45 research outputs found
P R OD U KSI A SA M LA KTA T D A N BIOETA N OL D A R I LI M BA H C A I R M OC A F (M O D I FI ED CAS SAV A FL O U R) SER TA A N A LI SI S KE LA Y A KA N U SA HA NYA BER D A SA R KA N N I LA I B/ C (BEN EF I T CO ST RAT I O ) D A N B EP (BREAK EV EN T P O I N T )
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Financial Performance Analysis Using EVA, MVA, FVA, and REVA Methods for Telecommunication Sub-Sector Companies listed on the IDX
No full textThe purpose of this study is to suggest an approach to analyzing the efficiency of telecommunications companies listed on the Indonesia Stock Exchange (IDX) using methods for determining Economic Value Added (EVA), Market Value Added (MVA), Financial Value Added (FVA), and Refined Economic Value Added (REVA). A summary of the relevant literature is formed on the bibliographic database. Statistical data based on information from the Indonesia Stock Exchange for four companies in the telecommunications sector over 5 years. Data from reports’ balance sheets, including reports of profits and losses, is investigated. The results of the survey demonstrated that a telecommunications company had a positive EVA value, which meant that it succeeded in creating economic value. The three telecommunications companies had a positive MVA value, which meant that they provided value-added through market capitalization. In four telecommunications companies, a positive FVA indicated that management was successful in providing financial value-added for the company. One of the four telecommunications companies produced a positive REVA, which meant an increase in economic value after the company paid off all liabilities to creditors and shareholders. The use of various value-added measures to assess the performance of Indonesian businesses is a scientific novelty that contributes to the development of corporate finance theory
RIWAYAT SHEKH ARSYAT AL BANJARI
No full textPada masa Sultan Tahlilullah berkuasa 1700 – 1745 M di Kerajaan Banjar terdapat sepasang
suami istri yang bernama Abdullah dan Siti Aminah yang bertempat tinggal di Lok Gabang
Martapura. Pasangan Abdullah dan Siti Aminah sangat berharap mendapatkan keturunan
karena bertahun-tahun lamanya belum juga mendapatkan anak dan mereka selalu berdoa
kepada Allah swt akhirnya lahirlah seorang anak yang bernama Syekh Muhammad Arsyad alBanjari pada tanggal 19 Maret 1710 M atau 13 Safar 1122 H.
Muhammad Arsyad dipelihara oleh kedua orang tuanya dalam lingkungan keluarga yang taat
beragama, melihat kecerdasan dan kemampuan yang dimilikinya, maka Sultan Tahlilullah
tertarik untuk meminta kepada orang tuanya agar menjadi anak angkat Sultan dan dibawa ke
lingkungan istan
Argynnis jainadeva Moore 1864
No full textArgynnis jainadeva Moore, 1864 (Fig. 27) Material examined. ♂ with the following labels “Peschawurdo, Bashgultal, Nuristan, O-Afghan[istan], 2200 m, 21.7.[19]52”, “ex coll. J. Froitzheim”, “ jainadeva Moore ”, “ mohmandorum ” (SMNK); ♂ with the following label “21.6.- 1.7.1969, SO-Afghanistan, Safed Koh, Südseite, Kotkai, 2350 m, leg. Vartian” (SMNK). Distribution range of species. eastern Afghanistan (new record), south-western China, north-western India, Nepal and Pakistan. Comment. recorded by Evans (1924, 1927, 1932) from Safed Koh without specification of a country.Published as part of Tshikolovets, Vadim, 2017, New taxa and new records of butterflies (Lepidoptera: Pieridae, Lycaenidae, Nymphalidae) from Afghanistan, pp. 107-124 in Zootaxa 4358 (1) on page 118, DOI: 10.11646/zootaxa.4358.1.4, http://zenodo.org/record/106743
Prophetic spirit in the Turkistan Laayali novel by Najib Al-Kailani
