easy writing trick

Easy Writing

Easy Writing
The Easy Writing instant-activity kit

includes the Easy Writing Fall activity, the Easy Writing Template, and a PDF file of this tutorial. You can find these components
by opening the Language Arts Templates folder and then the Easy Writing folder in the New area of Classroom Suite.

The Easy Writing
Template provides errorless writing practice for students of all ages, including switch users Students use the provided sentence beginning and a choice of sentence endings to create text about a topic or theme. The text is read aloud by the computer as students make selections. Three story starters (Spring is, Winter is, and I like) are ready for you to add customized sentence endings. You will also learn how to create your own topic for a story.
In this tutorial, you will start by exploring the Easy Writing Fall activity. Later in the tutorial, you will learn to create customized writing activities, using the Easy Writing template.

Universal Design
The activities you create using the Easy Writing Template and Classroom Suite are designed for all students, including those with physical or cognitive disabilities.

Create a Folder for Your New
Activities
When you use this template, you will be creating new activities for your students to use. To organize these activities, you will want to create your own folder in the
Activities area of Classroom Suite. 1. At the Navigation Screen, click the Activities
button. Click the New Folder button on the right side of the screen. A dialog box will ask you to name the folder. Give it the name of one of your to get full this trick download here

The Effect Of Giving Quiz And Game In Teaching Vocabulary On The Students’

The Effect Of Giving Quiz And Game In Teaching Vocabulary On The Students’ Ability In Building Up Sentence At Educational Of Tarbiyah Faculty Iain North Sumatera Medan

CHAPTER 1
INTRODUCTION

1.The Background of Study
There are a lot of languages in this world. Language is a great part in our lives, and it is used for communication and allows people to say things to each other. Every language has to major aspects as its construction; they are the linguistic and non-linguistic aspects. The linguistics aspect cover grammar, vocabulary, idiom, style, functions and discours. The non linguistics aspects cover speaking, reading, listening, and writing skill.1
In order to master a language, a speaker firstly, must master the vocabulary aspects. Vocabulary as one of the linguistics aspects is also necessary to be mastered on learning a language. This is true since vocabulary consists of word. Thus, the definition of simple word is the phonological form that recurs with consonant meaning. This means that it would be easier for the speaker to use the language appropriately if he or she knows the words in the language since he or she knows the meaning.2

When people understand the meaning of a word, it would be easier to understand the speaker who use the word. It is, also easier for one to express his feeling in the language if he or she knows the meaning of the word besides its use in contexts as Tarigan states that the quality of the skill in using language is clearly dependent on the quality of his or her vocabulary coverage. The more he or she cover the vocabulary in the language, the bigger the chances for him to master third language.3
Based on the statement above, it can be conclude that the skill of a speaker in using a language is determined by his or her mastery of vocabulary. A wide mastery of vocabulary of the language opens a bigger possibility to be speaker in mastering the language. A good teacher should make his students creative in using the textbook material and the students’ needs about grammar and vocabulary. This means that the teacher is one of the influencing factors to the students in mastering vocabulary. It is suitable with revelation of Allah SWT said;
Meaning; Even as We have sent unto you a messenger from among you, who recited unto you Our revelation and causeth you to grow, and teacheth you the Scripture and wisdom and teacheth you that which ye knew not.[Q.S.Al-Baqarah.Verse 151].4
We also can see in one of the Hadiths by At-Tirmizi as follow;

عَنْ اَبىِ هُرَيْرَةَ قَالَ: قَالَ رَسُوْ الله صَلىَّ اللهُ عَلَيْهِ وَسَلَّمَ: مَنْ سَئِلَ عَنْ عِلْمٍ عَمِلَهُ ثُمَّ كَتَمَةُ اْلجِمَ يَوْمَ اْلقِيَامَةِ بِلِجَامٍ مِنْ نَارٍ.

Meaning; Abu Hurairah reported that the Messenger of Allah said; who is questioned about knowledge which he learnt and then he conceals it, shall wear a girdle of the Fire on the Resurrection Day.[H.R.Ahmad,Inb Daud,Tirmizi].
English is an important subject to learnt for the learner. And learning English is nit easy because the learners are always bored when doing the learning process in the class room. This is because when teaching vocabulary the teacher use a technique or strategies which are not interesting for the students. In teaching vocabulary many teacher often use a tecnique or method such as using context clues, puzzle games, scramble or song.
There are some advantages giving quiz and game, such as;

a. To increase the students’ ability in vocabulary
b. To express the students’ ideas through quiz and game that are used by the teachers
c. To increase the students’ interest in learning vocabulary
d. To increase third students’ creativity such as to create words into sentences
e. To develop the students’ eagerness in using the vocabulary through quiz and game

Generally both of these methods seldom we found in the school, so that we do not know type of which the effective method one of that used in teaching process. That is why the writer why is interested in studying more about ‘The Effect Of Giving Quiz And Game In Teaching Vocabulary On The Students’ Ability In Building Up Sentence At Educational Of Tarbiyah Faculty Iain North Sumatera Medan’.

B. Identification of study
1. The teacher has taught the students by giving quiz but they still have low ability in building up sentence
2. The teacher has taught the students by giving game but they still have low ability in building up sentence
3. The teacher has taught vocabulary but the students’ interest in English vocabulary is low
4. The teacher has used media of study but the students’ achievement English vocabulary is low
C. Limitation of study
Based on the identification of study above the writer limit the study on three factors, they are quiz, game and the students’ ability in building up sentence.

