1,153 research outputs found
Ari naiz y ari dut
No full textSignificaciones del verbo "ari" en sus dos conjugaciones con "izan" y "ukan". Sugiere sustituír algunas locuciones incorrectas por "ari"Meanings of the verb "ari " in both its conjugations with "izan" and "ukan". The author suggests using some wrong expressions by "ari
Uma proposta de ensino de literatura a partir da obra do escritor alagoano Ari Denisson
No full textThis research is based on a qualitative investigation, of the action research type, which suggests that literature classes should study the life and work of the author Ari Denisson, a poet and short story writer from Maceió, with the aim of valuing talents from Alagoas and encouraging a taste for reading and literary production. The actions of this project took place in a public school in a first-year high school class in 2024 and focused on the poetic work “baroque.doc” and the narrative work “Contos Periféricos”. A six-hour teaching sequence culminated in the author's visit to the school and a round of questions from the students. The interview was preceded by analyses of the selected texts and a presentation of the author's biography. The expected result is a way of rescuing the culture of Alagoas and Maceió and a greater appreciation of literature in Portuguese language classes. The authors who are references for this research range from Cosson, Boal, Freire, Rojo, to Antunes, among others.A presente pesquisa baseia-se em uma investigação de cunho qualitativo, do tipo pesquisa-ação que sugere para as aulas de literatura o estudo da vida e obra do autor Ari Denisson, poeta e contista maceioense, no intuito de valorizar os talentos alagoanos e incentivar o gosto pela leitura e produção literária. As ações desse projeto se deram em uma escola pública numa turma do primeiro ano do ensino médio no ano de 2024 e focaram na obra poética “baroque.doc” e na obra narrativa “Contos Periféricos”. Uma sequência didática de seis horas-aula teve como culminância a visita do autor na escola e uma rodada de perguntas dos alunos. A entrevista foi precedida por análises dos textos selecionados e apresentação da biografia do autor. Espera-se como resultado uma forma de resgate da cultura alagoana e maceioense e uma maior valorização da literatura dentro das aulas de língua portuguesa. Os autores que são referências para esta pesquisa vão desde Cosson, Boal, passando por Freire, Rojo, até Antunes, dentre outros
The Afterlife of Ari Nohem
No full textThis chapter traces the circulation of Ari Nohem in manuscript, from its composition through its first appearance in print. The different stages in the reception of Ari Nohem in manuscript offer an alternative history of Kabbalah in the seventeenth and eighteenth centuries, one that has largely been told through the histories of Sabbatianism and Hasidism. The manuscript transmission of Ari Nohem was typical rather than aberrant for texts written by early modern Jewish intellectuals on a variety of subjects: polemical writings on Christianity, esoteric kabbalistic treatises, and epistolary campaigns against the mystical messiah Sabbatai Zevi and his followers. The evidence of these manuscripts, combined with repeated citation of and allusion to Ari Nohem in letters, diaries, treatises, responsa, and compendia composed between 1639 and 1840, indicate that Jews and Christians continued to read Modena's text in nearly every generation between the death of the author and the printing of his book.</p
Pengajaran Guru Pendidikan Dasar di Era Millenial dalam Membentuk Moral Siswa
No full textElementary education is the first step to build student moral in introducing and basic teaching are needed a figure of teacher that ca be able to build whole student identity in this era state situation is getting more sophistiaced, aduance and do changes by creating something new that have a strong function in IPTEK development. At the bracelet III public elementary school institutions new sources there are still many students who are less active and focused in following the learning given by the teacher as well as the lack of learning innovation, hereby researcher interested to conduct research at education institution that have run at 1,2,3 August 2019 by open and close interview to teachers class I to VI it will be tested and result will be analysed in descriptively and qualitatively to answer the main case and qualitative data to know the score or percentage of the education proses that done by teacher class I to VI at SDN Gelang III Sumberbaru have they applied the best five indicator learing they are in personal approachement, meaning full learning, giving the feed back, sregthen the learning and also learning evaluation and taking the data by documenting of learning and also learning evaluation of elementary school teacher in era in building the student moral on 29-30 August at SDN Gelang III Sumberbaru Jember school year 2019-2020.the best five indicator learning is personal approachment meaningful learning
Health consultation, Ari-Zonolite (aka Buster's School of Street Rods facility), Glendale, Maricopa County, Arizona
