Sebanyak 199 item atau buku ditemukan

HEGEFORMASLAVERY: PEMARGINALAN COMIC SANS MS DEMI PERSAINGAN KAPITALISME DI BUMI

Seorang designer yang menggunakan font Comic Sans MS dalam karyanya akan dicemooh, dimarginalkan, dan langsung diisolasi, dihakimi hasil karyanya buruk dan tidak berkualitas hanya karena menggunakan font tersebut. Font Comic Sans MS telah menjadi ajang pemarginalan yang meluas dan kebencian tersebut diajarkan di lembaga-lembaga sekolah, universitas, banyak asosiasi dan organisasi designer mencerca, melarang penggunaan font Comic Sans MS ini tanpa mengetahui benar ada kepentingan apa di baliknya dan bagaimana hal ini dapat terjadi. Banyak para designer sepakat bahwa penggunaan font Comic Sans MS harus dilenyapkan di muka Bumi ini. Kebencian dan pemarginalan terhadap font Comic Sans MS seolah tiada akhir, apalagi yang menggunakan font tersebut adalah seorang comic artist, dipastikan walaupun cerita dan gambarnya di atas rata-rata, tetapi saat komik karyanya menggunakan font Comic Sans MS, habis sudah dijadikan sasaran pemarginalan dan kebencian melalui system hegeformaslavery ini.

Seorang designer yang menggunakan font Comic Sans MS dalam karyanya akan dicemooh, dimarginalkan, dan langsung diisolasi, dihakimi hasil karyanya buruk dan tidak berkualitas hanya karena menggunakan font tersebut.

Broadcasting in the Third World

Promise and Performance

Broadcasting has long been considered one of the keys to modernization in the developing world. Able to leap the triple barrier of distance, illiteracy, and apathy, it was seen as a crucial clement in the development of new nations. Recently, however, these expectations have been disappointed by broadcasting's failures to reach the rural masses and the urban unemployed. Broadcasting has also come under attack as serious questions have been raised about its uncritical importation of western culture. Now, in Broadcasting in the Third World, Elihu Katz and George Wedell offer the first complete coverage of the problems and promises of broadcasting in the third world. Their findings, often controversial and always illuminating, will be of considerable value to sociologists, political scientists, communications specialists, and students of development. Broadcasting in the Third World is based on field research in eleven developing countries (Algeria, Brazil, Cyprus, Indonesia, Iran, Nigeria, Peru, Senegal, Singapore, Tanzania, and Thailand) and secondary source material from a further eighty countries. In looking at the role of broadcasting in national development, the authors focus on three areas of promise: national integration, socio-economic development, and cultural continuity and change. They describe the ways in which the technology and content of broadcasting have been transferred from the developed west to the third world, and the go on to show that western broadcasting must be adapted to suit the specific political, economic and social structures of each developing country. The authors conclude with a series of recommendations which challenge most of the assumptions upon which the principles and practices of broadcasting are based. Well-researched, extensively documented, it will challenge policy-makers and provide important data for researchers.

In this book Elihu Katz and George Wedell offer the first complete coverage of the problems and promises of broadcasting in the third world.

International Handbook of Research in History, Philosophy and Science Teaching

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

that have no scientific substance and distortions of science often copied from Christian anti-evolution literature, presented with a conservative Muslim emphasis. The range and production quality of this material, however, is impressive ...

History, Philosophy and Science Teaching: A Personal Story

This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of 'History, Philosophy and Science Teaching'. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends - Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education. "Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. This is an essential read for anyone interested in science education." -- Michael J. Reiss, Professor of Science Education, University College London "The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum." -- Eric Scerri, Chemistry Department, University of California Los Angeles "Matthews records his intellectual maturation and career in a rich personal narrative. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching." -- Roland M. Schulz, Centre for Imagination in Research, Culture and Education, Simon Fraser University.

There is no entry for the topic in the multi-hundred entry Springer Encyclopedia of Science Education (Gunstone, 2014), ... want to reaffirm an enlightenment tradition in Islam as old and even older than that in the Christian tradition, ...

History, Philosophy and Science Teaching

New Perspectives

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

Although it may seem counter intuitive that a secular government would open imam schools, they did so to create a new clergy class who was well-educated and practiced a nonextremist form of Islam. In 1928, coeducational institutions ...