D. Formulation of Study
1. How is the students’ ability in teaching vocabulary by giving quiz in building sentence
2. How is the students’ ability in teaching vocabulary by giving game in building up sentence
3. Is there any significant differences between giving quiz and game in teaching vocabulary on the students’ ability in building up sentence

E. Aim of Study
1. To know the students’ ability in teaching vocabulary by giving quiz in building up sentence
2. To know the students’ ability in teaching vocabulary by giving game in building up sentence
3. To know the significant differences between giving quiz and game in teaching vocabulary on the students’ ability in building up sentence

F. Significant of Study
1. The Dean of Tarbiyah Faculty
2. The lecture as an input as teaching vocabulary
3. The students would be motivated to comprehend systematically and they would be not get bored during learning English
4. The other research to help who want to do further in the same subject

A DOCUMENT ANALYSIS OF THE PEDAGOGICAL KNOWLEDGE ESPOUSED IN AGRICULTURE TEACHING METHODS COURSES

A DOCUMENT ANALYSIS OF THE PEDAGOGICAL KNOWLEDGE ESPOUSED
IN AGRICULTURE TEACHING METHODS COURSES
Anna L. Ball, Assistant Professor
Neil A. Knobloch, Assistant Professor
University of Illinois, Urbana-Champaign

Abstract

The purpose of this study was to examine pedagogical knowledge espoused in teaching methods courses in agricultural education. The population was a census of 64 agricultural teacher educators nationwide who taught a teaching methods course during the 2002-03 academic year.
The researchers utilized a content document analysis method (Hodder, 2000) of aching methods course syllabi to identify the required course readings, assignments, and eaching methods taught by teacher educators. The most frequently required reading esource was Newcomb, McCracken, and Warmbrod’s (1986, 1993), Methods of Teaching griculture. One-fourth of the teaching methods teacher educators required this text. early one in seven educators required a teaching methods text outside of gricultural education. Teacher educators had a wide range of the types of ssignments and amount of work required in their teaching methods courses. Teacher educators pent an average of 21% of the course time teaching methods. The problem-solving pproach to teaching was the most widely espoused teaching method in agricultural ducation course syllabi. The predominant number of teaching methods taught appeared o be directly from Newcomb et al.’s book. Regardless of the teaching method listed n he syllabi, teacher educators spent a low percentage of course time on teaching methods.
Introduction and Theoretical Framework

The professional practice of educators is
guided by commonly held knowledge,
beliefs, and assumptions about pedagogy.
Likewise, a body of knowledge of research
and theories guides the practice of the
university professionals who prepare such
educators. One important task for any
practitioner is to reflect upon the actions of
practice (Schön, 1983). A critical piece of
such reflection involves examining the
knowledge base and theories in use
that inform, and ultimately shape the
practitioners to which such knowledge and
theories are disseminated. “Are we satisfied
with the way that we, as teacher educators,
teach our students or prepare them for their
teaching roles?” (Crunkilton, 1988, p. 3)
One step in determining the answers to this
important musing is for teacher educators
to gain a deeper understanding of the
pedagogical knowledge they posit as a

part of agriculture teacher preparation
courses.
Ducharme and Ducharme (1996)
discussed the paucity of systematic research
in the study of teacher educators. While
numerous studies have documented the
work of teacher educators in normal schools,
reform efforts in teacher education
programs, the demographics of teacher
education faculty, the research productivity
of teacher education faculty, and the nature
of teacher education faculty work
(Cruikshank, 1990), there is a lack of
research regarding how and what teacher
education faculty teach.
Cruikshank’s Model to Guide Inquiry in
Preservice Teacher Education (1984)
provides a conceptual framework for
the systematic study of teaching among
faculty and students in teacher education,
and thus forms the conceptual framework
for this study. This model illustrates
five variables: (1) teacher educators, (2) preservice teacher education students,
(3) contexts where teacher preparation
takes place, (4) content of the teacher
preparation curriculum, and (5) instruction

if you won to get it complete download Click Here

contoh proposal usaha download di sini klik

Contekstual Teaching Learning

Summary Analysis of Novice Teacher Implementation of Contextual Teaching and Learning by Research Questions

1. 1. How does the teaching practice of CTL-trained novice teachers differ from more traditional approaches to teaching the subject matter?

• •Very different, movement from passive reliance on textbooks, lectures, rote memorization, notetaking, drill and questioning, individual student work, and tests of recall to much more project- and problem-oriented teaching, real-world contexts as sources of knowledge, authentic assessment (portfolios), student presentations, teacher mentoring and coaching, caring and nurturing environment, cultural relevance, learning community, use of community and workplaces as sources of knowledge, and student ownership of learning

• • Noise, Active - lots of involvement, interactive, fast-paced; students and teachers move around and work together; classroom environment so structured to facilitate movement and group work; students say its fun, imaginative, easier to learn, and that they learn more

• •Students and teachers offer assistance - community of learners, teams, coaching and mentoring by teacher, peer teaching

• •More student oriented and focused (as opposed to teacher directed and centered); considers diversity, “sub” populations, and equality; teacher knows students well, respects them and meets individual needs

• •Multidisciplinary – content “across the disciplines” emphasized

1. 2. Which CTL strategies do CTL-trained novice teachers use in classroom teaching contexts? Strategies that were seen more commonly

:

• • Repertoire of hands-on activities and strategies – concept maps, games, simulations, “mirroring the work of scientists and scholars,” experiments

• • Student collaborations – group or team work, “partners study,” brainstorming, reciprocal teaching, multiple sources of authority, peer tutoring, think-pair-share

• • Community involvement – speakers, surveys, field trips, “doing it” (i.e., real science), community service, case studies, employment connections

• • Real-world connections – tests on alcohol, blood, water pollution, disease control, bacteria in school, statistical control, probability, business plan, design a rocket, build a boat, community case studies, sports analysis, build a roller coaster, plant a school garden, and more…

• • Problem-based learning – real-world problem solving

• • Project-based learning – creative, collaborative, interdisciplinary, sustaining

• • Self-directed and inquiry learning – with projects, experiments, division of labor, figuring it out, and “what if” scenarios

• • Meaningful assessment – portfolios, rubrics, journals and notebooks, external validation, data analysis, reflection papers, oral presentations, teamwork, some student selection

• • Technology-assisted instruction – networks, problems on www, info search, creative designs, on-line support, calculators, videos, design/testing computer software, accessing materials from a variety of sources

1. 3. What are the facilitators and barriers to implementation of various CTL strategies in actual classroom practice in school settings?