No full textabstract: This report evaluates the potential exposure pathways associated with vermiculite concentrate processing activities at the Ari-Zonolite facility. The site is located in the near downtown area of Glendale, approximately ½ mile from the city hall, downtown shops, and other buildings. The former Ari-Zonolite facility received vermiculite from the Libby, Montana, mine. From 1951 to 1964, the site was leased the site to the Ari-Zonolite Company. Following the removal of the vermiculite concentrate processing equipment in 1964, several businesses have occupied the site. None of these businesses were involved in vermiculite processing activities. The last occupant of the former vermiculite processing building was an automotive restoration business, which vacated the site in 2002.Under cooperative agreement with the Agency for Toxic Substances and Disease Registry, U.S. Department of Health and Human Services.Includes bibliographical references (p. 17-19)
Tallgrass prairie soil fungal communities are resilient to climate change
No full textClimate models for central United States predict increasing temperatures and greater variability in precipitation. Combined, these shifts in environmental conditions impact many ecosystem properties and services. Long‐term climate change experiments, such as the Rainfall Manipulation Plots (RaMPs), can be used to address soil community responses to simultaneous manipulation of temperature and temporal variability in precipitation. The RaMPs experiment is located in a native tallgrass prairie at the Konza Prairie Biological Station and has been operational since 1998 providing the potential to address responses to long‐term environmental manipulations. To test whether community composition, richness, or diversity respond to environmental change, more than 40,000 fungal amplicons were analyzed from soil samples collected in 2006. The data suggest that soil fungal communities are compositionally resilient to predicted environmental change. This is the case both for the community composition overall as inferred from ordination analyses as well as analyses of variance for each of the most common Operational Taxonomic Units (OTUs). However, while this study suggests compositional resilience, further studies are required to address functional attributes of these communities and their responses to environmental manipulations
Septate endophyte colonization and host responses of grasses and forbs native to a tallgrass prairie
No full textNative tallgrass prairies support distinct dark septate endophyte (DSE) communities exemplified by periconia macrospinosa and Microdochium sp. that were recently identified as common root symbionts in this
system. Since these DSE fungi were repeatedly isolated from grasses and forbs, we aimed to test their abilities to
colonize different hosts. One Microdochium and three Periconia strains were screened for colonization and growth responses using five native grasses and six forbs
in an in vitro system. Previously published data for an additional grass (Andropogon gerardii) were included and reanalyzed. Presence of indicative inter- and intracellular structures (melanized hyphae, microsclerotia, and chlamydospores)
demonstrated that all plant species were colonized by the DSE isolates albeit to varying degrees. Microscopic observations suggested that, compared to forbs, grasses were colonized to a greater degree in vitro.
Host biomass responses varied among the host species. In broad comparisons, more grass species than forbs tended to respond positively to colonization, whereas more forb species tended to be non-responsive. Based on the suspected differences
in the levels of colonization, we predicted that tallgrass prairie grasses would support greater DSE colonization than forbs in the field. A survey of field-collected roots from 15
native species supported this hypothesis. Our study supports the “broad host range” of DSE fungi, although the differences
in the rates of colonization in the laboratory and in the field suggest a greater compatibility between grasses and DSE
fungi. Furthermore, host responses to DSE range from mutualism to parasitism, suggesting a genotype-level interplay
between the fungi and their hosts that determines the outcome of this symbiosis
ANALISIS ASSESMEN DAN EVALUASI PEMBELAJARAN IPA DI SEKOLAH DASAR ASSESSMENT ANALYSIS AND LEARNING EVALUATION IPA IN BASIC SCHOOL
No full textIlmu Pengetahuan Alam (IPA) berkaitan dengan cara mencaritahu tentang
alam secara sistematis sehingga IPA bukan hanya penguasaan kumpulan
pengetahuan yang berupa fakta-fakta ,konsep-konsep atau prinsip-prinsip saja
namun merupakan proses penemuan.Pendidikan IPA di harapkan dapat menjadi
wahana peserta didik untuk mencari diri sendiri dengan alam sekitar dengan proses
pengembangan berfikir dan menganalisis suatu hal dan menerapkannya dalam
kehidupan sehari-hari. Proses pembelajaranya dengan mengamati langsung topik
atau pokok bahasan yang di siapkan oleh pendidik Assessment atau penilaian
