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Pak 40: German 7,5 Cm Anti-Tank Gun

Technical/historical background illustrated with b/w period photos and a selection of detailed walk around photographs highlighting technical details of the Pak 40 - the most numerous and widely used anti-tank gun in the Wehrmacht inventory during World War II. Includes 182 full color photos of the two museum pieces preserved at the Panzermuseum Munster, Germany and the Dutch Army Museum, Maaldrift, the Netherlands, and the two city monuments at Valkenburg and Zandoerle in the Netherlands; 31 b/w period photos showing several camouflage and crew uniforms options; 10 pp. super-detailed 1/24th, 1/35th & 1/48th scale drawings of PaK 40 & variants, 2 pp 1/7.5th scale drawings of the ammunition, 3 pp scale drawings of the PaK 40 self-propelled mountings.

Technical/historical background illustrated with b/w period photos and a selection of detailed walk around photographs highlighting technical details of the Pak 40 - the most numerous and widely used anti-tank gun in the Wehrmacht inventory ...

PERBANDINGAN KINERJA GURU YANG BELUM SERTIFIKASI DENGAN YANG SUDAH SERTIFIKASI DI MTS TI PARIANGAN NAGARI PARIANGAN KABUPATEN TANAH DATAR

PENGARUH METODE PROYEK TERHADAP KEMAMPUAN KERJASAMA ANAK USIA DINI KELOMPOK B-1 DI TK AL-WAFA’A OMBILIN

3000 tahun terakota Indonesia

jejak tanah dan api

History of terra-cotta sculpture in Indonesia.

History of terra-cotta sculpture in Indonesia.

Helping your Pupils to Work Cooperatively

The classroom is one of the few places where pupils are regularly required to share, wait, take turns, compromise and work in pairs or groups. And when they are involved in the same project or task, not only are they expected to get along with others, but to get along well – well enough to communicate effectively and work together towards a shared goal or group product. It can be a challenging way to work for some pupils, but when it is done well, it can be very rewarding. When people are working together effectively, they are aware of each person’s roles and responsibilities, feel valued and respected, use a range of skills and strategies and understand the various processes and protocols required. And once the goal is reached, there is the opportunity to celebrate and share the accomplishment. Helping your pupils to work cooperatively clearly sets out the features of cooperative working and explains how it can enhance the many skills needed for effective social interaction, healthy relationships and active citizenship. Focusing on how the teacher’s role is critical to the success of cooperative working, this book shows teachers how they can develop a repertoire of strategies to help their pupils work cooperatively. Explicit instruction, modelling, feedback, intervention and strategic task selection are all described in detail and supported by examples. The book also suggests ways to organise the classroom, provides teaching strategies and pupil activities and gives notes on assessment and record-keeping. It is complemented by several pages of proformas, which can be copied or amended for use in the classroom.

Focusing on how the teacher’s role is critical to the success of cooperative working, this book shows teachers how they can develop a repertoire of strategies to help their pupils work cooperatively.

Helping your Pupils to Think for Themselves

Possibly the biggest challenge teachers face in the classroom is getting their pupils to think for themselves. When children learn to think independently, they are able to take control of their own learning. What’s more, they become good at dealing with the many problems that life will inevitably throw their way – not only good at solving these problems, but at choosing the kind of thinking strategies that will help solve them. Helping your pupils to think for themselves defines the various types of thinking (critical, creative, reflective) and discusses in detail the most crucial type of thinking for student progress – metacognition, which invoves self-assessment, active decision making and personal goal setting. Focusing on how to choose and use a particular type of thinking or strategy for a particular purpose, this book shows teachers how they can do a audit of their pupils’ thinking skills and identify their pupils’ thinking preferences and dispositions, to foster a thinking culture in their classrooms and ensure that all their pupils become skilled and independent thinkers. This book suggests ways to organise the classroom, provides teaching strategies and pupil activities and gives notes on assessment and record-keeping. It is complemented by several pages of proformas, which can be copied or amended for use in the classroom.

Type of thinking Sample tasks or activities Stage in lesson or unit Reflection and
metacognition Pupils identify prior knowledge, make predictions and pose
questions. Beginning Sample strategies: Creative thinking Think, pair, share 1
Think about what you already know. 2 Join with a partner to discuss this. 3 Be
prepared to share your ideas with the whole class. Create a 'wonder wall' of
questions. What if...? What...? Would ...? Where does ...? How might ...? Why...?
How...? When.

Pengaruh Islam yang tercermin dalam beberapa naskah Melayu

koleksi Perpustakaan Nasional RI

Influence of Islam in old Malay literature; analysis.

Hal ini memang sangat perlu bagi orang-orang yang baru memeluk agama Islam
. Kisah mengenai para nabi atau Qisasu l-Anbiya sangat terkenal dalam
kesusastraan Islam, baik di Timur Tengah maupun daerah-daerah Islam lainnya,
 ...

The Impact of Integrated Micro-credit Programs and Its Linkage

Empirical Evidence from the Eastern Part of Ethiopia

The 'minimalist' approach that once dominated microfinance outreach in the past is now a fading memory. A growing number of studies are suggesting a more 'integrative' approach to support the marginalized and ultra-poor households. This study highlights the impact of the integrated programs, namely Productive Safety Net Program-PLUS (food aid plus microcredit) and food aid from the Eastern part of Ethiopia. Quasi-panel data-set were used to evaluate the impact of the integrated projects. The result from the endogenous switching regression as well as the recursive bivariate probit models revealed that households who chose to participate in the integrated programs showed a positive & significant impact in their livestock holdings and consumption expenditure, and they better afforded education and health costs. Nevertheless, beneficiaries of non-integrated (food aid) program did not show significant impact on the consumption expenditure & livestock holdings, and they are less likely to afford education and health cost compared to the non-beneficiaries.

The 'minimalist' approach that once dominated microfinance outreach in the past is now a fading memory.