No full textThis study tries to describe the prophetic spirit in the novel Layali Turk-istan by Najib Kailani with the tools of literary sociology. The main focus of this research is to dismantle the dehumanization process that occurred to the Turkistan people due to the Chinese and Russian communist invaders. The dehumaniza- tion process creates a prophetic spirit in the form of humanization, liberation, and transcendence for the Turkistan people. This study used the descriptive qualitative method. This method is used because the research data source is in the form of textual data consisting of dialogues and statements in material objects. The pol- icy of the Chinese and Russian occupiers on cross-marriage between Turkistan women and Chinese soldiers and traders created social problems for the Turk-istan people. Therefore, this study uses the tools of the sociology of literature to uncover the prophetic spirit in the novel Turkistan Layali. The results of this study indicate that first, the value of humanization is realized by the figure of Naghmat- ullail by marrying the Chinese commander in Islamic law so that Nagmah quickly instills the values of humanism. Second, King Komul’s decision to oppose and fight China’s communist policies is a form of liberation spirit for the people of Turkistan. Third, divine awareness is deeply embedded in the people of Turkistan when King Komul gives an understanding of the nature of heaven that transcends human boundaries
Prophetic spirit in the Turkistan Laayali novel by Najib Al-Kailani
No full textThis study tries to describe the prophetic spirit in the novel Layali Turk-istan by Najib Kailani with the tools of literary sociology. The main focus of this research is to dismantle the dehumanization process that occurred to the Turkistan people due to the Chinese and Russian communist invaders. The dehumaniza- tion process creates a prophetic spirit in the form of humanization, liberation, and transcendence for the Turkistan people. This study used the descriptive qualitative method. This method is used because the research data source is in the form of textual data consisting of dialogues and statements in material objects. The pol- icy of the Chinese and Russian occupiers on cross-marriage between Turkistan women and Chinese soldiers and traders created social problems for the Turk-istan people. Therefore, this study uses the tools of the sociology of literature to uncover the prophetic spirit in the novel Turkistan Layali. The results of this study indicate that first, the value of humanization is realized by the figure of Naghmat- ullail by marrying the Chinese commander in Islamic law so that Nagmah quickly instills the values of humanism. Second, King Komul’s decision to oppose and fight China’s communist policies is a form of liberation spirit for the people of Turkistan. Third, divine awareness is deeply embedded in the people of Turkistan when King Komul gives an understanding of the nature of heaven that transcends human boundaries
Improvement of Numerical Thinking Through Gamification Using the Genially Technological Tool in Sixth Grade Students
No full textDigitalEste trabajo es una propuesta didáctica y pedagógica llevada a cabo con los estudiantes
del grado sexto de la institución educativa Maestro Pedro Nel Gómez de la ciudad de Medellín y
su principal objetivo fue mejorar las competencias con respecto al pensamiento numérico y
lógico matemático a través de una estrategia gamificada utilizando la herramienta tecnológica
Genially. Dicha estrategia, incluye la planeación de un diseño y posterior construcción de la
temática y actividades con misiones y retos que motivan a los estudiantes a participar y a
vivenciar las matemáticas de una manera más lúdica y divertida. Se pretende exponer un
diseño ajustado a la necesidad de los estudiantes que abarca elementos académicos, de las
Tecnologías de la Información y Comunicación (TIC) y de gamificación, en relación con las
metas y objetivos que se plantean para el desarrollo de este trabajo.