Facilitators

• • Teacher’s philosophy – believes it is the best way to teach and students to learn

• • Positive response from students – engaged, motivated, excited

• • Time (block schedule)

• • Support from supervising teacher, principal, peers, mentor, university; encouragement to teach to higher levels of learning; funding; good textbook and resources

• • Technology

• • Good training from the University – CTL focus, internships, community experiences, role modeling

Barriers

• • Subject matter, especially in math and science – harder to think of context and be creative; pressure to “cover material” and stick to the book

• • Time and hassle - poor time management, 55 minute classes, takes time to develop materials and prepare students, paperwork in arranging [some] CTL activities

• • Lack of support from supervising teacher, principal, peers; may include lack of funds for additional activities and equipment; “crises” exist in some schools

• • Student apathy/lack of preparation (e.g., in math and thus impediment to curriculum integration)

• • State curriculum, textbook, and testing requirements – “stay up with the other teachers,” “keep moving,” “more chapters to be covered,” “teaching the book” “this is on the test,” “real-world problems in book are stupid,” “same day, same page” mandate, “boring

• • Classroom management – teacher perceives loss of control, especially with tremendous student diversity in classes

• • Parents – lack of involvement, pressure to prepare for tests

1. 4. What effect does use of CTL strategies have on student engagement and mastery of subject matter content (i.e., selected measures of student achievement)?

• • Students stay on task, are more attentive, are more interested, more cooperative, and better behaved

• • Better recall of material (better assessment scores, better grades)

• • Students are more motivated, excited, “connected,” and say they learn more

• • Higher levels of learning process skills – formulating hypotheses, remembering, drawing inferences, generalizing, seeing relationships

• • Metacognition – making sense out of content, reflection, self assessment

Table 2. Other Findings about Novice Teacher Implementation of Contextual Teaching and Learning

• • CTL was applied very differently in elective courses then in academics; probably due to both the “nature” of career and technical courses (e.g., explicitly hands-on), pressure to teach to tests and follow curriculum strictly in academic courses, and administrative pressure in academics to increase standardized test scores

• • CTL strategies are very important to minority cultures – Hispanics, African Americans – tying subject back to home country and community contexts and including projects of relevance to their culture (chef training, dog breeding, blood typing, disease control, statistical relevance); the focus on individual needs of students a strength; consideration of diversity-in a broad sense-valued

• • Opportunities (e.g., work-based and service-learning) were often missed by novice teachers to use contextual applications, particularly in executing day-to-day lessons

• • Community-based experiences were limited – may be due to costs, security issues, administrative reluctance to approve, and perceived hassle

• • CTL approach provides transferability and opportunity in other employment; for example, two novice teachers left for similar, but more lucrative, jobs ─ one in business (training) and one at Center for Disease Control (curriculum development for science); several others acquired summer internships or employment related to their teaching field

• • These novice teachers performed at a much higher level then might be expected for a typical first-year or student teacher as evidenced by surveys of and interviews with their former students; researchers reporting them as more confident, good classroom managers, student focused, and definitely “not boring”; seemed to know when “not to cross the line” with student-teacher interactions; observers noted strong student respect, engagement, and cooperation with teacher.

Qur'an reference for thesis

get qur'an in this page to make reference in your thesis silahkan ambil aja quran di halama ini

this file all saving in ram fil (real adio) you can play or open all Qur'an in this page with Real one (semua file Qur'an ini dalam bentuk ram atau ekstensinya ram, jadi klo mo buka ato ndengerin murottalnya buka dengan real one)
to download real player please download here download real player

    1 - Al-Fatiha (The Opening)
     
   
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    2 - Al-Baqara (The Cow)
 
   
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    3 - Al-Imran (The Family of Imran)
     
   
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    4 - An-Nisa (The Women)
 
   
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    5 - Al-Ma'idah (The Table Spread)
   
   
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    6 - Al-An'am (The Cattle)
 
   
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    7 - Al-A'raf (The Heights)
 
   
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    8 - Al-Anfal (The Spoils of War)
   
   
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    9 - At-Tauba (The Repentance)
 
   
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    10 - Yunus (Jonah)
 
   
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    11 - Hud (The Prophet Hud)
 
   
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    12 - Yusuf (Joseph)
 
   
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    13 - Ar-Ra'd (The Thunder)
 
   
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    14 - Ibrahim (Abraham)
 
   
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    15 - Al-Hijr (The Rocky Tract)

   
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    16 - An-Nahl (The Bee)
 
   
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    17 - Al-Isra (The Journey by Night)
     
   
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    18 - Al-Kahf (The Cave)
 
   
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    19 - Maryam (Mary)
 
   
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    20 - Ta-Ha
 
   
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    21 - Al-Anbiya (The Prophets)
 
   
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    22 - Al-Hajj (The Pilgrimage)
 
   
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    23 - Al-Mu'minun (The Believers)
   
   
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    24 - Al-Nour (The Light)
 
   
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    25 - Al-Furqan (The Criterion)

   
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    26 - Ash-Shu'ara (The Poets)
 
   
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    27 - An-Naml (The Ants)
 
   
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    28 - Al-Qasas (The Narration)
 
   
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    29 - Al-'Ankabut (The Spider)
 
   
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    30 - Ar-Rum (The Romans)
 
   
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    31 - Luqman (Luqman)
 
   
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    32 - As-Sajdah (The Prostration)
   
   
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    33 - Al-Ahzab (The Confederates)
   
   
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    34 - Saba' (Sheba)
 
   
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    35 - Fatir (The Originator of Creation)
     
   
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    36 - Ya-Sin (Ya-Sin)
 
   
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    37 - As-Saffat (The Rangers)
 
   
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    38 - Suad
 
   
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    39 - Az-Zumar (The Groups)
 
   
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    40 - Ghafir (The Forgiver)
 
   
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    41 - Fussilat (Explained in Detail)
     
   
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    42 - Ash-Shura (The Consultation)
   
   
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    43 - Az-Zukhruf (The Gold Adornments)
     
   
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    44 - Ad-Dukhan (The Smoke)
 
