45 research outputs found
CONTRADICTORY TRANSFORMATION OF AMBA NOVEL: CRITICAL RESPONSE WITH INTERTEXTUALITY APPROACH
No full textAmba, a novel written by Laksmi Pamuntjak, is one of the leading works in Indonesian literature and is classified as a world-class novel. From its title, characters involved, theme and story ideas, as well as excerpts taken from Udyoga Parva at the beginning of each chapter, it can be concluded that Amba is a transformation of Mahabharata, a great and famous story. What is transformed? What are the underlying motif and ideology for the transformation? And what are their effects? Those three questions are the focus of this research. The study was conducted using intertextuality approach (comparison technique) and critical response perspective, which states that no text is neutral; each text has a certain tendency – certain ideologies exposed behind the text. Research findings indicate that it is the intrinsic element that is absorbed by the novel. The transformation is a contradictory transformation with the perspective of emancipation. The author rejects the weak-willed Amba in the story of Bhisma Parwa, and gives birth to a tough, brave, and rational Amba in her novel. The contradictory transformation gives birth to a great work that has the same theme, but different in the ways of cultivating the story and the portrayal of women. Keywords: contradictory transformation, novel amba, critical response, intertextuality approach, literatureCite as: Priyatni, E.T. (2016). Contradictory transformation of Amba novel: Critical response with intertextuality approach. Journal of Nusantara Studies, 1(1), 46-59. http://dx.doi.org/10.24200/jonus.vol1iss1pp46-5
Context Analysis of the Amba Novel with a Study of Literary Approaches and Perspectives
No full textThe novel "Amba" by Laksmi Pamuntjak is a literary work that combines historical and fictional aspects to convey a complex and in-depth narrative. This causes many connections between one aspect and another that can be explored in this novel. This research aims to determine the relation between reality within and outside literary works, the elements contained in literary works, views regarding women in literary works, as well as the relation between literary works and other works, the literary work in question is the novel "Amba". This study used a research qualitative method, literature study. The results of this study showed that the novel "Amba" not only depicted a tragic love story, but also presented various relationships from outside literary works such as views, history and culture. Through a literary work approach, researchers could identify narrative elements that strengthen the message and meaning the author wants to convey. The perspective of a literary work opened up insight into deep social and historical aspects, allowing readers to understand the context surrounding the story being told. This research contributed to further understanding of Indonesian literary works, especially in the context of historical novels. It is hoped that this study can increase many people\u27s knowledge about the richness of literary works in the form of the novel "Amba" which has relevance in understanding Indonesian history and culture
The vision of Mercy Amba Oduyoye an African feminist theologian and educator: Pedagogy of human dignity
No full textThis study investigates the meaning of human dignity through the lens of Mercy Amba Oduyoye, an African feminist theologian and educator. In order to disclose the potential meaning of human dignity Oduyoye\u27s corpus of writings were thoroughly analyzed. The analysis reveals that equal right to participate in all things, co-responsibility, shared power, shared glory and equal respect for both genders are the essential requirement for authentic human dignity. The study further affirms the liberation of men and women from the uncritical acceptance of a heritage that enthrones hierarchies and declares patriarchy to be the will of God. Moreover, the analysis roots the whole idea of human dignity in the image of God. It contends that tracing human beings back to God will halt the imposition of derogative divisions on humanity. Chapter One treats feminist consciousness as an inevitability that needs urgent attention. To tackle the subject effectively, Mercy Amba Oduyoye was chosen. The study of her life history provided a socio-cultural