La estrategia metodológica y didáctica, no solo permite poner en escena el juego, la
lúdica, sino, integrar conocimientos disciplinares. Se parte entonces de los saberes previos de
los estudiantes y se realizan actividades que incluyen, las operaciones básicas, el
razonamiento, la resolución de problemas, el aprendizaje colaborativo y cooperativo; con lo que
se concluye que las intervenciones basadas en el juego y la lúdica promueve en los estudiantes
aprendizajes significativos en competencias matemáticas. A través de la experiencia este
diseño busca favorecer la comprensión y apropiación de las fracciones en un contexto escolar
específico y diagnosticado. El producto final consiste en mejorar la comprensión del concepto,
brindando bases para los siguientes grados donde el tema se profundiza más, favoreciendo el
aprendizaje de las fracciones para evaluar y mostrar su pertinencia.This study is a didactic and pedagogical proposal carried out with sixth grade students at
the Institution Educative Maestro Pedro Nel Gómez in Medellín and its main objective was to
improve competencies related to numerical and mathematical logical thinking through a gamified
strategy using the tool Genially. This strategy includes the planning design and the topics and
activities construction embracing missions and challenges to motivate students to participate
and experience mathematics in a more playful and fun way. It is intended to expose a design
adjusted to the needs of the students, which embrace items from the academy, Information and
Communications Technology (ICT) and gamification practices, in relation to the goals and
objectives for the development of this proposal.
The methodological and didactic strategy not only allows using the game and playful
alternatives, but also integrates knowledge. It started from the previous knowledge of the
students to realize activities like basic operations, reasoning, problem solving, collaborative and
cooperative learning. It is possible to conclude that the interventions based on the game and the
playful practices promote significant learning in the students in mathematical competitions.
Through experience, this design seeks to favor the understanding and appropriation of fractions
in a specific and diagnosed school context. The final product consists of improving the
understanding of the concept, providing bases for the following grades when this subject is
teaching deeper, favoring the learning of fractions to evaluate and show their relevance.Capítulo 1. Presentación del trabajo de grado .............................................................................26
Planteamiento del problema…………………………………………………………………...27
Descripción de la situación problema………………………………………………..27
Identificación del problema……………………………………………………………32
Pregunta problema…………………………………………………………………….34
Justificación……………………………………………………………………………………..35
Objetivos…………………………………………………………………………………………36
Objetivo general………………………………………………………………………..36
Objetivos específicos…………………………………………………………………..37
Capítulo 2. Bases teóricas ............................................................................................................38
Aportes al estado del arte……………………………………………………………………...38
Marco teórico…………………………………………………………………………………….45
Gamificación…………………………………………………………………………….45
Aprendizaje basado en retos………………………………………………………….46
Constructivismo………………………………………………………………………...47
Conectivismo……………………………………………………………………………48
Competencias matemáticas…………………………………………………………..48
Pensamiento numérico………………………………………………………………...48
Herramientas tecnológicas……………………………………………………………49
Herramienta tecnológica Genially…………………………………………………….49
Aprendizaje significativo……………………………………………………………….50
Capítulo 3. Diseño metodológico..................................................................................................52
Tipo de investigación…………………………………………………………………………...52
Alcance…………………………………………………………………………………………..52
Hipótesis…………………………………………………………………………………………55
Variables o categorías………………………………………………………………………….55
Variable dependiente…………………………………………………………………………...56
