Ideals Of Students Research Articles

Analisis Pengaruh Price Discount, Hedonic Shopping Motivation Terhadap Impulse Buying Pada Konsumen Shopee-Id

This research is motivated by the community that is currently dependent on the facilities provided by the internet , with the facilities provided by the internet the community is able to meet everything The desired needs, one of which is online shopping transactions.The purpose of this study was to determine whether there is a significant influence between price discounts and hedonic shopping motivation on impulse purchases in consumers Shoppe_id students FEB PGRI University Semarang class of 2017 /2019. In conducting this research, researchers are guided by previous studies and the research method used is quantitative research with the determination of data sources using non-probability sampling and accidental samling, for the validity of the data researchers took from the Student Administration Bureau which had been processed by researchers using SPSS 26. The results of the analysis in this study stated that the price discount (X1) sig value of 0.035 which means that the price discount have a significant effect on impulse buying (Y), while for hedonic shopping motivation (X2) shows a sig value of 0.000 which means motivasi hedonic shopping has a significant influence on impulse buying (Y).

Effects of Motivational Orientation on Learning Drawing in students with Intellectual Disability in Lahore

Motivation donates to a person's desire, need, or urge to perform any action.Motivational orientation defines the reasons working behind the motivation toperform that action or achieve the goal. The study was planned to explore theeffects of motivational orientation on the learning of drawing in students withintellectual disabilities (ID). A stratified random sampling technique was usedto select 200 students with ID (147 male, 53 female) from Lahore Divisionbelonging to the age range 10 to 21 years. The Scale of Intrinsic versusExtrinsic Orientations in the classroom Questionnaire (IEO) developed byHarter (1981) containing 30 items (score 1 describes most extrinsic and score4 describes most intrinsic) was used to identify the motivational orientation ofthe students with ID. Beery VMI 6th.ed (Beery, 2010) containing 24 drawingshapes were administered to explore the learning of drawing skills in thestudents with ID. Both scales were found to be reliable for the given populationas the alpha reliability of IEO and Beery VMI were 0.953 and 0.950respectively. Results obtained by using the statistical techniques of ANOVA,correlation, and regression analysis indicated that ID students with intrinsicmotivation have a significant positive relationship with drawing learningwhereas extrinsic motivation was found to be negatively correlated with thelearning of drawing. It was recommended that intrinsic motivationalorientation should be developed in students with ID so that their learning couldbe enhanced.

Kesulitan Membaca Permulaan Siswa Kelas I SDN 105 Pekanbaru

This study aims to determine the difficulty of reading the beginning of grade I students, the factors that influence the difficulty of reading the beginning of the students of class I, and how to overcome the difficulty of reading the beginning of the students of class I SDN 105 Pekanbaru. The type of research used is a case study with a qualitative approach. The subjects in this study were class ID students and class ID teachers at SDN 105 Pekanbaru. Data collection techniques were carried out by tests, observations, interviews, and documentation. The data collection instruments in this study were test sheets, observation sheets, interview guidelines, and document review. The results showed that 3 students had difficulty reading the beginning. The types of difficulties experienced by students are difficulties in recognizing and distinguishing letters, difficulties in spelling words that contain diphthongs, consonants, and affixes, reading haltingly, and pronouncing wrong words. Factors that influence students' initial reading difficulties are psychological factors and environmental factors. Psychological factors occur due to lack of motivation, namely students lack of motivation and parental attention and environmental factors occur because of the background of students at home, namely students do not take Kindergarten (TK) education and students do not repeat learning at home. The way or solution in overcoming students' initial reading difficulties is by using learning media, giving rewards (gifts), providing support and motivation, and including reading lessons.

(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

Profil Pohon Keluarga (Pedigree) Siswa Dengan Intellectual Disability (Id) Dan Multiple Congenital Anomaly (MCA) Di SLB Negeri Kendal

Pedigree construction is one of the ways to seek the inheritance pattern of disease. Three generations pedigree has many benefit in genetic counseling session particularly in establishing a specific inheritance pattern such as autosomal recessive or dominant. This research aimed to analyze three generations pedigree in the family of ID and MCA patients in the Special school of Kendal. This is a descriptive observational study using the interview method in 33 student guardians or parents of ID and MCA students. Twenty-five of 33 respondents collects the complete data. This study showed that three generations of pedigree construction of 8 respondents could not conclude the inheritance pattern. The data showed that two pedigree are suspect of chromosomal abnormalities in the presence of family history with similar disorder, family history with ID and MCA, and family history with IUFD or stillbirth. Further investigation using cytogenetics, FISH, and microarray is needed to establish the diagnosis

Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education

In industrial design education, mechanics-based courses are mainly based on traditional lecture and they are highly abstract for ID students to comprehend the mechanisms. The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments. The study presents, a combined teaching model of mechanism mainly based on applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning. The combined teaching model consisting of 3 phases was integrated to a design studio project that is mechanical game design. Project observations and post-questionnaire were employed to analyze objectively the appropriateness of the teaching model. The results indicated that, the combined teaching model improved ID students' learning outcomes and competencies in terms of transferring the gained theoretical and practical knowledge to the action learning.

