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Foreign Crop and Live Stock Report, 1921 (Classic Reprint)

Excerpt from Foreign Crop and Live Stock Report, 1921 Farm loans: Paraguay, Rice: Mexico (sonora). Farm Wages: Canada and Norway, Sesanmm: India; Value of Farm land: Canada. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

And Japan Garbanzog: Mex1co. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work.

Export-Import Bank Charter Renewal

Hearing Before the Subcommittee on International Development, Finance, Trade, and Monetary Policy of the Committee on Banking, Finance, and Urban Affairs, House of Representatives, One Hundred Second Congress, Second Session, May 6, 1992

Giant calculators , the first form of digital computers . were perfected for use in high - speed data processing ... circuitry . superconduction , and other technologies may soon lead to yet another era in electronics technology .

On the Far Bank

The Effects of Gap Crossing on Operational Reach - Studies of Three Large-scale, Opposed River Crossings in World War II and Arab-Israeli War: Operations Market Garden, Plunder, Badr

Throughout history, opposed river crossing operations have proven to be some of the bloodiest and most complex endeavors for any military force. However, due to a sixty-year lull in having to cross a river in the face of the enemy, the United States Army has shown a trend of diminishing its resource capacity necessary to conduct these crossings, and is losing doctrinal focus for the task. Most significantly, doctrine does not provide an appreciation for the large impacts a river crossing has on the remainder of an operation. This analysis looks at three large-scale, opposed river crossing operations in the mechanized warfare era. All three cases involve a successful opposed river crossing, but vary in the level of operational reach or time before culmination. The variance in each case stems from the preparation for and execution of the river crossing. The analysis identifies three elements that had the greatest impact on the operational reach of units after the river crossing: the rapid employment of overwhelming strength, a deliberate plan to provide assault crossing resources regardless of existing bridges, and a detailed plan that included the transition from bridgehead to breakout operations. The recorded history of ground combat has shown that river crossing operations have always been a focal point for planners. The great military thinker Carl von Clausewitz himself devoted a chapter of his masterpiece On War to this subject. In it, he referred to the "respect in which an attack on a defended river is held by most generals." While evidence in past military theory and history repeatedly demonstrated the importance of this tactical task, the recent history of the United States Army reveals a decrease in the frequency of attacks over well-defended rivers. The United States Army has not conducted an opposed, deliberate wet gap crossing since World War II. Future combat operations, however, could require gap crossings and the Army must remain proficient in planning for and conducting them. Rivers that would require non-hasty crossing methods exist in every geographic region, meaning that any future Army operation against a conventional force could require a deliberate gap crossing. History demonstrates the importance of the tactical task of gap crossing to overall mission accomplishment. Some of the most successful gap crossings in history involved entire armies of multiple corps focused on nothing but establishing a bridgehead, as with the spring 1945 Rhine crossing's in World War II and Operation Badr in the Arab-Israeli War. History also demonstrates that operations can fail in spite of a successful gap crossing. The Allied failure in Operation Market-Garden during World War II showed that successfully crossing a river such as the Waal does not necessarily lead to operational success. If in planning and execution, commanders and their staffs do not integrate the gap crossing with other tactical actions effectively, the operation may culminate earlier than expected. Despite historical evidence that demonstrates the challenges associated with gap crossings, after a seventy-year lull in US experience with opposed crossings the United States Army gradually diminished its efforts to prepare for gap crossing operations. Army leaders reduced the number of units and associated equipment that specialize in gap crossing. Most recently, they approved updated doctrine that relegates gap crossing-once the topic of a dedicated field manual-to a single chapter of the 2011 Combined Arms Mobility manual. Training centers have noted that current units struggle to plan and execute gap crossing operations.

All three cases involve a successful opposed river crossing, but vary in the level of operational reach or time before culmination. The variance in each case stems from the preparation for and execution of the river crossing.