Variable independiente…………………………………………………………………………56
Operacionalización de variables o descripción de categorías……………………………..56
Población y muestra…………………………………………………………………………….58
Procedimiento…………………………………………………………………………………...59
Instrumentos de recolección de información…………………………………………………61
Técnicas de análisis de datos…………………………………………………………………61
Capítulo 4. Consideraciones éticas ..............................................................................................63
Capítulo 5. Diagnóstico.................................................................................................................65
Observación directa a estudiantes……………………………………………………………65
Observación 1 – categoría 1………………………………………………………….65
Observación 1 – categoría 2………………………………………………………….65
Observación 1 – categoría 3………………………………………………………….65
Observación 1 – categoría 4………………………………………………………….66
Observación 1 – categoría 5………………………………………………………….66
Observación 2 – categoría 1………………………………………………………….66
Observación 2 – categoría 2………………………………………………………….66
Observación 2 – categoría 3………………………………………………………….66
Observación 2 – categoría 4………………………………………………………….67
Observación 2 – categoría 5………………………………………………………….67
Observación 3 – categoría 1………………………………………………………….67
Observación 3 – categoría 2………………………………………………………….67
Observación 3 – categoría 3………………………………………………………….67
Observación 3 – categoría 4………………………………………………………….68
Observación 3 – categoría 5………………………………………………………….68
Observación 4 – categoría 1………………………………………………………….68
Observación 4 – categoría 2………………………………………………………….68
Observación 4 – categoría 3………………………………………………………….68
Observación 4 – categoría 4………………………………………………………….69
Observación 4 – categoría 5………………………………………………………….69
Prueba diagnóstica inicial dirigida a estudiantes…………………………………………….71
Capítulo 6. Estructura de la propuesta de intervención ...............................................................87
Propuesta pedagógica………………………………………………………………………….87
Componente tecnológico……………………………………………………………………..126
Implementación………………………………………………………………………………..136
Misión 1: “Enrique salva América”…………………………………………………………...139
Reto número uno……………………………………………………………………..140
Reto número dos……………………………………………………………………...141
Reto número tres……………………………………………………………………..142
Misión 2 “Leónidas salva a áfrica y Europa”………………………………………………..143
Reto número uno……………………………………………………………………..143
Reto número dos……………………………………………………………………...144
Reto número tres……………………………………………………………………..145
Misión 3: “Timoteo salva a Asia”……………………………………………………………..146
Reto número uno……………………………………………………………………..147
Reto número dos……………………………………………………………………...148
Reto número tres……………………………………………………………………..149
Misión 4: “Matías salva a Oceanía”………………………………………………………….149
Reto número uno……………………………………………………………………..151
Reto número dos……………………………………………………………………...151
Reto número tres……………………………………………………………………..152
Capítulo 7. Análisis e interpretación de datos ............................................................................155
Resultados de las misiones y retos de acuerdo a las rúbricas…………………………...155
Evaluación de rúbrica Misión 1……………………………………………………...155
Evaluación de rúbrica Misión 2……………………………………………………...156
Evaluación de rúbrica Misión 3……………………………………………………...158
Evaluación de rúbrica Misión 4……………………………………………………...159
Análisis general de rúbricas………………………………………………………………….161
Prueba final de competencias a estudiantes……………………………………………….162
Tabulación, gráficos y análisis individual……………………………………………………162
Análisis de la prueba final de competencias matemáticas………………………………..179
Comparativo entre la prueba inicial diagnóstica y la prueba final………………………..180
Encuesta final de satisfacción para estudiantes…………………………………………...194
Tabulación, gráficos y análisis individual……………………………………………………194
Análisis general de la encuesta de satisfacción……………………………………………209
Capítulo 8. Conclusiones ............................................................................................................210