context for this study. Chapter Two unearths all the known oppressive institutions and behaviors, such as patriarchy, sexism, segregation and poverty perpetrated on women by men in their cultural behaviors and thematically discussed them. While the author regrets the global prevalence of such experiences, he however placed them on the table ostensibly for communal discussion that would lead to an honest redressing of the abnormalities. Chapter Three deals with the theological vision of Mercy Amba Oduyoye. The chapter discovers that Mercy\u27s theology is neither the traditional systematic nor dogmatic theology. Rather it is liberationist and feminist. Hence African women\u27s bitter social experiences turned out to be the focal point. The chapter further charged the church with the responsibility of reforming its structures to create a hearth-hold where all children would interrelate equally regardless of people\u27s sexual and or class orientation. Chapter Four names miseducation as the key problem inherent in the concept of human dignity. The chapter unveils domestication and elitism as the potential cause of miseducation. Besides, the work discovers storytelling as an image-making agent, which the African education must rely upon to achieve the new required image of African women
CROTALARIA PROSTRATA VAR. LEVIS HAINES (LEGUMINOSAE): A POORLY KNOWN SPECIES REDISCOVERED, REDESCRIBED AND ENDEMIC FROM THE NORTHERN WESTERN GHATS, INDIA
No full textDuring a medicinal plant survey in Amba MPCA, Raigarh District of Maharashtra, a rare and endemic species of Crotalaria, Crotalaria prostrata var. levis, (Fabaceae) were rediscovered after type specimens author collected from Amba MPCA in Maharashtra after 94 years.</jats:p
FPGA Prototyping of an AMBA-Based Windows-Compatible SoC
No full textFor the increasing market of smart phones, mobile internet devices, and ultra-mobile PCs, mainstream vendors propose two approaches: one is based on ARM SoC, and the other is based on power-efficient x86 processor. However, either approach has its own limitation. The ARM-based approach lacks application software while the x86-based approach does not support flexible SoC extension. To overcome the limitations, we propose the PKUnity86 SoC architecture, which is based on AMBA bus architecture to support fast IP integration. Furthermore, it contains a reduced AMD Geode GX2 :processor and several specific designs to support Microsoft Windows and exploit the massive PC software resources. This paper presents two FPGA prototypes of PKUnity86: P86-Core and P86-Min. For P86-Core, which is to verify the core of PKUnity86, we change the RTL code of the reduced Geode GX2 to make it FPGA-synthesizable and implement it on a Xilinx Virtex-4 LX200 FPGA device. We connect the FPGA board to a Geode SP4GX22 motherboard so that we can do full-system emulation. For P86-Min, which is to verify the minimum set of PKUnity86, we implement the RTL code on two Xilinx Virtex-4 LX200 FPGA devices and emulate the full system on a single FPGA board. In addition, we adopt a hardware-software co-development methodology and employ various debug tools to facilitate building P86-Min. Both prototypes reach its own compatibility goal: P86-Core supports Windows XP and previous versions and P86-Min supports Windows 98 and previous versions. The evaluation results show that PKUnity86 achieves Windows compatibility with small hardware overheads and no performance loss.http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000285022000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=8e1609b174ce4e31116a60747a720701Computer Science, Theory & MethodsEngineering, Electrical & ElectronicEICPCI-S(ISTP)
Kitab Keagamaan, Fundamentalisme dan Pemberontakan: Analisis Peran Kahar Muzakar dalam Gerakan DI/TII di Sulawesi Selatan
