Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity

Teachers in ECE (Early Childhood Education) should have the knowledge and skills in guiding children when playing blocks, but this is not shared by most PAUD teachers in Indonesia. Therefore, this study develops a block play model that refers to the PKPK model from Hirsch and Dodge with the adjustment of conditions in Indonesia. This research is a research and development (R&D) that seeks to develop, refine (re-construct), test, and validate Masnipal-models that are easy for teachers to use and effectively develop children's creativity. This study begins with testing the PKPK model to a group of subjects to obtain data about the ability of teachers to understand and apply the model. After revisions and improvements, the model of reconstruction results was further tested. Research subjects were PAUD teachers in Cianjur (n = 42) and Bandung (n = 78). Data collection uses observation and peer assessment techniques and data analysis uses descriptive analysis techniques. The novelty of this study is the resulting Masnipal-model that facilitates PAUD teachers in Indonesia in guiding children to develop creativity through block play

The Effect of Nuclear Rotation on the Collective Transport Coefficients

We have examined the influence of rotation on the potential energy and the transport coefficients of the collective motion (friction and mass coefficients). For axially symmetric deformation of nucleus Th-224 we have found that at excitations corresponding to temperatures T > 1 MeV the shell correction to the liquid drop energy practically does not depend on the angular rotation. The friction and mass coefficients obtained within the linear response theory for the same nucleus at temperatures larger than T=2 MeV are rather stable with respect to rotation provided that the contributions from spurious states arising due to the violation of rotation symmetry are removed. At smaller excitations both friction and mass parameters corresponding to the elongation mode are growing functions of rotational frequency.Comment: 16 pages, 5 eps figures, Latex, submitted to Nucl.Phys.

The Reality of Including Pre-University Education Policies at the Sultanate of Oman for the Purposes of the Fourth Goal of the Sustainable Development Goals 2030 واقع تضمين سياسات التعليم قبل الجامعي في سلطنة عُمان لغايات الهدف الرابع من أهداف التنمية المستدامة 2030

Abstract: The study aimed to identify the reality of including pre-‎university education policies in the Sultanate of Oman ‎for the purposes of the fourth goal of the sustainable ‎development goals (2030) according to the dimensions ‎set by the study (compulsory of education, educational justice and quality of education).The study applied the descriptive methodlogy and used the qualitative ‎method through the content analysis form to analyze a ‎number of educational documents in the Sultanate of ‎Oman. The results showed that the ‘Quality of ‎Education’ dimension obtained the first rank as the ‎most included dimension in the documents subject of ‎analysis with a general mean of (13.6), whereas the ‎dimension ‘compulsory of education’ came second, ‎while the ‘educational justice’ dimension ranked last. ‎The study recommended the importance of paying ‎more attention from educational policy ‎makers to pre-‎school education، and caring about ‎special education to ‎achieve justice in education. ملخص: هدفت الدراسة إلى التعرف إلى واقع تضمين سياسات التعليم قبل الجامعي في سلطنة عمان لغايات الهدف الرابع ‏من أهداف التنمية المستدامة 2030‏ وفق ‏الأبعاد التي حددتها: ‏(إلزامية التعليم، والعدالة في التعليم، ‏والجودة في التعليم). ‏واعتمد على المنهج الوصفي، واستُخدم الأسلوب النوعي؛ إذ تمت الاستعانة باستمارة ‏تحليل المحتوى لتحليل عدد من الوثائق التعليمية (فلسفة التعليم في سلطنة عمان، والاستراتيجية الوطنية للتعليم ‏‏2040، والخطة الخمسية التاسعة ‏لوزارة التربية والتعليم (2016-2020). وأظهرت النتائج أن بُعد (الجودة في ‏التعليم) حصل على الرتبة الأولى كأكثر الأبعاد تضميناً في الوثائق موضوع التحليل بمتوسط ‏عام (13.6)، فيما ‏حل بُعد (إلزامية التعليم) في الرتبة الثانية بمتوسط عام بلغ (6.3)، وحل بُعد (العدالة في التعليم) في الرتبة الأخيرة ‏بمتوسط عام ‏بلغ (6.0).‏ وفي ضوء هذه النتائج تمت التوصية بأهمية أن يقوم صناع السياسة التعليمية بزيادة الاهتمام بالتعليم ‏ما قبل المدرسي، وإتاحته مجاناً للمجتمع، والعناية بتعليم التربية الخاصة لتحقيق العدالة في التعليم بما يسهم في ‏تحقيق غايات الهدف الرابع للتعليم.

atsaru al Qur'ani fi al Adabi al 'Arabi

381 hal.; 24 c