PENERAPAN METODE PEMBELAJARAN IMAJINATIF DALAM MENINGKATKAN PRESTASI BELAJAR MENGARANG BAHASA INDONESIA PADA SISWA KELAS VIII A SMP NEGERI 20 BENGKULU SELATAN TAHUN PELAJARAN 2016/2017

In learning activities always found the students who have difficulty in achieving the standard of competence, basic competence, and mastery of learning materials that have been determined. Broadly speaking the difficulty can be a lack of prerequisite knowledge, difficulty understanding learning materials, or difficulty in doing the exercises and solving repetition questions. In particular, the difficulties encountered by learners may include the lack of competence of a particular subject, such as numerical operations in mathematics, or reading and writing in Indonesian language. In order for learners to solve these difficulties need help. Such assistance shall be in the form of remedial or remedial instruction. For the purposes of providing remedial learning should be chosen strategies and steps appropriate after first held a diagnosis of learning difficulties experienced by learners. The purpose of this classroom action research (PTK) is to determine the improvement of student achievement by using Imaginative learning. This study was conducted in 3 cycles. From the results of actions performed proven to improve student achievement by achieving the ideal standard. From 70.58% in cycle 1, it can increase in cycle 2 to 75.33% and cycle 3 reaches 79.88% and has by-passed completion. The results of action research show that Imaginative learning can improve student achievement class VIII A with completeness reach 100% thus Implement Imaginative Learning Effective in Improving Student Achievement of Indonesian Language Lesson in SMP Negeri 20 Bengkulu Selatan..Keywords: Student Learning Achievement, Indonesian Language Lesson in Junior High       School, Imaginative Learnin

Pre-Service Teachers’ Knowledge of Special Education Laws

As more and more children are being identified as needing special services, all teachers need to know special education laws. One hundred and thirty-eight preservice teachers answered an online survey about their knowledge and confidence level of IDEA and Section 504. Our participants, on average, did not have accurate knowledge of IDEA or Section 504 laws (overall IDEA X = 42%; 504 X = 40%). Having coursework related to IDEA and Section 504 laws did increase participants’ scores, regardless of whether they were majoring in a special education related degree or not. However, their scores were still low, basically at chance level. Having coursework related to IDEA and Section 504 laws also increased participants’ confidence in their scores. Except for participants who had not taken a class with Section 504 information, participants’ confidence levels were also associated with their scores. The qualitative data showed that the majority of the relevant responses were from participants who had had coursework on special education laws. Overall, the results showed a general lack of knowledge about specific details of these special education laws

Distribusi Weibull Tergeneralisir

membahas tentang Distribusi Weibull Tergeneralisi

The nature of trauma memories in acute stress disorder in children and adolescents

Background: There is increasing theoretical, clinical and research evidence for the role of trauma memory in the aetiology of acute pathological stress responses in adults. However, research into the phenomenology of trauma memories in young people is currently scarce. Methods: This study compared the nature of trauma narratives to narratives of unpleasant non-traumatic events in young people (aged 8-17) who sought emergency medical attention following an assault or road traffic accident. Data were collected within 2-4 weeks of the index event. Symptom severity was assessed by child self-report and face-to-face diagnostic interviews. Comparisons of narrative indices were made between those children with acute stress disorder (ASD) and those without ASD. Results: Among participants (n = 50), those with ASD (38%) had significantly elevated levels of disorganisation in their trauma narrative, compared both to trauma-exposed controls and to their unpleasant comparative narrative. This effect was not accounted for by age. Regardless of ASD diagnostic status, trauma narratives had significantly higher sensory content and significantly lower positive emotion content compared to the unpleasant comparative narrative. These effects were not significant when age was included as a covariate. Acute symptom severity was significantly predicted by the level of disorganisation in the trauma narrative and the child's cognitive appraisals of the event. Conclusions: These data provide the first empirical evidence that disorganisation is not only directly linked to symptom severity, but also specific to the trauma memory. In addition, it provides support for the adaptation of adult cognitive models to acute pathological stress reactions in children and adolescents

Association of childhood trauma with cognitive function in healthy adults: a pilot study