No full textFundamentalism and violence in the name of religion are topics that always attract public attention. This is because religious fundamentalism which leads to religious radicalism always occurs in the social space. This tends to create public chaos. Therefore, in this article, the author highlights the DI/TII movement that occurred in South Sulawesi, led by Kahar Muzakkar. DI/TII with the Islamic ideology developed by Kahar Muzakkar has become a separatist movement and is imposing Islamic religious ideology on those who are considered infidels. This can be seen in the violent Islamization efforts carried out by Kahar Muzakkar against several areas in Sulawesi such as Kajang, Toraja, and Luwu. This research uses a qualitative approach with a literature study method. The focus of this research is to see how the text of the holy book is used in building Islamic ideology within DI/TII. In searching the literature that the author has carried out, the author found that the holy text of the Koran has an important role in DI/TII's actions. The Koran was used as a basis for the development of Islamic ideology and legitimization of actions by DI/TII rebels. The author also found that DI/TII followers read the holy book literally, which led to a wrong understanding and fell into religious fundamentalism. Apart from that, the author finds that power plays a role in DI/TII's efforts to establish an Islamic state. Therefore, the author uses Michel Foucault's thoughts to analyze how power is used by ulama in DI/TI
Buenos Aires: En busca de un modelo de gestión integral del transporte
No full textEn la ciudad de Buenos Aires, el modelo de movilidad urbana y sus mutaciones a lo largo de la historia han dejado su impronta en la expansión territorial, y sobre todo, en el proceso de metropolización. En este artículo se analizan esas mutaciones desde varias ópticas. En un primer apartado se estudian algunas de las características relevantes de la ciudad y el Área Metropolitana de Buenos Aires (AMBA) para comprender la relación histórica transporte-territorio. En segundo lugar se hará hincapié en el estudio de la oferta actual de servicios de transporte e infraestructura, según el cambio del modelo de movilidad urbana producido en las últimas décadas. Finalmente, en un tercer apartado se reflexionará acerca de la gestión del transporte en la metrópolis, los actores que intervienen en el proceso y la visión de la problemática en el futuro como un tema clave para resolver. Cabe aclarar que este es un tema central debido a que el AMBA ha sido dirigido históricamente por una pluralidad de gobiernos municipales, conformándose como un escenario fragmentado que impidió una visión integral del territorio en sus continuidades e interacciones. En lo que refiere al transporte, es crucial la implementación de políticas integrales ya que la superposición de competencias es contraproducente para una gestión clara que apunte a un servicio eficiente, sustentable y accesible a todos los grupos sociales.UrbanismArchitectur
Students', faculty assistants' and professors' perceptions on how to succeed in online courses
No full textThis study focuses on perceived factors for online students' success. The study used the online
survey program SurveyMonkey to survey students, faculty assistants, and faculty in the online
AMBA program at University of Maryland. The total number of subjects was 76: 47 students, 14
FAs, and 15 professors. Each group answered ten questions; some multiple choice; others openended.
The main finding was that time management is key to students' success in online
programs. A sub-set of questions solicited advice for online professors. The key advice for this
group was to be clearer about their expectations. Other interesting findings were that team
assignments were a major challenge for the students, and that rapid and detailed feedback was
very important for the students.STUDENTS', FACULTYASSISTANTS' ANDPROFESSORS' PERCEPTIONSONHOWTOSUCCEEDINONLINECOURSES
Mona Engvig, Ph.D.
February 21, 2012
Overview
•
Purpose and Methods
•
Literature Review
•
Initial Motivation
•
Most Rewarding Aspects
•
Most Challenging Aspects
•
Advice for Online Professors
•
Advice for Online Students
•
Other Aspects
•
Conclusions
•
Sources
•
Questions
Purpose and Methods
•
Focus: Perceived factors for online students' success
•
Data collection: Survey Monkey
•
Participants: Students, faculty assistants, and faculty (AMBA 600 and 660)
•
Total number of subjects 76: 47 students, 14 FAs, and 15 professors.
•
Ten questions; some multiple choice; others open-ended.
Literature Review
Few studies focus on online students’ perception
Two sample studies reporting factors affecting online students’ success:
Engvig (2006) key findings:
1.
Time management
2.
Peer interaction
3.
Professor feedback
4.
Understanding/emotional support
Endres & al. (2009) key findings:
1.
Professors’ administration of the course
2.
Pedagogical aspects
3.
Content
4.
Peer interaction
5.
