Sebanyak 40 item atau buku ditemukan

E-Commerce: Strategi dan Inovasi Bisnis Berbasis Digital

Buku ini diharapkan dapat hadir memberi kontribusi positif dalam ilmu pengetahuan khususnya terkait dengan manajemen dan pengelolaan E-Commerce berbasis inovasi digital. Sistematika buku E-Commerce: Strategi dan Inovasi Bisnis Berbasis Digital ini mengacu pada pendekatan konsep teoritis dan contoh penerapan. Buku ini terdiri atas 12 bab yang dibahas secara rinci, diantaranya: Pengantar E-Commerce, Sejarah E-Commerce di Indonesia, Komponen Dalam Bisnis E-Commerce, Manajemen Pengelolaan E-Commerce, Keamanan Sistem E-Commerce, Aspek Hukum Bisnis E-Commerce, E-Business Economics, Mobile Commerce, WooCommerce Sebagai Media E-Commerce, Peluang Bisnis E-Commerce Dalam Perspektif Ekonomi Syariah, Dampak E-Commerce pada Konsumen dan Pelaku UMKM, Pasar Modal Pada E-Commerce. Pembahasan materi dalam buku ini telah disusun secara sistematis, dengan tujuan memudahkan pembaca untuk memahaminya. Kami menyadari bahwa tulisan ini jauh dari kesempurnaan dan masih terdapat banyak kekurangan, sejatinya kesempurnaan itu hanya milik Yang Kuasa. Oleh sebab itu, kami tentu menerima masukan dan saran dari pembaca demi penyempurnaan lebih lanjut.

E-Commerce Sisi Jual (Sell-Slide E-Commerce) E-commerce sisi jual mencakup transaksi e-commerce antara perusahaan dan pelanggannya. E-commerce sisi jual dapat dilihat dari pemasaran digital dan manajemen hubungan pelanggan.

From Natural Language Processing to Logic for Expert Systems

A Logic Based Approach to Artificial Intelligence

Covers some of the most significant applications of artificial intelligence, namely: natural language processing, speech understanding, expert system design, requirement engineering, machine learning, truth maintenance systems, advanced concepts and methods of logic programming. Together with the previous two volumes edited by Thayse, this completes a comprehensive exposition of the subject of logics applied to AI.

They are , however , only a special case of non - monotonic reasoning , already studied in [ Thayse 88 , Chap . ... The difficulty of processing inheritance networks depends on the restrictions imposed on the nature of legal links and ...

Constitutional Law in Greece

Derived from the renowned multi-volume International Encyclopaedia of Laws, this very useful analysis of constitutional law in Greece provides essential information on the country’s sources of constitutional law, its form of government, and its administrative structure. Lawyers who handle transnational matters will appreciate the clarifications of particular terminology and its application. Throughout the book, the treatment emphasizes the specific points at which constitutional law affects the interpretation of legal rules and procedure. Thorough coverage by a local expert fully describes the political system, the historical background, the role of treaties, legislation, jurisprudence, and administrative regulations. The discussion of the form and structure of government outlines its legal status, the jurisdiction and workings of the central state organs, the subdivisions of the state, its decentralized authorities, and concepts of citizenship. Special issues include the legal position of aliens, foreign relations, taxing and spending powers, emergency laws, the power of the military, and the constitutional relationship between church and state. Details are presented in such a way that readers who are unfamiliar with specific terms and concepts in varying contexts will fully grasp their meaning and significance. Its succinct yet scholarly nature, as well as the practical quality of the information it provides, make this book a valuable time-saving tool for both practising and academic jurists. Lawyers representing parties with interests in Greece will welcome this guide, and academics and researchers will appreciate its value in the study of comparative constitutional law.

Lawyers representing parties with interests in Greece will welcome this guide, and academics and researchers will appreciate its value in the study of comparative constitutional law.

Information and Communication Technology

International Conference, ICT-EurAsia 2013, Yogyakarta, Indonesia, March 25-29, 2013, Proceedings

This book constitutes the refereed proceedings of the International Conference on Information and Communication Technology, ICT-EurAsia 2013, and the collocation of AsiaARES 2013 as a special track on Availability, Reliability, and Security, held in Yogyakarta, Indonesia, in March 2013. The 62 revised full papers presented were carefully reviewed and selected from a numerous submissions. The papers are organized in topical sections on e-society, software engineering, security and privacy, cloud and internet computing, knowledge management, dependable systems and applications, cryptography, privacy and trust management, network analysis and security, and multimedia security.