   
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    45 - Al-Jathiya (The Kneeling)

   
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    46 - Al-Ahqaf (The Curved Sandhills)
     
   
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    47 - Muhammad
 
   
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    48 - Al-Fath (The Victory)
 
   
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    49 - Al-Hujurat (The Dwellings)
   
   
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    50 - Qaf
 
   
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    51 - Az-Zariyat (The Winds that Scatter)
     
   
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    52 - At-Tur (The Mount)
 
   
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    53 - An-Najm (The Star)
 
   
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    54 - Al-Qamar (The Moon)
 
   
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    55 - Ar-Rahman (The Most Beneficent)
     
   
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    56 - Al-Waqi'a (The Event)
 
   
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    57 - Al-Hadid (Iron)
 
   
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    58 - Al-Mujadilah (The Disputation)
     
   
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    59 - Al-Hashr (The Gathering)
 
   
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    60 - Al-Mumtahinah (The Examined One)
     
   
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    61 - As-Saff (The Row)
 
   
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    62 - Al-Jumu'ah (Friday)
 
   
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    63 - Al-Munafiqun (The Hypocrites)
     
   
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    64 - At-Taghabun (Loss and Gain)
   
   
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    65 - At-Talaq (The Divorce)
 
   
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    66 - At-Tahrem (The Banning)
 
   
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    67 - Al-Mulk (Dominion)
 
   
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    68 - Al-Qalam (The Pen)
 
   
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    69 - Al-Haqqah (The Reality)
 
   
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    70 - Al-Ma'arig (The Ways of Ascent)
     
   
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    71 - Nuh (Noah)
 
   
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    72 - Al-Jinn (The Jinn)
 
   
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    73 - Al-Muzzammil (Folded in Garments)
     
   
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    74 - Al-Muddaththir (The One Enveloped)
     
   
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    75 - Al-Qiyamah (The Resurrection)
     
   
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    76 - Al-Insan (Man)
 
   
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    77 - Al-Mursalat (Those Sent Forth)
     
   
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    78 - An-Nab (The Great News)
 
   
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    79 - An-Naziat (Those Who Pull Out)
     
   
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    80 - 'Abasa (He Frowned)
 
   
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    81 - At-Takwir (The Folding Up)
   
   
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    82 - Al-Infitar (The Cleaving)

   
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    83 - Al-Mutaffifin (Those Who Deal in
      Fraud)
   
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    84 - Al-Inshiqaq (The Splitting Asunder)
     
   
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    85 - Al-Buruj (The Big Stars)
 
   
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    86 - At-Tariq (The Night-Comer)
   
   
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    87 - Al-A'la (The Most High)
 
   
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    88 - Al-Ghashiyah (The Overwhelming)
     
   
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    89 - Al-Fajr (The Dawn)
 
   
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    90 - Al-Balad (The City)
 
   
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    91 - Ash-Shams (The Sun)
 
   
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    92 - Al-Lail (The Night)
 
   
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    93 - Ad-Duha (The Forenoon - After
      Sunrise)
   
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    94 - Ash-Sharh (The Opening Forth)
     
   
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    95 - At-Tin (The Fig)
 
   
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    96 - Al-Alaq (The Clot)
 
   
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    97 - Al-Qadr (The Night of Decree)
     
   
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    98 - Al-Baiyinah (The Clear Evidence)
     
   
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    99 - Az-Zalzalah (The Earthquake)
   
   
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    100 - Al-'Adiyat (Those That Run)
   
   
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    101 - Al-Qari'ah (The Striking Hour)
     
   
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    102 - At-Takathur (The Piling Up)
   
   
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    103 - Al-'Asr (The Time)
 
   
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    104 - Al-Humazah (The Slanderer)
   
   
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    105 - Al-Fil (The Elephant)
 
   
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    106 - Quraish (Quraish)
 
   
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    107 - Al-Ma'un (The Small Kindnesses)
     
   
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    108 - Al-Kauthar (A River in Paradise)
     
   
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    109 - Al-Kafirun (The Disbelievers)
     
   
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    110 - An-Nasr (The Help)
 
   
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    111 - Al-Masad (The Palm Fiber)
   
   
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    112 - Al-Ikhlas (The Purity)
 
   
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    113 - Al-Falaq (The Day Break)

   
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    114 - An-Nas (The Mankind)
 
   
 download

list of thesis titles in this blog

listof thesis titles in this blog education planing and writer consulting

lankah langkah menulis skripsi yang baik

Quantitation of Aflatoxin Metabolites

Quantitation of Aflatoxin Metabolites (AFB1, AFB2, AFG1 and AFG2) in Food Commodities and Their Diminution with Various Detoxifying Agents

Introduction

1.1. Mycotoxins

The mycotoxins are extreme toxic metabolites produced by certain fungi that can infect and proliferate on various agricultural commodities in the field and or during storage [1]. The occurrence of these toxins on grains, nuts and other commodities susceptible to mold infestation is influenced by environmental factors such as temperature, humidity, and extent of rainfall during the pre-harvesting, harvesting, and post-harvesting periods. Mycotoxins may exhibit various toxicological manifestations; some are teratogenic, mutagenic and /or carcinogenic in susceptible animal species and are associated with various diseases in domestic animals, livestock, and humans in many parts of the world [2]

. .