Capítulo 9. Limitaciones..............................................................................................................214
Capítulo 10. Impacto, recomendaciones y trabajos futuros .......................................................217
Impacto…………………………………………………………………………………………217
Recomendaciones…………………………………………………………………………….218
Trabajos futuros………………………………………………………………………………..220
Referencias .................................................................................................................................221
Apéndices....................................................................................................................................225MaestríaMagíster en Tecnologías Digitales Aplicadas a la Educació
Colletes annulicornis Morawitz 1876
No full textColletes annulicornis Morawitz 1876 Colletes annulicornis Morawitz 1876: 266 –267, ♀ (holotype –♀, Ajkul Lake, Uzbekistan, 700 m, 5.VIII. 1869 [ZISP]). Colletes brevitectus Cockerell 1922: 364, ♂ (type locality: Quetta, Pakistan). Material examined. Turkmenistan. Balkan Prov.: 3 ♀, Kara-kala [56 º 44 'E 38 º 54 'N], 16.VI– 16.VII. 1955, AAP (ZISP/RCMK). Tajik istan. Khatlon Prov.: 1 ♀, Kurgan-tyube [69 º 35 'E 37 º 46 'N], 10.VII. 1938; 9 ♂, 26.VIII– 4.IX. 1948, VBP (ZISP/RCMK); 5 ♀, 30.VIII– 4.IX. 1948, VRR (ZISP); 1 ♀, 25.VII. 1938, Loktionov (ZISP). Published records. Noskiewicz (1936: 199): Turkmenistan; Popov (1949: 690): Tajikistan; Ponomareva (1960: 135): Turkmenistan, Uzbekistan; Popov (1967: 15); Kuhlmann (2005: 1365): Tajikistan, Turkmenistan, Uzbekistan. General distribution. Uzbekistan, Turkmenistan, Tajikistan, Pakistan.Published as part of Kuhlmann, Michael & Proshchalykin, Maxim Yu., 2013, The genus Colletes (Hymenoptera: Apoidea: Colletidae) in Central Asia, pp. 401-449 in Zootaxa 3750 (5) on page 412, DOI: 10.11646/zootaxa.3750.5.1, http://zenodo.org/record/24824
Effects of Human Capital on Farm and Non-Farm Productivity and Occupational Stratification in Rural Pakistan
No full textThis paper investigates the effects of human capital on productivity using micro panel data of rural households in the NorthWest Frontier Province, Pakistan, where a substantial job stratification is observed in terms of income and education. To clarify the mechanism underlying this stratification, the human capital effects are estimated for wages(individual level) and for self-employed activities(household level), and for farm and non-farm sectors. Estimation results show a clear contrast between farm and non-farm sectors - wages and productivity in non-farm activities rise with education at an increasing rate, whereas those in agriculture respond only to the primary education.human capital, returns to education, non-farm employment, self-employment
Colletes sellatus Morawitz 1893
No full textColletes sellatus Morawitz 1893 Colletes sellatus Morawitz 1893: 83 –84, ♀ (holotype –♀, Pachut, Tajikistan). Material examined. Kazakhstan. Atyrausk Prov.: 1 ♀, Karabatan, Transkaspia [52 º 48 'E 47 º 21 'N], 8.VI. 1932, Kusakin (RCMK); Yuzhno-Kazakhstanskaya Prov.: 8 ♂, Kyzyl-Kulov, 10 km SW Arsanai [68 º00'E 41 º01'N], 27.VII. 1979, YUP (ZISP/RCMK). Turkmenistan. Maryi Prov.: 2 ♂, Bairamali [62 º09'E 37 º 37 'N], 7.VII. 1910, Uvarov (ZISP); 2 ♀, Merv (= 30 km E Mary) [62 º 11 'E 37 º 39 'N], 22.V– 26.VII. 1917, M. Ryabov (ZISP); Lebap Prov.: 1 ♂, Repetek [63 º 10 'E 38 º 34 'N], VII. 1925, VVG (ZISP). Tajik istan. Sogd Prov.: 1 ♂, Makhram [70 º 10 'E 40 º 15 'N], 14.VI. 1931, N. Fursov (ZISP); Khatlon Prov.: 1 ♀, Aivadzh, Kafarnigan River [68 º01'E 36 º 59 'N], 14.IX. 1934, ANZ (ZMMU); 1 ♂, Kabadian [68 º 10 'E 37 º 24 'N], 29.VI. 1934, VVG (ZISP). Published records. Noskiewicz (1936: 203): Turkmenistan; Popov (1949: 690): Tajikistan; Kuhlmann (2005: 1368): Kyrgyzstan, Tajikistan, Turkmenistan. General distribution. * Kazakhstan, Kyrgyzstan, Turkmenistan, Tajikistan.Published as part of Kuhlmann, Michael & Proshchalykin, Maxim Yu., 2013, The genus Colletes (Hymenoptera: Apoidea: Colletidae) in Central Asia, pp. 401-449 in Zootaxa 3750 (5) on page 415, DOI: 10.11646/zootaxa.3750.5.1, http://zenodo.org/record/24824
