Sebanyak 21356 item atau buku ditemukan

Kebijakan Dan Administrasi Schedular Taxation; Konsep Dan Implementasi Pemotongan Dan Pemungutan Pajak Penghasilan Dan Perencanaan Perpajakannya Terkini

Kontribusi pajak semakin signifi kan dan diperhitungkan sebagai tulang punggung sumber pembiayaan nasional untuk menyukseskan program-program pembangunan, yang secara bertahap akan meningkatkan pertumbuhan ekonomi serta kesejahteraan masyarakat. Pertumbuhan jumlah wajib pajak mengindikasikan bahwa kesadaran dan kepatuhan masyarakat untuk melaksanakan hak dan kewajiban perpajakannya secara baik dan benar semakin meningkat. Meski demikian, masih banyak kendala yang dihadapi oleh fiskus di lapangan dalam memasyarakatkan pelaksanaan pajak pusat. Dengan bahasa yang jelas dan lugas buku ini membahas siapa saja subjek pajak, apa saja objek pajak, cara menghitung pajak, tata cara memotong serta memungut pajak, dan cara menyetorkan serta melaporkannya. Secara mendetail, buku yang ditulis berdasarkan penelitian dan pengalaman penulis sebagai praktisi, konsultan, dan dosen perpajakan ini memaparkan teori, konsep, aplikasi kebijakan, dan administrasi pemotongan serta pemungutan pajak penghasilan di Indonesia, yang meliputi PPh Pasal 21, Pasal 22, Pasal 23, Pasal 24, Pasal 26, Pasal 4 Ayat 2 (Final), dan Pasal 15. Selain itu, di sini pembaca juga bisa mempelajari tax planning terkini, yang disertai dengan banyak contoh perhitungan dalam berbagai variasi. Dengan pembahasan yang sedemikian lengkap, buku ini tidak hanya bermanfaat bagi orang pribadi, dunia usaha, dan para pemangku kepentingan perpajakan untuk memperoleh pengetahuan yang komprehensif dan aktual, tetapi juga dapat digunakan sebagai buku ajar mata kuliah Pajak Penghasilan: Pemotongan dan Pemungutan di perguruan tinggi baik untuk tingkat Strata I maupun Program Diploma (D-I s/d D-IV), jurusan administrasi bisnis, akuntansi, perpajakan, manajemen, dan sebagai materi pelatihan perpajakan, termasuk Brevet A/B.

... investasi;dan hasil kas dan usaha b lis deposito,h in g / K (laporan G - 3 / G C tabungan, laba rugi); Sertifikat Bank 3. Indonesia, dan Dalam hal permohonan Sertifikat tersebut a lPBank u ditandatangani bank; Indonesia Syariah.

Ekonomi Sirkular Dalam Pengelolaan Sampah Sebagai Dukungan Terhadap Pariwisata Berkelanjutan (Konsep, Paradigma dan Implementasi)

Kabupaten Gorontalo merupakan salah satu kabupaten yang berada di Provinsi Gorontalo yang memiliki potensi geowisata yang cukup banyak. Bentuk geologi yang beragam menjadikan kabupaten gorontalo memiliki banyak keindahan geosite yang berpotensi sebagai objek wisata, tempat kegiatan budaya dan tempat penelitian. Geosite adalah situs warisan geologi yang sudah ditetapkan untuk dimanfaatkan sebagai tempat geowisata, penelitian, pendidikan dan kegiatan budaya namun dengan daerah lingkup yang terbatas. Keberadaan geosite memberikan kesempatan bagi masyarakat lokal untuk terjun kedunia pariwisata. Buku ini disusun sebagai bahan/materi mata kuliah Ekologi, Ilmu Lingkungan, Biodiversitas, Konservasi Sumberdaya Alam dan Keanekaragaman Tumbuhan untuk membantu mahasiswa dalam memahami keanekaragaman hayati dan manfaat yang bersumber dari tumbuhan. Ekonomi Sirkular Dalam Pengelolaan Sampah Sebagai Dukungan Terhadap Pariwisata Berkelanjutan (Konsep, Paradigma dan Implementasi) ini diterbitkan oleh Penerbit Deepublish dan tersedia juga dalam versi cetak.

... sekitar objek wisata terbedayakan melalui UMKM, dan mampu bersaing dengan pemilik investasi di sekitar objek wisata. ... D. PENGEMBANGAN PARADIGMA SIRKULAR EKONOMI BERBASIS SYARIAH Pengelolaan sampah dengan tujuan meningkatkan nilai ...