Terra 2: Understanding the Terrestrial Environment

Remote Sensing Data Systems and Networks

Considerable effort is now being directed towards the development of electronic networks to provide data and metadata.

tions in the identification , collection , acquisition , integration , harmonization and standardization of data ... The data sharing network is an electronic mechanism , the collaboration network represents human interactions .

Mendidik Anak Muslim Generasi Digital

SETIAP zaman selalu memiliki kegelisahan dan tantangan yang harus dijawab. Pada zaman dulu orang tua khawatir dampak dampak televisi terhadap anak-anak. Masa itu telah lewat. Kini, kita berada pada zaman yang sama sekali baru. Era digital telah membawa perubahan dan pengaruh pada semua bidang kehidupan, secara positif maupun negatif. Anak-anak generasi masa kini merupakan generasi digital native, yaitu mereka yang sudah mengenal media elektronik dan digital sejak mereka lahir. Sedangkan orang tua adalah generasi imigran digital atau mereka yang lahir sebelum era digital. Dapat kita bayangkan betapa sangat beda pola pengasuhannya. Jika di masa lalu orang akan mematuhi nasihat orang tua tanpa banyak mendapatkan second opinion, saat ini generasi digital native memiliki jutaan akses untuk membandingkan nasihat yang diterimanya melalui internet. Bahkan kadang nasihat dari internet dianggap lebih bagus dibandingkan orang tua. Teknologi telah merajai kehidupan generasi Z. Kita tidak bisa menghalangi kecanggihan teknologi untuk datang dalam kehidupannya. Banyak pula anak dan remaja dalam proses pembelajarannya cenderung untuk meniru apa pun yang mereka lihat dan menarik, mereka cenderung lebih suka mengikuti apa yang ada di media online atau media sosial. Mereka tidak banyak berpikir apakah sesuai atau tidak dengan budaya mereka. Tidaklah bijak untuk menutup diri sama sekali dari teknologi, namun tidak bijak pula untuk membuka akses terhadap teknologi tanpa ada batasan. Secanggih apapun teknologi, instrumen ini tidak mampu menggantikan sifat-sifat humanis atau kemanusiaan yang hanya melekat pada manusia, misalnya empati, kasih sayang, dan kepedulian. Maka, tetap dibutuhkan tindakan yang positif dan konstruktif dalam mendidik, mengasuh, mendampingi, mengarahkan dan membina anak-anak kita, baik di rumah, di sekolah, maupun pada lingkungan sekitarnya. Anak-anak tetaplah menjadi asuhan dan didikan orang tua serta guru, bukan anak asuhan internet dan gawai. Jadi, selamat mendidik generasi anak-anak Muslim hebat untuk Ayah dan Bunda di era digital ini. JUDUL: Mendidik Anak Muslim Generasi Digital PENULIS: Zakiah Nur Jannah ISBN: 978-623-93111-9-3 PENERBIT: PUSTAKA AL USWAH HALAMAN: 232 UKURAN: 13.5 X 20 PUSTAKAALUSWAH BukuEdukasi.com Buku Edukasi BukuEdukasi

Dunia digital memungkinkan anak dapat belajar secara efektif dan efisien mengingat banyak sumber informasi yang pembelajaran yangtelah mempelajarinya lebihdalam daEfektivitas dalam suatu kegiatan berkaitan memudahkan dengan sejauh mana ...

Manajemen Talenta ASN (Kementerian Hukum dan HAM)