The naturally occurring toxins such as mycotoxins pose profound challenges to food safety. Mycotoxins are substances produced by moulds that contaminate various agricultural commodities either before harvest during harvest and under post harvest conditions (WHO, 1999). 1.2. Aflatoxin The mycotoxins of public health importance within the region are aflatoxin [3]. Aflatoxin are secondary metabolites with high toxic and carcinogenic properties produced predominantly by three species of mould Aspergillus flavus, Aspergillus parasiticus and Aspergillus nomius, that are widely distributed in nature and form aflatoxin at temperature ranging from 12 to 42oC and relative humidity higher than 80% [4] . The discovery of aflatoxins dates back to the year 1960 following the severe outbreak of the turkey ‘X’ disease in the UK which resulted in the deaths of more than 100000 turkeys and other farm animals [1]. The cause of the disease was attributed to a feed containing Brazilian peanuts which were heavily infested with A. flavus. Subsequent analysis of the feed using thin-layer chromatography (TLC) revealed that a series of fluorescent compounds later termed aflatoxins were responsible for the outbreak [1] - [3]. The main responsible chemical forms toxin metabolites were identified as aflatoxin B1, B2, G1, G2, and M1. 1.1. Aflatoxin Physical Properties The classification of the indices B and G is not structure-related and has its origin in the color of the fluorescence under UV-light (B=blue and G=green) while structural differences of the terminal furan ring determine the numerical index. M1 is the predominant metabolite of AFB1 in milk from lactating humans and animals that consume AFB1-contaminated food or feed Hence, the name aflatoxin, an acronym has been formed from the following combination: the first letter, ‘A’ for the genus Aspergillus, the next set of three letters ‘FLA’, for the species flavus, and the noun ‘TOXIN’ meaning poison [5]. Table 1.1 Physical Properties of Aflatoxins Metabolites.

Aflatoxins	Mol. formula	Mol. Weight(g)	M.P oF
B1	C17H12O6	312	265-269
B2	C17H14O6	314	286-289
G1	C17H12O7	328	244-246
G2	C17H14O7	330	237-240
M1	C17H12O7	328	299
M2	C17H14O7	330	293

link to download complete download

abstract thesis proposal

THE POST-COLD WAR EUROPEAN MILITARY-INDUSTRIAL COMPLEX, THE ESDP AND EU’S SPACE POLICY

In this study will be analyzed whether the European Union (EU) stated ambition of being able to manage autonomous military operations is realistic unless it develops satellite networks that can operate independently from America’s space assets and, in turn, whether it is realistically conceivable to create a common European military presence in the space given US antagonist strategic perspectives and given national interests and commitments to the NATO. A major issue-area, where the distribution of economic leverage, technological capabilities, military power and political influence can be investigated, is, in fact, national space policy. Through the analysis of EU private, national and supranational initiatives –with a specific focus on the relations between EU’s defense industry and the European Security and Defense Policy (ESDP) –, I will investigate whether the redistribution of military space capabilities and perceived security needs, following the collapse of the bipolar world order, is favoring the emergence of a European space actorness complementary to NATO structures.
I shall then assess whether this ambition is (or can be) enshrined in a wise legal framework designed to avoid an escalating offence-defense spiral, as space security is pre-eminently an issue of global security. The understanding of the evolution of the national, regional and international legal framework in response to these ‘geopolitical’ dynamics is thus crucially important. A strong and unified political Europe with a technologically advanced and comprehensive defense and intelligence assets, enshrined in a wise legal overarching framework, could open the door to an innovative and autonomous foreign policy.

THEORIES OF INTERNATIONAL POLITICS AND NON-STATE ACTORS

My understanding of the history of space security and how states have pursued it is rooted in specific starting assumptions on the nature of the international system, the main aim of states, the most effective currencies of power, the role of technology and of non-state actors. Even though since the end of the Cold War, US supremacy in the global distribution of economic, technological and military assets has remained unchallenged, international actors such as China, Russia and Japan, along with the EU member states, are redefining their relative position within the post-1989 world politics hierarchy. The American hegemony is not declining, thus, but a redistribution of capabilities is occurring at the lower levels of the world politics hierarchy. Furthermore, non-state actors—particularly in the defense industry—begin to emerge as major players and complicate traditional patterns of great power dominance in space. I will thus take into account both state and non-state actors in the analysis of the past two decades evolutions of the planetary distribution of military space capabilities. Evidence will be brought from official documents – national, supranational and private sector’s initiatives since 1991 –, existing literature, author’s interviews, and an internship in the European Defense Agency and/or in the Aerospace Defense Industries Association of Europe.


THE DEFENSE INDUSTRY AND DEMOCRATIC ACCOUNTABILITY

Since the end of the Cold War, a number of major trends have led to the restructuration of Europe’s defense market. Reduced defense budgets; spiraling costs; technological and industrial trends that are blurring the distinction between defense and other industries, such as electronics and information technology making it increasingly difficult to define “defense industries” strictu sensu; a wave of mergers and acquisitions in the United States that produced aerospace and defense giants with turnovers several times greater than those of national champions in Europe. The defense companies’ strategies in facing these new trends have been characterized by concentration and internationalization. It seems that the future of EU defense industry will be defined by an increasingly complex tapestry of national and supranational political initiatives and transnational firms and joint ventures. The evolution of EU supranational initiatives in the security realm and the common market-driven dynamics mean that space assets are assuming an unprecedented supra- and trans-national role in Europe. The most striking aspect of this new European-wide industrial landscape is what could be defined as a “reversal of roles”: in this twin movement towards greater Europeanisation of defense matters it is no longer governments that are steering European cooperation on armaments but industry itself that is moving ahead of political constraints and adapting them, precipitating change and now acting as a driving force in the implementation of a common defense. This study will thus investigate the risks associated to this increasingly strong and influent military-industrial complex for a transparent and democratic decision-making.

If the redistribution of power that is taking place since the end of the bipolar system has allowed some room for maneuver for an increased European weight in world politics, then this opportunity has to be managed wisely and in a forward-looking perspective. A powerful Europe without such an overarching legal framework would simply translate state’s thirst for relative gains onto a super-state level and raise international relations’ distrust and insecurity. On the contrary, a weak Europe wouldn’t even be in the position to propose such legal arrangements, as traditional power politics would crush national initiatives. Without a balance of power and without a sustained and stable understanding between major powers on their conduct of mutual relations, then the ‘softer’ elements of international order (international law, international organizations…) will be as so many castles in air. Balance of power can be seen as a means of constraining and restraining the most powerful and would-be hegemonic; as an inducement to moderation and restraint in foreign policy; and, finally, as an essential background condition for the operation of international law and institutions. Rebalancing the planetary distribution of power together with the proposition of cooperative legal frameworks aimed at preserving global security may be a historically important contribution toward a paradigm shift in international relations.

