atribuída às variáveis relacionadas à composição socioeconômica das escolas e ao status socioeconômico dos estudantes. As variáveis com efeitos positivos no desempenho dos alunos são: (a) a manutenção dos recursos tecno-pedagógicos; (b) freqüência com que os professores passam e corrigem a lição de casa; (c) grau com que os professores estão comprometidos com a aprendizagem dos seus alunos; (d) o quanto que a idade dos alunos está próxima à ideal para a série; (e) freqüência com que o estudante faz seu dever de casa e (f) se o estudante pode se dedicar integralmente aos estudos.The objective of this study is the development of a model explaining academic performance of 8th grade elementary school students. The hierarchical structure of the data collected by the Primary Education Evaluation System of Brazil was taken into account in the analysis. The results showed that 79% of the variability between schools can be attributed to variables related to the socio-economic composition of the schools and socioeconomic status of the students. Variables with a positive effect on students’ performance were: (a) the maintenance of the technical equipment; (b) the extent to which teachers give and correct homework; (c) the degree to which teachers are committed to provide good education to their students; (d) the extent to which the student´s age is approaching the ideal age for his or her class; (e) the degree to which a student makes her or his homework, and (f) whether the student can dedicate all his time to school

X-ray and low energy gamma-ray observations of the 16 February 1984 solar flare

The February 16, 1984 (0900 UT) solar flare was very energetic and produced a variety of emissions. The X-ray and gamma ray continuum measurement, made aboard the International Cometary Explorer (ICE) and the Pioneer Venus Orbiter (PVO), are briefly described

Questionários contextuais do SAEB: análise qualitativa baseada nos resultados da análise fatorial

O objetivo deste estudo é contribuir para o aperfeiçoamento dos questionários contextuais do Sistema de Avaliação da Educação Básica (SAEB). Esses instrumentos são uma importante fonte de informação sobre as variáveis que estão associadas com o desempenho acadêmico dos alunos. No presente estudo foram analisados os questionários do SAEB que foram aplicados na 4ª série em 2001. A análise fatorial das 163 questões relacionadas à escola revelou uma estrutura fatorial com 19 fatores de primeira ordem e 5 de segunda ordem. A estrutura fatorial ficou composta por apenas 51% do total das questões analisadas. A análise de conteúdo das questões não-incluídas na estrutura fatorial indicou como razão provável de não-inclusão a falta de uma das seguintes características: simplicidade, precisão, relevância e clareza. Espera-se que os resultados encontrados nesse estudo sejam um passo a mais para o aprimoramento das medidas de fatores escolares mensurados pelos questionários contextuais do SAEB