Technical aspects
Initial Motivation
•
Flexibility/convenience (important to all)
•
Combining work, family and studies (students)
•
Live too far from UMUC for traditional courses (students)
•
Giving insight and help (FAs)
•
Staying in touch with UMUC (FAs)
•
Career opportunities (FAs)
•
Enjoy teaching online (professors)
•
Pay (professors)
Most Rewarding Aspects
•
Flexibility (important to all)
•
Student diversity (important to all)
•
Support from FA/professors (students)
•
No commute (students)
•
Extra income (professors)
Most Challenging Aspects
•
Team assignment, both for 600 and 660 students (but not noted by FAs or professors)
•
Lack of social engagement/isolation (newstudents)
•
Understanding what is excepted of me (students)
•
Workload (students and a few professors)
•
Lack of feedback regarding my accomplishments (FAs)
•
Unmotivated students (FAs and some professors)
Summary re. Motivation, Rewards and Challenges
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Flexibility, and combining school, work and family are major motivators
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Many FAs are internally motivated
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Frequent professor answer: Pay
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Teamwork is a huge challenge that does not get better over time; professors do not seem to be aware of this
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Unmotivated students is an issue for FAs and facultyLikely: Unmotivated students cause frustration for their teamsRecommendations: Better preparation for team work; better monitoring of teams; fair team policies
Advice for Professors
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Give rapid and detailed feedback (important to all )
•
Be clear about your expectations (important to all)
•
Show your students that you care about them (important to all)
•
Foster interaction (important to all)
•
Have a well-structured classroom (students)
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Participate in online discussions (students)
•
Be an expert in your field (students)
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Understand students’ needs (students)Advice based on additional anecdotal evidence: Use multiple avenues for information; allow students to email questions instead of posting publicly
Advice for Students
Key advice:•
Time management is key to your success
•
Communicate with peers and professors/FAsInteresting aspect:
•
Professors/FAs: “Students, do what’s expected!”
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Students: “Professors, communicate more clearly what’s expected of us!”Anecdotal evidence:
•
New online students suffer from information overload –dare to ask for help!
Other Aspects
Perception of what it takes to succeed not changed for most; but if it had:Students:•
Time management is more importantFaculty assistants:
•
Realize it is less solitary than first thought; interaction important
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Thought students would be better preparedFaculty:
•
Online teaching requires more commitment than first thought
•
Time management is more important
Main Conclusions
Important: Good time management (students); team preparation, monitoring and policies (faculty)!
References
Attitudes and opinions of online students toward community college online learning: An opinion
survey of community college online students.(2002). Lansing, Michigan: Michigan
Community College Association, School Public Relations Consultant Services.
Choy, S., McNickle, C. & Clayton, B. (2002).Learner expectations and experiences: An
examination of student views of support in online learning. Melbourne, Australia: Adult,
Career, and Vocational Education. (ERIC Document Reproduction Service No.
ED466766).
Endres, M., Chowdhury, S., Frye, S. & Hurtubis, C. (2009, May-June). The multifaceted nature
of online mba student satisfaction and impacts on behavioral intentions. The Journal
Of Education For Business, 84(5).
Engvig, M. (2006). Online learning: All you need to know to facilitate and administer online
courses. Cresskill, New Jersey: Hampton Press.
Kennedy, C. A. (2001). Using a model of learner readiness to study the effects of course design
on classroom and online college student performance.[Summary] Unpublished doctoral
dissertation. Berkeley: University of California.
MacGregor, C. J. (2002, Fall). Personality differences between online and face-to-face students.
Journal of Continuing Higher Education, 50(3), 4-23.
Regan, K. & Tuchman, S. (March, 1990). The importance of authority and peer relations on the
educational process of onsite and online Students: An exploratory investigation.
Dissertation presented at the International Conference on Technology and Education in
Brussels,. Belgium. California: Information & Technology.
Questions, comments or suggestions?
Thank you!
Students', Faculty Assistants' and Professors' Perceptions on How to Succeed in Online Courses
Mona Engvig
University of Maryland University College
Abstract
This study focuses on perceived factors for online students' success. The study used the online survey program SurveyMonkey to survey students, faculty assistants, and faculty in the online AMBA program at University of Maryland. The total number of subjects was 76: 47 students, 14 FAs, and 15 professors. Each group answered ten questions; some multiple choice; others open-ended. The main finding was that time management is key to students' success in online programs. A sub-set of questions solicited advice for online professors. The key advice for this group was to be clearer about their expectations. Other interesting findings were that team assignments were a major challenge for the students, and that rapid and detailed feedback was very important for the students.
Students', Faculty Assistants' and Professors' Perceptions on How to Succeed in Online Courses
Online education has been growing exponentially over the last few years. Since the turn of the century, courses delivered over the Internet have developed from advanced correspondence courses with much of the material delivered via email to full-fledged interactive sessions that happen to be delivered online. Most universities offer some kind of online education, ranging from programs where everything occurs in Cyberspace to course web pages to enhance traditional classroom sessions.