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John Nash Non-cooperative games PhD thesis

thesis about non cooperative games all post with picture but you can download with pdf file


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the researve the motivation of the students

CHAPTER III
METHODOLOGY OF RESEARCHY

A. Location of Research
This research will be conducted at English Department of Tarbiyah Faculty IAIN-SU. Which is located in Jl. William Iskandar V Medan Estate. This location is the writer choose because :
1.The location is not so far from the writers house.
2.The students have difference educational background before studying at Tarbiyah Faculty.

1.The location of this research has the education that complete and also the lectures that quality. Tarbiyah Faculty deed some ways, in cluding take lectures to join the post graduate work program (S-2). The lecture has done since 1986. Some of thosewho have followed it :
In 1986: 1. Prof. Dr. H. Haidar Putra Daulay in Yogyakarta.
2. Dr. A. Djafar Siddik, M.A in Yogyakarta.
In 1988 : 1. Dr.H. Fachruddin Azmi, M.A in Yogyakarta
2. Drs. Syaiful Akhyar, M.A. in Yogyakarta
In 1990 : 1. Drs. Nurdi, M.pd in yogyakarta
2. Drs. Askolan Lubis, M.A in Yogyakarta
In 1991 : 1. Drs. Syaukani Hasbi, M.Ed, Adm in Adelaide Australia
2. Drs. Hasan Asari, M.A. in Montreal Canada
In 1994 : 1. Drs. Suprayetno.W, MA in Canada
2. Dra. Retno Sayekti, M. Lis in Canada.
And also many lecturer that Quality such as : Drs. H. Sokon Saragih, Drs.H.M. Daud Ibrahim, Drs. Fahrur Razy Dalimunthe, Drs. Abdurrahman Is, Drs. Mahmud Aziz Siregar, Dr. Zubaidah, M.A, Drs. Syahrum, Mpd, ect.


B. Population and Sample
Population is the total number of people living some where.( As Hornby,1995 : 897 ) Population is also a group of people, which become object of research. Based on the definition above, the population in this research is students of Tarbiyah English Department of IAIN Nort Sumatra. In English Department, there are fourth semester, each semester divided into fourt classes ( TBI-1,TBI-2, TBI-3 and TBI-4 ) for second semester and third semester, and two classes ( TBI-1 and TBI-2 ) for fourth semester and seventh semester ; the number of the students each semester as follows :


Sample is a part of population. According to Suharsimi Arikunto : If the subject less than 100 it is better to take all of them, but if the subject more than 100, it may take between 10-15 % or 20-25 %. So this research takes sample 12 % from 397 students : 50 students. The sample is the studentsof sixth semester at Tarbiyah English Department in IAIN Nort Sumatra, 25 students from TBI-I and 25 students from ` TBI-2.
Furthermore, this research uses purposive sample, which done by taking subject based on certain purpose. Some consideration of taking sixth semester as sample are :
1.The students of sixth semester have enough experience in using English
2.The students had learned about reading comprehension at fourt semester, it is assumed that they already have ability Reading comprehension.
3.The students also have been taught about grammatical, it can be deduct from any error in grammar.
C. Instrument of Collecting Data
Intrument of collecting data is a tool, which is used to collect data in a research. The instrument of data used is in this research are :
a. Interview
b. Observation
c. Test
d. Documentation

D. Technique of Collecting Data

Besed on the technique of instrument, after the writer gives the instrument to the respondent, it will be collected. Then it is collected based on the kind of it.
a.Interview
The writer uses this technique to collect the data by interviewing the head master and English teacher to acquire some information related to the topic of this research.
b. Observation
Observation took place in teaching-Learning process in the classroom, the researve the motivation of the students, their attitude and behavior in teaching process.
c. Test
There are many kinds of tests, one of them is multiple choice or objective test. Objective test is short answer achievement test. There are many kind of objective test, they are :
1. True false items
True false question, that the students are asked to determine true answer or false.
2. Completion items
Completion items is a question which the students must to complete in answering by using word form.
.3. Multiple choice
Multiple choice items is a question in choising form that the students gives the possibility answer. ( Depdikbud, pedoman penulisan, 1989 ; 16 )
A set of test given to the students, the test was arranged according to the main object that will get in reading texts. The form of test is objective test that are consist of 20 items. All the question are multiple choice.
d.Documentation
Documentation method means searching data concerning some cases or variable, it may take from : note, book, the paper, magazine, agenda, ect.

E. Operational Definition of Variabel
To avoid misinterpret with this research, it will clarify the definition related to this research. In this research there are two variable, they are :
1.Variable I ” Skimming technique in reading comprehension’’ the indicators are:
a.Skimming technique is a technique used to look for the ‘ gist ‘ of what the outhor is saying without a lot of detail
b.Skimming technique is used after a person has already carefully studied and she needs to reviewthe major ideas and concepts.
c.Skimming technique is used if one only wants a priview or an overview of the material to students is as an alternative way to increase the students’ achievement.
2.Variable II. “ The students’ achievement’’ the indicators are :
a.The students’ express the ideas well in reading
b.The students’ have high understanding about Reading Comprehension
c.The students’ have high score in Reading
F. The Technique in Analyzing Data
To know the influence of skimming technique in reading comprehension, it is used the steps :
a.The writer will collect the answer sheet and the next gives the score.
b.The writer will use the formula “ t “ test, with fisher formula :


Explanation:
M1 : mean of X1 (experimen group)
M2 : mean of X2 (control group)
∑X1 : multiplication of score deviation of X1
∑X2 : Multiplication of score deviation of X2
N1 : Number of sample from experiment group 1
N2 : Number of sample from experiment group 2

HOW TO WRITE BA THESIS menulis thesis BA

How to Write a BA Thesis
a practical guide from
your first ideas to your
finished paper
Charles Lipson

