33 research outputs found
mcbooki193p135: Beaver's First Choir (cont.)
No full textviolin. There were other musical instruments put in the choir later. In 1865, a new church was commenced and as it came near completion Bishop John R. Murdock saw the need of a larger choir, but there was no leader. He went to Salt Lake City, and there he obtained the services of Professor Charles J. Thomas, and in 1866 he came to Beaver as instructor in music and singing. The choir was organized with the following members: Beckey Jones, Janie Harris, Sarah Wiley, Emma Robinson, Amelia Swindlehurst, Mary Ann Robinson, Sophia Swindlehurst, Fanny Wilkshire, Mary Ellen Woodhouse, Frances Andrews, Susan Smith, Julia Bryant, Martha Ivory, Hattie and Rena Hales, Ida, May and Celia Hunt, Lucinda Dalton, Beth Schofield, Anna and Mary Lee, Feargus Willden, William Dean, Duckworth Grimshaw, Heber C. Dean, Alexander Campbell, Joseph Ash, Samuel Bakes, Charles Bird and E. E. Cowdell. Having no organ, Prof. Thomas played the violin and Edward Tolton the base viol. For the day and time this was a happy combination. In 1870, Prof. Thomas moved back to Salt Lake City, where he became noted as author and composer of hymns and music. He was the leader of the Temple Choir for more than thirty years. Succeeding Prof. Thomas came Barnham Blake Messinger. He was a highly cultured person, retiring in his nature, but devoted to his calling and he loved to work with the young people. At the retirement of Brother Messinger came William Robinson, a convert from England, who was a silver-toned, highly cultured gentleman. What he lacked in technique he made up in spirituality. He was greatly beloved by members of the choir who served with him. Associated with him were Robert Stoney and Prof. W. G. Bickley. The latter was a musician of high repute, author and composer of songs and hymns. At this time a small organ was purchased and singing was made easier. The above trio held the board from 1875 to 1905. Brothe
What makes for stress or depression among select residents in rural western Wisconsin: namely Barron, Chippewa, Dunn, Pierce, Polk, and St. Croix county's population meeting the 1998 U. S. Department of Health and Services poverty guideline
No full textPlan BEach of us encounters daily responsibilities and obligations, along with pressures that challenge are very existence called stress or depression. The purpose of this correlational study was to identify areas of need contributing to, or influencing stress or depression in the impoverished rural western Wisconsin residents.
The randomly selected sample group for this study included 785 subjects age eighteen and older living in Barron, Chippewa, Dunn, Pierce, Pepin, Polk, and St. Croix counties. The subjects were selected from the West Central Wisconsin Community Action Agency’s, (West CAP), Client Intake System, (CIS), which included over 3,000 entries from these seven counties. Also, 310 subjects were selected from the Low Income, Housing, and Energy Assistance Program, (LIHEAP), listing in the seven counties.
The results obtained by this author include all correlations among the 15 categories contained in this study, yielding a total of 225 inter-correlations. The author has presented an analysis of only those 15 variables, which are directly correlated with stress or depression.
The discussion centered on the most critical needs identified which were the need for counseling, and food, and nutrition. The most significant of these need areas is counseling. The Pearson Product Moment Correlation Coefficient identified that all but one of the independent variables correlates with stress or depression.
This author concludes that there is a need for additional and more specific research conducted with rural low-income populations. This study leaves question around how poverty level relates to the degree of self-reported stress or depression. Thus, the present study fills a need for information concerning degrees of stress and depression in rural populations
Strategi kepemimpinan kepala madrasah dalam mewujudkan program sekolah ramah anak di Madrasah Ibtidaiyah Mambaul Islam Losari Tuban
No full textINDONESIA:
Penelitian ini dilatar belakangi oleh keprihatinan dunia pendidikan terhadap berbagai kasus yang kerap terjadi di sekolah. Dari data KPAI sepanjang Januari hingga Agustus 2023 menyebutkan, pelanggaran hak anak masih terjadi dan didominasi perundungan, yaitu berupa kekerasan fisik, kekerasan psikis, dan kekerasan seksual, dan anak menjadi korban kebijakan. Sekolah Ramah Anak merupakan satu kebijakan yang dilakukan sebagai Upaya pencegahan dalam mengatasi berbagai permasalahan yang melanggar hak anak terutama ketika berada di sekolah. Kepala madrasah memiliki peran yang sangat strategis dalam membuat tatanan dan kebijakan untuk menciptakan lingkungan sekolah yang ramah anak. Berdasarkan latar belakang penelitian diatas, maka penulis memfokuskan penelitian pada beberapa aspek sebagai berikut: 1) Bagaimana strategi kepemimpinan kepala madrasah dalam merencanakan program sekolah ramah anak di MI Mambaul Islam Losari Tuban, 2) Bagaimana strategi kepemimpinan kepala madrasah dalam mengimplementasikan program sekolah ramah anak di MI Mambaul Islam Losari Tuban, 3) Bagaimana strategi kepemimpinan kepala madrasah dalam mengevaluasi program sekolah ramah anak di MI Mambaul Islam Losari Tuban.