There are surprisingly few studies that focus primarily on the online student's perception of their online learning experience. Most of the findings on students' views are reported in studies that look at many different aspects of online learning, and therefore go into very little detail on student perceptions.
In an exploratory study, Choi, McNickle, and Clayton (2002) looked at online learner expectations and experiences in the vocational and training sector in Australia, focusing on student views of support in online learning. They found that students needed information on course requirements, and appreciated regular communication with their instructors. Rapid response time from staff, clear guidelines, roles and responsibilities for both students and instructors were found to be important to the students as well.
The Michigan Community College Association sponsored a study, Attitudes and opinions of online students towards community college online learning (2002), which focused on how online students reacted towards community college online learning. This opinion survey of 399 randomly chosen students concluded that most of them took online courses to satisfy requirements for a degree program, and indicated that it was very important that the online units were transferable to other colleges and universities. Only 34% indicated that flexible hours was the primary reason for taking online courses, and 91% felt that interaction with the instructor was adequate.
Prince and Stern (2002) studied characteristics of and satisfaction among online technical and community college students. They found that the top two reasons students enroll in online courses are preparation for four-year college and work. Students who only took online classes were generally older, and many of them had family obligations. These students generally also reported high rates of satisfaction with their instructors.
Regan and Tuchman (1990) found that face-to-face students to a much larger degree actively sought interaction with faculty, whereas online students tended to see their instructors more as a source of information.
There are also several studies that do not look specifically at student satisfaction, but still present findings that to some degree pertain to this topic. MacGregor (2002) focused on personality differences between online and face-to-face students, and found that online students generally rated themselves as more introverted, serious, shy, less independent, and more tough-minded. She suggests that personality characteristics may be a factor in predicting attrition from online learning courses. Although this study does not say much about the students' satisfaction, it is reasonable to argue that attrition is linked to student satisfaction.
Cathleen Kennedy's (2000) literature review focuses on identifying which factors influences student learning in an online course. Several of the studies included indicate that students who take online courses generally are older and more self-directed than traditional students. A more surprising finding is that students generally attribute their success in the online environment to their study habits, not their instructors.
Mona Engvig (2006) found that organization and time management were deemed as skills required of all, considering most students have more on their plates than simply studying alone. Many recognized that due to work and family obligations, as well as time, resource, and geographical challenges, they would not be able to further their studies immediately or within the foreseeable future if it were not for online education. Therefore, they were motivated to make this means of convenient study work despite the obstacles and challenges that arose.
The findings also indicated that online students look for frequent and open communication with their peers and instructors. They require both summative and formative feedback from their instructors. This includes positive and constructive feedback to aid in their development, as well as understanding, support, and guidance. The experience that a student has will be greatly impacted by the role that the instructor chooses to play (Engvig, 2006).
In a study by Endres, Chowdhury, Frye, and Hurtubis (2009) the author analyzed data collected from 277 students taking online MBA courses. The author concluded that five main factors predicted how satisfied the students were: Professor's administration of the course, pedagogical aspects, content, interaction with other students, and technical aspects.
A characteristic of many of these studies is that there is little information regarding how students can succeed online. In order to fill this gap, a study of students, faculty assistants, and professors in the University of Maryland University College's AMBA program was undertaken during the 2011-2012 academic year. The author of this study had, at the time of the study, taught in this program for 10 years, and wanted to solicit advice that would help students succeed online. The focus of the study was the students' situation, but questions regarding the professor and faculty assistant role were also included.
Methods
Data for the study was collected via the online survey tool SurveyMonkey. Email invitations were sent to a total of 240 students (20%, responded), 21 faculty assistants (FAs) (67% responded) and 41 professors (37% responded). The total number of subjects was 76: 47 students, 14 FAs, and 15 professors. The students were randomly selected from two types of students: those who had just finished the introductory AMBA 600 course, (students new to the program,) and students who had just finished the second-to-last course in the program, AMBA 660. In addition, all AMBA 600 and AMBA 660 faculty and faculty assistants were invited to participate.