Moral Education and the Ethics of Self-Cultivation

Chinese and Western Perspectives

Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.

Islam, Sufism, Judaism and Japanese religions also have minor ascetic traditions. In this collection, really only part of a much larger study, we focus mainly Chinese and Western perspectives. Clearly, much remains to be done.

Criminal Law

Criminal Law, now in its fourteenth edition, has been providing students with a readable and reliable introduction to this fascinating subject for over twenty-five years. This thorough text enables readers to feel confident in their knowledge of the law, while its concise approach ensures that they are not overwhelmed. The author's lively writing style and thought-provoking commentary on judicial and legal decisions means that the text is entertaining as well as accurate. New to this edition is an expanded introductory chapter offering students an in-depth contextual understanding of the principles underpinning the law and the social context in which they function. New end-of-chapter 'The law in context' features expand on this initial investigation offering students further contextual insights into the law under discussion. The text includes other helpful features, including, highlighted case fact summaries, questions, examples, and key points. These features ensure that the information provided is broken down and easy to comprehend. Further reading sections provide students with a carefully selected starting point for further research. In short, any student studying criminal law for the first time should not be without this book. Online Resource Centre www.oxfordtextbooks.co.uk/orc/allen14e/ This text is accompanied by a selection of online resources to support and further student learning, including - DT Multiple choice questions DT Legal updates DT An additional chapter on Misuse of Drugs Act Offences

Criminal Law combines succinct focused coverage with the author's respected critique and analysis of the law, judgments, and legal reform.

Metodologi Penelitian Pendidikan

Buku Metodologi Penelitian Pendidikan ini dibuat sebagai bahan referensi dan juga memberikan wawasan tambahan kepada pembaca perihal perkembangan Metodologi Penelitian Pendidikan yang ada pada masyarakat revolusi industri 4.0. Sejalan dengan modernisasi pendidikan serta kemajuan teknologi yang menyertainya, buku ini dapat dijadikan solusi terbaik sehingga tujuan dan manfaat dapat dicapai dengan maksimal. Secara detail pembahasan buku ini meliputi: Bab 1 Hakikat Penelitian Pendidikan dan Paradigma Penelitian Bab 2 Ruang Lingkup dan Kontribusi Penelitian Terhadap Pengetahuan dan Pendidikan Bab 3 Etika, Legalitas dan Hubungan Manusia dalam Penelitian Bab 4 Klasifikasi Jenis-Jenis Penelitian Bab 5 Judul, Masalah, Tujuan, dan Manfaat Penelitian Bab 6 Review Literatur dan Hipotesis Penelitian Bab 7 Variabel, Data, Populasi, Sampel dan Setting Penelitian Bab 8 Teknik dan Instrumen Pengumpulan Data Penelitian Bab 9 Metode atau Teknik Analisa Data Penelitian Kesembilan materi pokok tersebut dikemas sedemikian rupa sehingga setelah mengikuti kegiatan pembelajaran dengan buku ini, mahasiswa diharapkan mampu memahami metodologi-metodologi penelitian pendidikan terkini dengan baik dan benar secara utuh.

Buku Metodologi Penelitian Pendidikan ini dibuat sebagai bahan referensi dan juga memberikan wawasan tambahan kepada pembaca perihal perkembangan Metodologi Penelitian Pendidikan yang ada pada masyarakat revolusi industri 4.0.

MENGENAL TEKNOLOGI INFORMASI

Buku Mengenal Teknologi Informasi, dibuat untuk memenuhi keperluan Mahasiswa dalam menunjang Pembelajaran Mata Kuliah Teknologi Informasi. Teknologi Informasi merupakan bagian yang tidak dapat dipisahkan dalam kita mengejar Pendidikan pada saat ini, Informasi sangat diperlukan dalam perkembangan Ilmu Pengetahuan saat ini,juga dalam kehidupan sehari hari,baik di Kantor maupun di Pendidikan,mulai Pendidikan Sekolah Dasar sampai Ke Jenjang Perguruan Tinggi.

Bidang Keuangan dan Perbankan Saat ini telah banyak para pelaku ekonomi, khususnya di kota-kota besar yang tidak lagi menggunakan uang tunai dalam transaksi pembayarannya, tetapi telah memanfaatkan layanan perbankan modern.