This book constitutes the refereed proceedings of the International Conference on Information and Communication Technology, ICT-EurAsia 2013, and the collocation of AsiaARES 2013 as a special track on Availability, Reliability, and Security ...

The Effects of Peer Interaction, Form-focused Instruction, and Peer Corrective Feedback on the Acquisition of Grammar and Vocabulary in L2 German

The grammar and the lexicon are fundamental elements of any language. In the context of a second language (L2), mastery of grammar and lexicon are critical for the purpose of comprehensibility (e.g., Saito, Trofimovich, & Isaacs, 2015), yet they are highly complex systems and therefore typically present difficulty to L2 learners at all stages of proficiency. In communicative and content-based L2 classrooms, teachers can address this issue by providing learners with form-focused instruction and corrective feedback on grammatical structures and vocabulary during interactions that are otherwise primarily focused on meaning. In the context of peer interaction within communicative and content-based classrooms, however, learners typically focus almost exclusively on meaning and rarely shift their attention to linguistic forms (e.g., Adams, Nuevo, & Egi, 2011). Consequently, peer interaction is a useful pedagogical intervention for the purpose of fluency development, but not necessarily for the purpose of linguistic accuracy (Sato and Lyster, 2012).The goal of this dissertation is to explore the effectiveness of form-focused instruction and peer corrective feedback to improve linguistic accuracy and thereby maximize learning opportunities during peer interactions that focus primarily on meaning. The study used a mixed-methods design to collect both quantitative data that provided information on the effectiveness of the intervention and qualitative data to gain insights into learners beliefs about the intervention. Two experiments were conducted: The first one was designed to promote the acquisition of grammatical structures and the second to promote the acquisition of vocabulary.In experiment 1, 87 third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction, form-focused instruction, and peer corrective feedback). During an instructional treatment over three consecutive class periods, participants in all three groups engaged in the same peer interaction activities that revolved around the city of Munich. However, only the PI FFI group and the PI FFI CF group received form-focused instruction on the grammatical target structure, the German present perfect tense, which includes auxiliary verb selection and past participle formation. Critically, only the PI FFI CF group was trained to provide corrective feedback to peers. A pretest and two posttests measured the effectiveness of the intervention, all of which included an oral production task and an error correction task. Results showed that the PI FFI group outperformed the PI group on all of the four auxiliary measures, but on none of the four past participle measures, whereas the PI FFI CF group outperformed the PI group on all auxiliary measures and two past participle measures. The PI FFI CF group outperformed the PI FFI group on one past participle measure, but on none of the auxiliary measures.In experiment 2, 77 third-semester learners of German were assigned to one of the same three groups as in experiment 1 and engaged in peer interaction activities that revolved around the discussion of the movie Almanya Welcome to Germany during an instructional treatment over four consecutive class periods. Only the PI FFI group and the PI FFI CF group received form-focused instruction on vocabulary relevant to the movie, which were 25 German nouns along with their gender and plural forms, and only the PI FFI CF group received training on how to correct peers vocabulary mistakes. Results from a pretest and two posttests showed that both the PI FFI and the PI FFI CF group outperformed the PI group on seven of eight measures assessing productive and receptive vocabulary knowledge, as well as knowledge of grammatical gender and plural forms. The PI FFI CF group outperformed the PI FFI group on three of four measures of productive and receptive vocabulary, but on none of the four measures of grammatical gender and plural forms.Overall, the findings of the two experiments suggest that peer interaction was most effective when combined with form-focused instruction, and even more effective when peer feedback training was also provided to learners, suggesting that peer corrective feedback is a useful pedagogical intervention in foreign language classrooms. These findings are complemented by qualitative data from semi-structured interviews, that showed learners held positive beliefs about peer interaction and peer corrective feedback, regardless of the treatment group they had been assigned to, although learners from the PI and the PI FFI group were more likely to withhold peer corrections due to social considerations. Qualitative data further showed that the noticing of mistakes, as well as peer corrective feedback, was most likely to occur in the PI FFI CF group. These findings are discussed within the context of the interaction approach (Long, 1983a, 1996; Gass & Mackey, 2015) and the noticing hypothesis (Schmidt, 1990, 2001). Pedagogical implications for foreign language learning in classroom environments are also discussed.

The grammar and the lexicon are fundamental elements of any language.