The main focus was to solicit advice that would increase the chances for online students' success. The main reason two kinds of students as well as faculty assistants and professors were invited was to get a broader perspective, not to explicitly compare students, faculty assistants and professors. An interesting by-product, however, was some differences in perceptions regarding what it takes to succeed among these groups. Discussions of these aspects are included in subsequent sections.
There was little to no variation among the AMBA 600 students/faculty assistants/faculty versus the AMBA 660 students/faculty assistants/faculty, so for the purpose of reporting and analysis, there are three main categories of subjects, namely students, faculty assistants, and faculty. There was also little to no variation depending on gender, age, and years of experience, so these variables are not included in the analysis.
Each of these three groups was asked to complete ten questions. Most of the questions were the same (e.g., soliciting input regarding advice for new online students, and advice for new online professors), but some depended on the category (e.g., age for students, and years of teaching experience for professors.) Some of the questions were similar in nature for all three groups, e.g. regarding what initially motivated them to take online courses, becoming an online faculty assistant, or teaching online.
This is a small qualitative study, and it is of course not possible to generalize from this study to other universities and programs. Many findings, however, are so consistent across the three main groups studied that we confidentially can say that findings strongly point to some of the factors influencing student success in the UMUC online AMBA program.
This study has been made possible through a research grant from University of Maryland University College and the many students, faculty assistants, and faculty members who took time out of their busy day to answer the questions. Thank you!
Online Education: Motivation, Rewards And Challenges
Overview
In order to understand what leads to success in the online environment, it is important to learn about what initially attracted students, faculty assistants and professors to the online environment. A follow-up to that is to learn more about what the three main groups see as the most rewarding and the most challenging aspects of the online environment. Three questions pertain to this section:
Q1, open-ended: Initial Motivation: Why did you INITIALLY choose to take/TA/teach online courses?
The subjects could list several factors. By far the most frequent answer to this question on initial motivation for online education was flexibility/convenience, given by 21 students, four FAs, and eight faculty members. In addition, 20 students noted that combining studies with family and work obligations was a key motivator for them when they initially chose to study online. Additional student answers included no GMAT (1) and that they wanted to attend UMUC but did not live close enough to attend traditional courses (2). The FAs also noted that important considerations were giving insight and help (4), staying in touch with UMUC (6), and career opportunities (2). Four professors noted that they enjoyed teaching online; in addition, pay and curiosity were mentioned.
Q2, four choices and an "Other" category given: Most Rewarding Aspects: What has been the MOST REWARDING aspect of being an online student/FA/professor?
The subjects were all given the following choices: Flexibility, no commute, and diversity as choices. The fourth student choice was support from FAs and professors. The fourth FA and professor choice was extra income. The subjects were allowed to choose more than one answer.
As with the initial motivator, flexibility was by far the most frequent answer, noted by 39 of the students, nine of the FAs, and eight of the professors. No commute was a major factor for students (21), but seemed to be less important to FAs (2), and professors (4). Student diversity seemed to be quite important, with seven students, four FAs, and four professors including this factor. Six students total noted that support from FA and/or faculty was rewarding for them. None of the FAs chose the extra income option, while it was important to five of the professors.
As noted, the subjects had an opportunity to share additional factors in an Other field for this question. Students' answers included new technology, teamwork, and the opportunity to get two Masters' degrees. Faculty assistants' answers included student success, access to academic resources, and keeping abreast of global events. Faculty noted that interest in keeping up with the field, closeness with students, and sharing with diverse students were key rewarding factors.
Q3, five choices and an "Other" category given: Most Challenging Aspects: What has been the most CHALLENGING aspect of being an online student?
Students, faculty assistants and faculty were all given the following choices (they could mark more than one factor): Lack of social engagement/isolation, technology issues, understanding what is expected, and workload. The fifth choice for students was team assignment, while the fifth choice for FAs and professors was unmotivated students.