Beyond Quality in Early Childhood Education and Care

Languages of Evaluation

This book challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management.

This book challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management.

Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education

A volume in Contemporary Perspectives in Early Childhood Education Series Editor Olivia N. Saracho, University of Maryland Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, "Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8," to address related trends, issues, guiding principles, and values. Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children's education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education.

Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education

Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values. Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

briefs, and technical reports, and presents nationally and internationally as an expert on the early education of ... Douglas H. Clements is the Kennedy Endowed Chair in Early Childhood Learning, Executive Director of the Marsico ...

Nordic Approaches to Evaluation and Assessment in Early Childhood Education and Care

Final Report

Available online: https://pub.norden.org/temanord2022-512/ Policy makers, educators, and scholars observe with interest how Nordic countries organise services for the education and care of the youngest children. The ‘Nordic model’ of ECEC has become synonymous with a holistic, children’s rights-based approach to pedagogy, grounded in democratic values. But as societies keep changing, what exactly characterises the ‘Nordic model’ today? Given the diversity between and within countries, are there common principles?We investigated the values and principles that underpin the evaluation of early childhood education and care in five Nordic countries (Denmark, Finland, Iceland, Norway, Sweden). We found that a ‘Nordic’ approach to evaluation still exists, although it is changing, not least under the influence of wider international developments. An important aspect of the ‘Nordic’ approach is the central role given to the local and municipal context.

evaluation of learning environment, and clearly rejected the idea of a PISA-test on the ECEC-level. In Finland, there are different views on how good the ECEC-institutions really are. The respondent relates that this is not merely an ...

Social-Emotional Assessment/Evaluation Measure (Seam )

With this in-depth, easy-to-use tool, your program can reliably assess and monitor social-emotional development in infants, toddlers, and preschoolers at risk for delays or challenges. An ideal followup to screeners such as ASQ:SE, the two-part SEAM(tm) assessment reveals detailed qualitative information on childrenâe(tm)s social-emotional competence-- and identifies their caregiversâe(tm) strengths and areas of need. Easy to learn and implement, SEAM can be used by a wide variety of early childhood professionals, including those with little or no training in mental-health or behavioral interventions. SEAM helps your program: support development of important social-emotional skills in order to minimize challenging behaviors build strong, proactive partnerships with families promote positive parentâe"child interactions in the critical first years of life assist with developing developmentally appropriate goals and intervention activities monitor child progress toward social-emotional goals SEAM is a two-part assessment; All forms are available in English and Spanish on the CD-ROM or e-book. SEAM Tool The main SEAM includes three intervals with different developmental ranges: Infant (2-18 months), Toddler (18-36 months), and Preschool (36-66 months). Each interval assesses 10 child benchmarks critical to social-emotional competence, including empathy, adaptive skills, self-image, emotional responses, and healthy interactions with others. SEAM is flexible enough to meet your specific needs--parents/caregivers can complete it independently, or you can conduct it jointly with them if they need extra guidance. The SEAM system also includes SEAM with Ages, an alternate version of the tool annotated with a helpful list of age ranges for each item. This version makes it easy to give caregivers general guidance on how social-emotional skills typically develop and where their childâe(tm)s development fits on the continuum. SEAM Family Profile The Family Profile assesses parent and caregiver strengths and helps identify areas in which they need more supports and resources to foster their childâe(tm)s social-emotional skills. Like the main SEAM, the Family Profile assessment includes three intervals--Infant, Toddler, and Preschool. Each interval measures four benchmarks key to a nurturing home environment: responding to needs, providing activities and play, providing predictable routines and an appropriate environment, and ensuring home safety. List of SEAM benchmarks Child participates in healthy interactions Child expresses a range of emotions Child regulates social-emotional responses Child begins to show empathy for others Child attends to and engages with others Child explores hands and feet and surroundings (for infants)/demonstrates independence (for toddlers/preschoolers) Child displays a positive self-image Child regulates activity level Child cooperates with daily routines and requests Child shows a range of adaptive skills View the webinar recording of Using the Social-Emotional Assessment/Evaluation Measure (SEAM(tm)) with Young Children, presented by Jane Squires, Ph.D., and Misti Waddell, M.S. See which domain of school readiness in the Head Start Child Development and Early Learning Framework this tool addresses.

List of SEAM benchmarks Child participates in healthy interactions Child expresses a range of emotions Child regulates social-emotional responses Child begins to show empathy for others Child attends to and engages with others Child ...