Guna mencapai tujuan penelian, penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif-analitis. Untuk pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Sedangkan analisis data penelitian menggunakan model Miles and Huberman yang meliputi reduksi data, display data, dan penarikan kesimpulan. Untuk pengecekan keabsahan data penelitian menggunakan triangulasi sumber dan triangulasi teknik.
Hasil Penelitian menunjukkan bahwa: 1) strategi kepemimpinan kepala madrasah dalam merencanakan program sekolah ramah anak meliputi: a) Mendapatkan sosialisasi SRA, b) Penetapan SK SRA, c) Deklarasi SRA, d) Penyusunan Standar Operating Procedure (SOP) Tim pelaksana SRA, e) Pemasangan papan nama SRA, f) Menyusun kebijakan SRA, g) Pendidik dan tenaga kependidikan terlatih KHA dan SRA, h) Pelaksanaan proses belajar yang ramah anak, i) Sarana prasarana yang ramah anak. 2) strategi kepemimpinan kepala madrasah dalam mengimplementasikan program sekolah ramah anak meliputi: a) Pemberian punishment (hukuman) yang positif dan mendidik, b) Pemberian perhatian dan kasih sayang yang lebih terhadap siswa yang melakukan pelanggaran, c) Pembinaan secara terus menerus dan berkelanjutan, d) Penyusunan tata tertib siswa sesuai SRA, e) Penyusunan matriks penanganan kasus. 3) strategi kepemimpinan kepala madrasah dalam mengevaluasi program sekolah ramah anak dilakukan dengan mengadakan evaluasi semesteran dan rapat tahunan, evaluasi bulanan, evaluasi mingguan, evaluasi kinerja tim, dan evaluasi penanganan pelanggaran.
ENGLISH:
This research is motivated by concerns from the world of education regarding various cases that often occur in schools. KPAI data from January to August 2023 shows that violations of children's rights are still occurring and are dominated by bullying, namely in the form of physical violence, psychological violence and sexual violence, and children are victims of policies. Child-Friendly Schools is a policy implemented as a preventive measure in overcoming various problems that violate children's rights, especially when they are at school. Madrasah principals have a very strategic role in creating arrangements and policies to create a child-friendly school environment. Based on the research background above, the author focuses the research on several aspects as follows: 1) What is the leadership strategy of the madrasa head in planning a child-friendly school program at MI Mambaul Islam Losari Tuban, 2) What is the leadership strategy of the madrasa head in implementing the child-friendly school program in MI Mambaul Islam Losari Tuban, 3) What is the leadership strategy of the madrasa head in evaluating the child-friendly school program at MI Mambaul Islam Losari Tuban.
In order to achieve the research objectives, this research uses a qualitative approach that is descriptive-analytic in nature. Data collection was carried out through observation, interviews and documentation. Meanwhile, research data analysis uses the Miles and Huberman model which includes data reduction, data display, and drawing conclusions. To check the validity of research data, source triangulation and technical triangulation are used.
The research results show that: 1) the leadership strategy of madrasah principals in planning child-friendly school programs includes: a) Obtaining SRA socialization, b) Determining SRA Decrees, c) SRA Declarations, d) Preparing Standard Operating Procedures (SOP) for the SRA implementation team, e ) Installing SRA nameplates, f) Developing SRA policies, g) Educators and educational staff trained in KHA and SRA, h) Implementing child-friendly learning processes, i) Child-friendly infrastructure. 2) the madrasah head's leadership strategy in implementing child-friendly school programs includes: a) Providing positive and educational punishment, b) Providing more attention and affection to students who commit violations, c) Continuous and sustainable coaching, d) Preparing student rules of conduct according to SRA, e) Preparing a case handling matrix. 3) the leadership strategy of the madrasa head in evaluating child-friendly school programs is carried out by holding semester evaluations and annual meetings, monthly evaluations, weekly evaluations, team performance evaluations, and evaluations of handling violations.
ARABIC:
الدافع وراء هذا البحث هو مخاوف عالم التعليم بشأن الحالات المختلفة التي تحدث غالبًا في المدارس. وتظهر بيانات KPAI من يناير إلى أغسطس 2023 أن انتهاكات حقوق الأطفال لا تزال تحدث ويغلب عليها التنمر، وتحديداً في شكل عنف جسدي وعنف نفسي وعنف جنسي، ويقع الأطفال ضحايا للسياسات. المدارس الصديقة للطفل هي سياسة يتم تنفيذها كإجراء وقائي للتغلب على المشاكل المختلفة التي تنتهك حقوق الأطفال، خاصة عندما يكونون في المدرسة. يلعب مديرو المدارس دورًا استراتيجيًا للغاية في وضع الترتيبات والسياسات اللازمة لخلق بيئة مدرسية صديقة للطفل. بناءً على خلفية البحث أعلاه، يركز المؤلف البحث على عدة جوانب على النحو التالي: 1) ما هي استراتيجية القيادة لرئيس المدرسة في التخطيط لبرنامج مدرسي صديق للطفل في المدرسة الابتدائية مامبول إسلام لوساري توبان، 2) ما هي القيادة استراتيجية رئيس المدرسة في تنفيذ برنامج المدرسة الصديقة للطفل في المدرسة الابتدائية مامبول إسلام لوساري توبان ، 3) ما هي استراتيجية القيادة لرئيس المدرسة في تقييم برنامج المدرسة الصديقة للطفل في المدرسة الابتدائية مامبول إسلام لوساري توبان.