BACKGROUND: Animal and human studies suggest that stress experienced early in life has detrimental consequences on brain development, including brain regions involved in cognitive function. Cognitive changes are cardinal features of depression and posttraumatic stress disorder. Early-life trauma is a major risk factor for these disorders. Only few studies have measured the long-term consequences of childhood trauma on cognitive function in healthy adults. METHODS: In this pilot study, we investigated the relationship between childhood trauma exposure and cognitive function in 47 healthy adults, who were identified as part of a larger study from the general population in Wichita, KS. We used the Cambridge Neuropsychological Test Automated Battery (CANTAB) and the Wide-Range-Achievement-Test (WRAT-3) to examine cognitive function and individual achievement. Type and severity of childhood trauma was assessed by the Childhood Trauma Questionnaire (CTQ). Data were analyzed using multiple linear regression on CANTAB measures with primary predictors (CTQ scales) and potential confounders (age, sex, education, income). RESULTS: Specific CTQ scales were significantly associated with measures of cognitive function. Emotional abuse was associated with impaired spatial working memory performance. Physical neglect correlated with impaired spatial working memory and pattern recognition memory. Sexual abuse and physical neglect were negatively associated with WRAT-3 scores. However, the association did not reach the significance level of p < 0.01. CONCLUSIONS: Our results suggest that physical neglect and emotional abuse might be associated with memory deficits in adulthood, which in turn might pose a risk factor for the development of psychopathology

Psychometric properties of the Children’s Revised Impact of Events Scale (CRIES) with Bangladeshi children and adolescents

Identification of possible cases suffering post-traumatic stress disorder (PTSD) is important, especially in developing countries where traumatic events are typically prevalent. The Children’s Revised Impact of Events Scale is a reliable and valid measure that has two brief versions (13 items and 8 items) to assess reactions to traumatic events among young people. The current study evaluated the psychometric properties of both versions of the CRIES in a sample of 1,342 children and adolescents aged 9–17 years (M = 12.3 years, SD = 2.12) recruited from six districts of Bangladesh. A sub-group of 120 children from four schools was re-tested on the measures within 3.5 weeks. Confirmatory factor analysis supported factor structures similar to those found in other studies for both versions of the CRIES. Multiple group confirmatory factor analysis showed gender and age-group differences within the sample, supporting established age and gender differences in prevalence of PTSD symptoms. Analyses also indicated moderate to excellent internal consistency and test-retest reliability and clear discriminant and convergent validity. These data support use of both the CRIES-13 and CRIES-8 to provide quick and psychometrically sound assessment of symptoms of PTSD among children and adolescents from Bangla-speaking communities

Effects of Mineralocorticoid Receptor Overexpression on Anxiety and Memory after Early Life Stress in Female Mice

Early-life stress (ELS) is a risk factor for the development of psychopathology, particularly in women. Human studies have shown that certain haplotypes of NR3C2, encoding the mineralocorticoid receptor (MR), that result in gain of function, may protect against the consequences of stress exposure, including childhood trauma. Here, we tested the hypothesis that forebrain-specific overexpression of MR in female mice would ameliorate the effects of ELS on anxiety and memory in adulthood. We found that ELS increased anxiety, did not alter spatial discrimination and reduced contextual fear memory in adult female mice. Transgenic overexpression of MR did not alter anxiety but affected spatial memory performance and enhanced contextual fear memory formation. The effects of ELS on anxiety and contextual fear were not affected by transgenic overexpression of MR. Thus, MR overexpression in the forebrain does not represent a major resilience factor to early life adversity in female mice

Transfer budaya dalam komunikasi : penelitian kualitatif tentang mahasiswa Australia dan New Zeland yang ada di Universitas Muhammadyah Malang dalam seting akademik/ Yasik

103 hal.; 29 cm

The Use of discourse signals in expository text and efl learners superstructure strategy in understanding main ideas/ Yasik

iv, 41 hal.: tab.; 29 cm

The teaching of english for specific purposes (ESP) at Muhammadiyah University of Malang/ Yasik

vii, 43 hal.; 29 cm