PRAKATA Profesionalisme Aparatur Sipil Negara (ASN), hingga saat ini masih sering dipertanyakan dan bahkan kerap diragukan. Masyarakat masih beranggapan bahwa ASN identik dengan sikap “suka-suka”, tidak kompeten, arogan, kurang melayani, dan sederet stigma negatif lainnya. Jika kita mencermati, sistem manajemen kinerja ASN yang diterapkan di beberapa instansi, ternyata juga masih belum maksimal. Alokasi anggaran untuk pengembangan Sumber Daya Manusia (SDM) di instansi pemerintahan, faktanya masih tergolong minimalis. Lantas, apa yang bisa kita lakukan bersama? Apakah ASN yang smart dan profesional hanya akan menjadi impian belaka? Tentu tidak! Karena perbaikan tidak harus selalu dimulai dari atas ke bawah, tidak pula harus menunggu sistem manajemen sumber daya ASN terbangun dengan baik. Perbaikan nyatanya dapat dimulai dari suatu langkah kecil yang dilakukan secara bersama-sama. Oleh insan progresif yang identik dengan idealisme dan energinya yang menggelora, ialah para ASN Muda. Tulisan dalam buku ini dapatlah dikatakan sebagai sebuah ikhtiar, untuk memenuhi panggilan perubahan. Meski, mungkin masih jauh dari kesempurnaan, buah pemikiran yang tertuang dalam untaian tulisan, diharapkan mampu menjadi kristal keabadian. Bukti bahwa ASN Muda memiliki kesamaan semangat untuk berjuang. Manajemen talenta terasa sangat pas untuk menjadi tema. Inovasi yang telah terwujud dalam suatu produk hukum ini, telah sering mewarnai ruang-ruang diskusi. Namun, tak lengkap rasanya jika belum diwujudkan dalam kajian aktivitas literasi. Tentu kami menyadari, bahwa karya ini masih perlu untuk dikiritisi. Dengan penuh kerendahan hati, kami sampaikan selamat menikmati. Salam Tim Kemenkumham Muda

Namun, tak lengkap rasanya jika belum diwujudkan dalam kajian aktivitas literasi. Tentu kami menyadari, bahwa karya ini masih perlu untuk dikiritisi. Dengan penuh kerendahan hati, kami sampaikan selamat menikmati. Salam Tim Kemenkumham Muda

Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications

Concepts, Methodologies, Tools, and Applications

People currently live in a digital age in which technology is now a ubiquitous part of society. It has become imperative to develop and maintain a comprehensive understanding of emerging innovations and technologies. Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications is an authoritative reference source for the latest scholarly research on techniques, trends, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications, this multi-volume book is ideally designed for academics, technology developers, researchers, students, practitioners, and professionals interested in the importance of understanding technological innovations.

Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications, this multi-volume book is ideally designed for academics, technology developers, researchers, students, ...

North Dakota Standards and Benchmarks

Content Standards: Library/Technology Literacy

The Library/Technology Literacy Standards for the State of North Dakota were developed during 2000-2002 by a team of library and technology specialists, assisted by representatives from the Department of Public Instruction. The initial task was to decide whether technology and library curricula overlapped enough to create a shared set of standards. The team agreed that this blend could be accomplished because of the common goals of the two groups, while acknowledging that differences would be addressed as well. The library/technology literacy standards combination is the result of technological developments that have come to play an increasing role in library operations. Students cannot access, evaluate, and use a full range of information sources without adequate technology knowledge and skills. At the same time, technology specialists find themselves addressing such matters as copyright awareness and critical analysis of information sources and tools, once the province of library specialists. Library and technology specialists also share an underlying, pre-eminent mission: to provide a foundation for lifelong learning. Information literacy forms the core of the library/technology document and is defined as the ability to access, analyze, evaluate, and communicate information in a variety of forms. These components must be addressed in order for students to become critical thinkers and lifelong users of information. This document identifies and defines the knowledge and skills necessary for students to be "information literate." Employing technology, students need to access, evaluate, and use information to solve problems and think critically. The ultimate goal is that students will be learning with information and technology, not learning about information and technology. The emphasis will be on "learning how to learn." It is the purpose of this document to provide school boards, administrators, educators, and parents with a guide to teaching information lite. It is not intended to serve as a handbook or text. A glossary is also included.

The Library/Technology Literacy Standards for the State of North Dakota were developed during 2000-2002 by a team of library and technology specialists, assisted by representatives from the Department of Public Instruction.