Video instruction with explanation to another person for intellectually disabled students

AbstractIntellectually disabled (ID) students in secondary education are often taught in an individual setting where video instruction is used. Especially, when the instruction is about complex assignments, many students may forget parts of it. In this study, we tried to find out if prompting ID students to explain video instruction would help them to improve their performance. Research with regular students indicated that explaining instructional materials can be effective (Roy & Chi, 2005).In a first experiment with 41 ID students in Dutch secondary education, we varied the complexity of assignments and compared students who first watched and then explained video instruction of assignments (n=21) with students who watched twice but were not required to explain (n=20). It turned out that only for complex assignments, explaining to another person was more effective for students' task performance than just watch video instruction.In the second experiment with 58 ID students, we repeated the study with complex assignments. The students in the experimental group (n=29) improved more after explaining video instructions than the students who only watched videos (n=29). The experimental group also had a more complete mental representation of an assignment and could better assess how well they had performed it.

Assessment of Anger-Related Cognitions of People with Intellectual Disabilities.

Interventions for anger represent the largest body of research on the adaptation of cognitive behavioural therapy (CBT) for people with intellectual disabilities. The extent to which the effectiveness of these interventions reflects the behavioural or cognitive components of CBT is uncertain. This arises in part because there are few measures of anger-related cognitions. The Profile of Anger-related Cognitions (PAC) is built around interpersonal scenarios that the participant identifies as personally anger-provoking, and was designed as an extension of the Profile of Anger Coping Skills (PACS). A conversational presentational style is used to approach ratings of anger experienced in those situations and of four relevant cognitive dimensions: attribution of hostile intent, unfairness, victimhood, and helplessness. The PAC, and other measures, including the PACS, was administered to (i) people with ID identified as having problems with anger control (n = 12) and (ii) university students (n = 23); its psychometric properties were investigated and content analyses were conducted of participants' verbal responses. In a third study, clinicians (n = 6) were surveyed for their impression of using the PAC in the assessment of clients referred for help with anger problems. The PAC had good consistency and test-retest reliability, and the total score on the four cognitive dimensions correlated significantly with anger ratings but not with impersonal measures of anger disposition. The predominant cognitions reported were perceptions of unfairness and helplessness. People with ID and university students were in most respects very similar in both the psychometric analyses and the content analyses of their verbal responses. The PAC had high acceptability both to people with ID and to clinicians. The PAC may be a useful instrument for both clinical and research purposes. Personal relevance and the conversational mode of administration are particular strengths.

Academic Self‐Efficacy and Performance of Underrepresented STEM Majors: Gender, Ethnic, and Social Class Patterns

This longitudinal study examined academic self‐efficacy and performance among Science/Technology/Engineering/Math (STEM) majors who are underrepresented in STEM education and occupations; i.e., women, specific ethnic minorities, and low‐socioeconomic status (SES) individuals. Performance on academic tests and self‐perceptions of academic skills were assessed at admission and graduation from a STEM mentoring program. At admission, women perceived themselves as academically weaker than men despite similar academic performance. However, by graduation, women's academic self‐efficacy was equivalent to men's. In addition, students with double STEM‐minority statuses, by ethnicity and SES, had lower academic self‐efficacy and performance than d id students with single STEM‐minority status. Exploratory analyses of change over time by ethnic/SES groups showed varying patterns of change that depended on the outcome variable. This study's finding of an increase in academic self‐efficacy for women and students with STEM‐minority status by both ethnicity and SES at graduation from a mentoring program is perhaps an indication of the positive impact of mentoring. The mixed findings at program completion for students with single versus double STEM‐minority status call for attention to the complex relationship between social disadvantage, academic self‐efficacy, and academic performance.