1 introduction
Most students write a thesis for a very simple reason: it’s required to grad-
uate with honors. In some schools, it’s required for all graduates. Even so,
the thesis is different from other requirements—more demanding and
much more rewarding. Most requirements focus on specific courses, per-
haps an introductory course on statistics, social structure, or American fic-
tion. There is not much you can do if the class is at 9 .., the subject is bor-
ing, or the professor drones on, oblivious to your snoring.
1
Your thesis, happily, is different. It is in your hands. You will work with
an adviser, of course, but you will ultimately select your own topic and do
most of the work yourself, independently. You can start at 9 .. or 9 ..,
skip work entirely some days, or study straight through the weekend. You
own it.
That’s the good news and the bad news. To select a topic, you have to
think about what truly interests you, and probably meander a bit before
you settle on the right path. Once you have decided on a general subject—
say, marriage and divorce in nineteenth-century fiction—you need to
hone it down to a manageable size. That might be “The Scar of Divorce in
the Fiction of Henry James and Edith Wharton.” In international studies,
your broad interest in America’s wars might lead to a thesis on “The Evo-
lution of American Air Power in Kosovo, Afghanistan, and Iraq.”These
for all students: read in month 1
1. One student recalls just such an experience: “Dr. Duncan’s lectures [on medical
matters] at 8 o’clock on a winter’s morning are something fearful to remember.
Dr. Munro made his lectures on human anatomy as dull as he was himself.... I at-
tended Jameson’s lectures on Geology and Zoology, but they were incredibly dull. The
sole effect they produced on me was the determination never as long as I lived to read a
book on Geology or in any way to study the science.” The student was Charles Darwin.
Despite the dreadful lectures, he grew more interested in these subjects and, apparently,
even conducted some independent research and writing. Charles Darwin, The Auto-
biography of Charles Darwin and Selected Letters, ed. Francis Darwin (New York: Dover,
1958), 12, 15.topics capture your general interests and encourage you to grapple with
them, but they are not too large and unwieldy. They are feasible thesis top-
ics because they allow you to do the necessary research and then enter the
conversation with your own ideas.
This reading, research, and writing builds on your previous work: your
courses and seminar papers. Together, they lay the foundations for a
longer, more challenging project: your thesis. If doing a thesis seems harder
than your earlier work, it is also more satisfying. As you select your topic,
you can explore issues that interest you deeply. As you move gradually from
reading and research to writing and revising, you can develop a real sense
of mastery. As you work out your perspective and begin writing, you can
develop your own distinctive voice. In all these ways, your thesis is the cap-
stone of your undergraduate education. And it is something more: a vital
step toward lifelong learning, where you will always pick your own subjects
to explore.
Because your thesis requires independent work, it is useful to have a
guide, a mentor by your side. That’s what this book is. It is designed to help
you and your adviser as you proceed along the trail, from selecting a good
topic to turning in your final draft, with a sigh of relief. My goal is to offer
suggestions you can use at every stage of your work.
One of the challenges of writing a thesis is that you need to combine a
lot of tasks: selecting a topic, reading the best books and articles, conduct-
ing sustained research, arriving at your own viewpoint, planning your
paper, writing a first draft, and then revising and polishing it, all while
managing your own time. This is not a 100-meter dash. It is a hike through
the woods, requiring a variety of skills and some persistence.
This book will guide you past the mileposts, flag the main issues, warn
you about the stumps along the trail, and give you some brief, practical ad-
vice about each aspect of the project. If you want more details on some, I
will point you to the best sources. But I will keep this book focused on the
main issues so you can focus on your primary goal: completing your own
best thesis, one you find satisfying to work on and pleased to turn in.
For now, let me begin with some reassurance, based on years of work-
ing with thesis students. You’ve made it this far, and you can complete your
thesis. In fact, you can complete a thesis you’ll be proud of. You just need
to approach it thoughtfully and stick with it. If you are committed to that,
you’ll do just fine

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Planung und Modellierung von WLAN-/ WiMAX-Netzwerken

Abstract




WLAN hat in sämtliche Bereiche des öffentlichen Lebens Einzug gehalten. Der neue
Standard WiMAX wird in Zukunft bei der Entwicklung von regionalen Netzen eine große
Rolle spielen. Die Planung solcher Funknetze mit einer flächenhaften Abdeckung gestaltet
sich als schwierig. Ziel dieser Arbeit ist es, einen Überblick über neue WLAN- und WiMAX-
Standards zu geben. Es soll weiterhin der Stand von Forschung und Entwicklung von
Modellen und Algorithmen zur Planung von Funknetzen dargestellt und untersucht werden,
wie diese speziell für den WiMAX-Standard genutzt werden können. Außerdem sollen schon
bestehende Projektierungstools für WLAN-Funknetze untersucht werden. Darauf aufbauend
soll ein eigenes Tool konzipiert werden mit dem sich Funknetze, im speziellen WiMAX-
Netze, auf der Grundlage der zuvor untersuchten Modelle und Algorithmen planen lassen.
Introduction

Research motivation and aim

This research thesis was made in the context of the “Computer Aided Network Design
Utility” (CANDY). The project runs at the institute of computer science at the Technical
University of Dresden. It is dedicated to the development of a tool that enables also non-
network-experts to configure a network by themselves. The programme will include different
tools. One part is dealing with the special requirements of radio networks. In order to
guarantee interoperability amongst the tools a new language has been worked out which is
called “Network Design Modelling Language” (NDML). NDML is based on XML grammar.
In order to meet the special requirements of radio networks RadioNDML was suggested.

The task of this thesis was to analyse the functionality of existing network design programmes
and to develop a concept for a radio network planning tool.

Structure

This thesis deals with the planning and modelling of wireless networks. The first section is
about the basics of network planning. It is supposed to give an impression of all necessary
steps of radio network planning and therefore of the software requirements.

In the second part an overview above the specifications of the IEEE 802.11 and IEEE 802.16
standards shall be presented.

The third and forth chapter will give an overview about current wave propagation and
visualisation models. The aim is to find a suitable model for all applications and wireless
standards in the radio network part of the CANDY project.