The first choice regarding lack or social engagement/isolation was an important factor for students. A total of eleven students pointed to this aspect as being a challenge. This is also one category where there are differences among the AMBA 600 (new) and AMBA 660 (more experienced) students. Seven of 17 new students see this as a challenge, while only four of 30 experienced students marked this choice. Technology was not marked by any FAs or professors, while a total of four students choose this aspect. Seven students and one FA find that understanding what is expected of them is challenging, while none of the professors chose this option. Workload is also a challenging aspect for the students with 13 of them marking this option, while none of the FAs, and two of the faculty see this as challenging. By far the most challenging aspect for the students is the team assignment, marked by nine of the 17 new students and 14 of the 30 more experienced students. A major issue for the FAs is working with unmotivated students. Seven of them marked this option. The corresponding number for the professors was four.
The students noted lack of instructional support, computer problems, timing of assignments, and balancing work and school as major challenges for them. The faculty assistants mentioned feedback regarding their accomplishments, lack of physical contact, finding time to go online, lacking student skills, and students misunderstanding the FA role as major challenges. The professors' comments indicated that ill prepared students (two of them mentioned this) and difficulty getting to know the students online as major challenges for them.
Concluding Remarks Regarding Motivation, Rewards and Challenges
If we look at the overall trend, flexibility and opportunity to combine school, work and family is a major motivator and rewarding aspect for most of the students, the faculty assistants (FAs), and the faculty members. The FAs who responded seemed to be more internally motivated, while faculty members noted pay as one of their more frequent answers. By far the most frequent student answer in regard to challenges was the teamwork (for both ABMA 600 and 660 students), and FAs and faculty noted that unmotivated students were a challenge. It is not unreasonable to speculate that unmotivated students also cause a lot of stress in their teams, and this indicates that a better preparation for and management of the team process is very much needed. It is important to note that this did not seem to improve during the program, since both student categories
The Effect of Selected Financial Indicators on Formal Agricultural Credit Supply in Nigeria
No full textAbstrac
La suburbanización de las élites en el Área Metropolitana de Buenos Aires (1975 - 2010). Nuevas evidencias a partir de estadísticas migratorias
No full textThe paper proposes to revisit Horacio Torres' thesis on the suburbanization of the elites in the Buenos Aires Metropolitan Area (AMBA) during the last decade of the 20th century, a process that is assumed to be closely linked to the proliferation of gated communities in the periphery and which author considered "late" in relation to what happened in other large cities of the continent. From the processing of microdata bases of Argentine historical censuses, we found that the suburbanization of the elites in the AMBA in the nineties, although it existed, was not as late or novel as has been believed up to now. Recent internal migration data suggest that there was a first early suburbanization during the last civil-military dictatorship at the end of the 1970s. This first migration from the center to the periphery had distinctive characteristics compared to the later suburbanization of the nineties.O artigo propõe revisitar a tese de Horacio Torres sobre a suburbanização das elites na Área Metropolitana de Buenos Aires (AMBA) durante a última década do século XX, processo que se supõe estar intimamente ligado à proliferação de condomínios fechados na periferia, e que o referido autor considerou "atrasado" em relação ao ocorrido em outras grandes cidades do continente. A partir do processamento de microdados de censos históricos argentinos, constatamos que a suburbanização das elites na AMBA nos anos noventa, embora existisse, não foi tão tardia ou nova como se acreditou até agora. Dados recentes de migração interna sugerem que houve uma primeira suburbanização precoce durante a última ditadura civil-militar no final da década de 1970. Essa primeira migração do centro para a periferia teve características distintas em relação à suburbanização posterior dos anos noventa.El trabajo propone revisitar la tesis de Horacio Torres sobre la suburbanización de las élites en el Área Metropolitana de Buenos Aires (AMBA) durante la última década del siglo XX, un proceso que se asume como estrechamente vinculado con la proliferación de urbanizaciones cerradas en la periferia, y al que el autor consideró “tardío” en relación con lo ocurrido en otras grandes ciudades del continente. A partir del procesamiento de bases de microdatos de censos históricos argentinos, encontramos que la suburbanización de las élites en el AMBA en los noventa, si bien existió, no fue tan tardía o novedosa como se ha creído hasta el momento. Los datos de migraciones internas recientes sugieren que hubo una primera suburbanización temprana durante la última dictadura cívico-militar a fines de la década del setenta. Esta primera migración del centro a la periferia tuvo características distintivas respecto de la suburbanización posterior de los noventa