Table of Contents

Abstract Cover Story Use threat assessment for early identification of high‐risk students Use threat assessment to ID students in crisis Beware of overreacting to threats from students Helpful Hints Avoid common mistakes Briefs College launches online carpool program University decreases alcohol judicial cases Student paper files free speech lawsuit FIRE protests threat to cancel party Assessment Advice Use appreciative inquiry to put positive spin on assessment Washington Report Bush signs reauthorization of Higher Education Act Did you Know? Bill would increase financial aid Free Speech Avoid First Amendment lawsuits with tips from past cases Crisis Management Review well‐publicized incidents to improve crisis response Managing Your Office Learn to respond to staff conflicts effectively Bright Idea Manage staff members' expectations Law & Campus FERPA Only aggrieved parties can trigger FPCO investigations DISABILITIES Evacuation plan must consider everyone with disabilities SEXUAL HARASSMENT Court protects students in complaint against professor DUE PROCESS University can suspend black students for hazing FINANCIAL AID Suspending financial aid for drug offenders is constitutional Leaders & Innovators MIKE SEGAWA, VICE PRESIDENT FOR STUDENT AFFAIRS, UNIVERSITY OF PUGET SOUND Form interdisciplinary team to identify students in crisis Bright Idea Listen to faculty members' ideas for new programs

Gearing Communications to the Cognitive Needs of Students: Findings from Visual Literacy Research

Knowledge of graphic design, information design, visual communication, visual language, and visual literacy might be important for our ability to better produce effective messages - “messages that really work.” In this study eight groups of ID students ranked lists of “information design characteristics,” a total of 50 research findings. These masters students were asked to discuss and rank how they perceive the importance of research findings related to: (1) sender processes, (2) text design, (3) image design, (4) graphic-design, and (5) receiver processes.

Admission of grade 12 learners with provisional or no matriculation endorsement to the Faculty of Education at the University of Pretoria

A number of variables are taken into account when decisions are taken regarding acceptance or non-acceptance of students to univer-sities and other tertiary institutions. Recent changes in South African society have compelled tertiary institutions to think innovatively about their nature and aims. This article looks at this challenge by investigating the achievement of so-called senate discretionary students (id est, students with either provisional or no matriculation endorsement, who were given permission by the senate to enrol) in the Education Faculty at the University of Pretoria. It is clear that these students’ m scores are fairly accurate predictors of achievement at university. However, care should be taken not to exclude certain students on account of insufficient m scores. Further-more, it seems as the practice of excluding students on account of insufficient admission test scores should be viewed with extreme caution and empathy.

Designing effective instruction

We have usedDesigning Effective Instruction in introductory ID courses and experienced its use from both the instructors' and the learners' perspective. Our overall conclusion is that it is highly usable and accessible to beginning ID students, including those whose first language may not be English. The ID model presented is clear and the focus on the learner throughout is appropriate and in line with current research emphases and trends. The inclusion of Microsoft Project tm makes a clear and concrete statement that ID can benefit from technology, not only in the delivery of instruction, but in the planning of structured learning activities and in managing instructional development efforts.

MATH LEARNING DISABILITIES: TEACHING AND LEARNERS

Weaknesses in mainstream math instruction are often magnified in programs for learning disabled students. It is important to attend more concientiously to the substantial math difficulties of many ID students. The author outlines the nature of their diverse difficulties and gathers together a variety of valuable instructional responses.

Modeling the condition of learning disabilities on post‐secondary populations

The field of learning disabilities has experienced an accelerated prevalence rate that has increased the range of services offered to learning disabled students, the number and type of learning disabilities, the variety of settings in which the learning disabled are identified and served, and the assessment practices followed in classifying ID students. Current practices, which emphasize the role of clinical judgment, have resulted in a heterogeneous group of students being classified as learning disabled. The lack of a conceptual and empirical model has resulted in an over reliance on self‐fulfilling clinically based classification models. The authors argue that major conceptual issues must be addressed as a requisite to equitable identification procedures (and reducing the diversity in the LD population). Relevant findings from identification research and parameters are presented to assis,t service agencies in developing a model of LD in the post‐secondary population.

An approach for structuring instructional developer-client consulting experiences

The need for a dependable population of "clients" for instructional design seminar students led to the idea of engaging student teachers in this role. Graduate students in instructional supervision who were taking an ID course were paired with middle school student teachers. The under-graduates were taught how to identify and articulate instructional problems and the ID students were trained in instructional design and consulting skills as regular components of their respective seminars. Structured interaction between the two groups was on an individual basis via personal contact, telephone, audio tapes and written reports. Instructional problems encountered ranged from motivation to knowledge of resource materials and teaching strategies. Alternatives presented by the developers included flexible grouping, contracting for interest and motivation, and action plans for the student teachers’ perceived self-inadequacies. This approach was highly successful both in terms of the ID course objectives for an early consulting experience and in that it became something of an entry vehicle for establishing the credibility and demand for instructional developers within public school systems.