merupakan hal yang mencakup semua metode yang biasa dipakai untuk mengetahui
keberhasilan belajar siswa dengan cara menilai untuk kerja individu peserta didik
atau kelompok. Menilai mengandung arti mengambil keputusan terhadap sesuatu
dengan berdasarkan diri atau berpegang pada ukuran baik-buruk, sehat-sakit,
pandai-bodoh dan lain-lain. Dan Evaluasi adalah kegiatan yang meliputi pengukuran
dan penilaian jadi para pendidik harur benar-benar mengerti dan memahami dalam
proses assesment dan evaluasi karena disinilah penentuan akhir di mana peserta
didik sudah berhasil atau belum berhasil dalam mengikuti proses pembelajaran serta
disinilah pendidik akan dapat mengukur kemampuan siswa per individu di dalam
kelas
Pendidikan Life Skills dalam Penanaman Nilai-Nilai Agama Islam di Sekolah Dasar: educational life skills; Islamic religion values; primary school
No full textLife skills Education forms the pattern of a person or individual's relationship in the involvement of potential self and life skills both in the school and community environment, regulating the values ​​of Islamic education since the early days is still very much needed applying in the context of school discussions about social development for children, children, children, children, children, children, children, children, children, children, children, children, the purpose of the discussion of this article is with a qualitative descriptive analysis with literature review is life skills education is very helpful for educators in instilling the values ​​of the Islamic religion that is the value of discipline, honesty, responsibility and independence because life skill education is how the students can cope with and explore the potential that they discuss with the habits given by their educators so that students will le it is easy to accept the appropriate patterns and refractions that are corrected by educators and will bring a positive attitude to students' character.
Keywords: educational life skills; Islamic religious values; primary schoolPendidikan life skills merupakan pola dari perilaku seseorag atau idividu dalam menggali potensi diri dan kecakapan hidup baik didalam lingkungan sekolah maupun masyarakat,penanaman nilai-nilai pendidikan islam sejak usia dasar masih sangat perlu di terapkan dalam lingkup sekolah karena usia dasar adalah bagaimana seorang individu masih dalam tahap pengembangan sosial emosional mereka untuk mengahadapi dan menyelesaikan permasalahan yang sedang mereka alami peran pendidik sangat di perlukan untuk dapat mengenali potensi diri anak didik mereka,dapat kita lihat masih banyak anak pada usia dasar yang masih kurang dalam pemahaman dan perkembangan sikap pada diri peserta didik,tujuan dari penulisan artikel ini adalah dengan analisis deskriptif kualitatif dengan kajian literatur adalah bahwa pendidikan life skills ini sangat membantu pendidik dalam menanamkan nilai-nilai agama islam yaitu nilai kedisplinan,nilai kejujuran,nilai tanggung jawab dan nilai kemandirian karena pendidikan life skills ini adalah bagaimana peserta didik bisa memahami dan menggali potensi yang mereka miliki dengan melakukan pembiasaan-pembiasaan yang di berikan oleh pendidik mereka sehingga para peserta didik akan lebih mudah menerima pola-pola pengajaran dan pembiasaan yang di berikan oleh pendidik dan akan membawa dampak yang positif untuk sikap da karakter peserta didik.
Kata kunci :pendidikan life skills;nilai-nilai agama islam;sekolah dasa
Karateristik Kepemimpinan Dalam Pendidikan Islam Untuk Menjawab Tantangan Revolusi Industri 4.0
No full textIslamic education in Indonesia currently still needs to be added and improved in quality with good prospects in management in an institution as well as intellectual teaching resources as well as quality stakeholders as well as an attractive and comfortable learning environment to run well and optimally. The industrial revolution 4.0 is in a situation to create individual competitiveness both in the fields of science, technology and the ability to synergize in realizing a progressive Indonesia. Therefore, the characteristics of a good and ideal leader by applying four characters are open, loyal, integrity and professional, because this open character is how a leader must always be able to accept criticism and suggestions, loyal character is how the leader can always understand and understand colleagues in the project. In an institution, the character of integrity is a leader who always provides a good and interesting example with the spirit of completing tasks and this professional character is how the leader must be wise and sportsmanship in completing tasks and be able to embrace the stakeholders in the institution with four aspects of character, totality, imaginative and professional. By applying the four characteristics above, it will be able to give birth to a competent leadership figure who will give birth to highly competitive student stakeholders who can change from leadership characteristics in the past so that they can answer the VUCA (Volatile, Uncertain, Complex and Ambiguo) situation
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