ومن أجل تحقيق أهداف البحث، يستخدم هذا البحث المنهج النوعي ذو الطبيعة الوصفية التحليلية. وتم جمع البيانات من خلال الملاحظة والمقابلات والتوثيق. وفي الوقت نفسه، يستخدم تحليل بيانات البحث نموذج مايلز وهوبرمان الذي يتضمن تقليل البيانات وعرض البيانات واستخلاص النتائج. للتحقق من صحة بيانات البحث، يتم استخدام التثليث المصدر والتثليث الفني.
أظهرت نتائج البحث أن: 1) الإستراتيجية القيادية لمديري المدارس في تخطيط البرامج المدرسية الصديقة للطفل تشمل: أ) الحصول على التوعية بالمدارس الصديقة للطفل، ب) تحديد قرارات المدارس الصديقة للطفل، ج) إعلانات المدارس الصديقة للطفل، د ) إعداد إجراءات التشغيل القياسية (SOP) فريق التنفيذ للمدارس الصديقة للطفل، ه) تركيب لوحات أسماء المدارس الصديقة للطفل، و) تطوير سياسات المدارس الصديقة للطفل، ز) تدريب المعلمين والموظفين التربويين على اتفاقية حقوق الطفل والمدارس الصديقة للطفل، ح) تنفيذ عمليات التعلم الصديقة للطفل، ط) البنية التحتية الصديقة للطفل. 2) تتضمن استراتيجية قيادة المدرسة في تنفيذ البرامج المدرسية الصديقة للطفل ما يلي: أ) توفير العقاب الإيجابي والتربوي، ب) توفير المزيد من الاهتمام والمودة للطلاب الذين يرتكبون المخالفات، ج) التدريب المستمر والمستدام، د) إعداد القواعد الطلابية واللوائح وفقا للمدارس الصديقة للطفل. ه) إعداد مصفوفات التعامل مع الحالات. 3) يتم تنفيذ الإستراتيجية القيادية لمدير المدرسة في تقييم البرامج المدرسية الصديقة للطفل من خلال إجراء التقييمات الفصلية والاجتماعات السنوية، والتقييمات الشهرية، والتقييمات الأسبوعية، وتقييمات أداء الفريق، وتقييمات التعامل مع .المخالفا
Reactivity of aluminum sulfate and silica in molten alkalimetal sulfates in order to prepare mullite
No full textWith the aim of preparing mullite, reactions between aluminum sulfate and silica in appropriate proportions and molten sulfate media M2SO4 (M=Na and/or K) were performed at different temperatures. The powders obtained were characterized by XRD, FT-IR, SEM and TEM. The reactivity was the same in Na2SO4 and (K,Na)2SO4 media. The best results in terms of yield (98.3%) and weight of mullite produced (95%) were obtained in Na2SO4 at 950 °C. The mullite phase exhibits an acicular morphology (75×0.75 μm) and a specific surface area close to 20 m2/g. In K2SO4 medium, a potassium alumino silicate is formed as well as mullite
When Do We Not Face Our Fears? Investigating the Boundary Conditions of Costly Pain-Related Avoidance Generalization
No full textExcessive generalization of fear and avoidance are hallmark symptoms of chronic pain disability, yet research focusing on the mechanisms underlying generalization of avoidance specifically, is scarce. Two experiments investigated the boundary conditions of costly pain related avoidance generalization in healthy participants who learned to avoid pain by performing increasingly effortful (in terms of deviation and force) arm-movements using a robot-arm (acquisition). During generalization, novel, but similar arm-movements, without pain, were tested. Experiment 1 (N = 64) aimed to facilitate generalization to these movements by reducing visual contextual changes between acquisition and generalization, whereas Experiment 2 (N = 70) aimed to prevent extinction by increasing pain uncertainty. Both experiments showed generalization of pain-expectancies and pain-related fear. However, Experiment 2 was the first and only to also demonstrate generalization of avoidance, ie, choosing the novel effortful arm movements in the absence of pain. These results suggest that uncertainty about the occurrence of pain may delay recovery, due to reduced disconfirmation of threat beliefs when exploring, resulting in persistent avoidance.Perspective: This article demonstrates generalization of instrumentally acquired costly pain related avoidance in healthy people under conditions of uncertainty. The results suggest that targeting pain-related uncertainty may be a useful tool for clinicians adopting a psychological approach to treating excessive pain-related avoidance in chronic pain. (C) 2021 The Author(s). Published by Elsevier Inc. on behalf of United States Association for the Study of Pain, Inc.</p