Furthermore already existing WLAN design tools are to be examined. Therefore a closer look
towards the options that are nowadays provided by those tools is taken. The section will finish
with a table naming the advantages and disadvantages of each programme.
In the sixth part of this thesis a concept for the radio network design tool that will be needed
in the CANDY project is suggested. Hence the knowledge about the previously examined
tools is combined with the facts about network design and special requirements of CANDY in
order to achieve a concept how the radio network tool might work.

The seventh section will suggest some extensions to RadioNDML.

The last part gives an outlook about future development.
1 Basic knowledge in radio network planning

Network planning consists of several tasks. At the beginning an initial proposition of the
hardware - like antennas and base stations - is to be found. The next steps are the optimisation
of cost, capacity, coverage, complexity and the signal-to-noise-ratio. Unfortunately one
cannot be done without neglecting another. If the capacity of the network is for example
supposed to be rather high the complexity and the costs of the system will increase. Therefore
it is important to define one’s priorities before starting to plan a network.

Also network planning cannot be done simply at a computer since all the calculations are just
estimations of the real world. Hence it is necessary to do a radio frequency survey after the
radio network simulation. This means that there has to be a temporary installation of the
selected hardware solution in the environment at the predetermined location.

1.1 Fresnel Zone

The Fresnel Zone covers the area around the line of sight (LOS) in which radio waves are
propagated after they left the transmitting antenna. It describes several elliptical areas. In
radio networks normally just the first elliptical area is considered to be the most important
one. There are also the 2nd, 3rd and .... Fresnel Zone. All odd numbers represent the
amplifying signal superposition and all even numbers the weakening signal superposition. It
can be calculated with the following formula:

f
d
r
4
32 . 17 ∗ =

r radius in metres
d distance in kilometres
f frequency in GigaHertz

3

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THE EFFECT OF SHARED READING AND ACTIVE READING ON STUDENTS’ ABILITY IN COMPREHENDING TEXT AT SMP. N 1 BUKIT MAS BESITANG

CHAPTER I
INTRODUCTION

Background of Study
In learning language context there are four skills that students are expected to be able to do, comprehend and interpreted text correctly, but most of the students have less motivation to learn it, event the teachers have taught them in many ways, but in this thesis the writer focus on the way in teaching reading. As Hornby (1995:968) state that reading is action who reads a way in which something is interpreted and understood.
Actually reading is not an easy process because it involves the work eye and brain almost to get information or massage from the text so that to make the students be able to read effectively and efficiently, the teachers should prepare the good strategy and method in teaching English, especially in reading as mentioned in the holly Qur'an An-Nahl verse 125. It says.

$äí÷Š$# 4’n<Î) È@‹Î6y™ y7În/u‘ ÏpyJõ3Ïtø:$$Î/ ÏpsàÏãöqyJø9$#ur ÏpuZ|¡ptø:$# ( Oßgø9ω»y_ur ÓÉL©9$$Î/ }‘Ïd ß`|¡ômr& 4 ¨bÎ) y7­/u‘ uqèd ÞOn=ôãr& `yJÎ/ ¨@|Ê `tã ¾Ï&Î#‹Î6y™ ( uqèdur ÞOn=ôãr& tûïωtGôgßJø9$$Î/ ÇÊËÎÈ
Meaning:
"call unto the way of thy lord with wisdom and fair exhortation, and reason with them in the better way. Lo! Thy lord is the best aware of him who strayed from his way, and he is best aware of those who go aright (Q.S. An-Nahl: 125)
From the verse above, we know that teachers should be use the good method when they are teaching; in order the st6udents will be easy to understand the subject. In the processes of learning
There are many ways in learning and teaching to students such as SQ3R, Speed Reading, Silent Reading, Shared Reading, and Active Reading, in this thesis the writer focus on two ways, Shared Reading and Active Reading.
In shared reading, a group may shared the reading of the text that is relevant to the topic, all the students will be able to practice in the group learning activities based on the information in the text. It focuses on the meaning, fun, enjoyment and allows them to relate it back to their own experience or their own word.
While in active reading, it porously doing by the reader, as Dougles brown (1994:293) state that the reader may use skimming with quickly running one’s eye across whole the text to get the gist, skimming gives the reader advantage of being able to predict the purpose of the passage the main topic or massage and possibly some developing or supporting ideas. The reader also uses scanning to searching for some particular piece or peaces of information in a text. Scanning exercises may ask the readers to look for names or date, to find a definition on key concept or to list certain number of supporting details. The purpose of scanning is to extract certain specific information without reading the whole text (293).
Based on the preliminary observation, the writer found many students in SMP.N 1Bukit Mas Besitang have problem in comprehending text and most of the English teacher can not improve their ways in teaching English, it can be showed by the students are less practice English at home, less motivation in learning English, lack of vocabulary, low motivation in reading comprehension.
To sum up there are some reasons using those techniques, such as: they are good for improving the students’ ability in reading comprehension, and it is concerning with consideration that the teacher should make improvement on the way they teach.
Based on the background state above, it is interesting to conduct and research on “THE EFFECT OF SHARED READING AND ACTIVE READING ON STUDENTS’ ABILITY IN COMPREHENDING TEXT AT SMP. N 1 BUKIT MAS BESITANG.
The writer hope both the methods can motivate the teacher to increase their ways in teaching English and the students’ interest in learning English, especially in reading comprehension.

Identification of Problems.
Based on the background of study mentioned above the problems can be identified as follows:
English teacher are mostly using traditional ways in teaching reading comprehension.
The students have low motivation in English.
Most of the students have low ability in reading comprehension.
English teacher can not improve their ways in teaching English.

Limitation of problems.
Because of the limitations of the writer, besides economy, time, power, so the writer will limit the study on the effect of shared reading technique and active reading on the students’ ability in comprehending reading descriptive text.

Formulation of study.
The formulation of the problems by making some relevant questions to answers as follows:
How is the students’ ability in comprehending text by using shared reading technique?
How is the students’ ability in comprehending text by using active reading technique?
Is there any significance difference of shared reading and active reading on the students’ ability in comprehending text.




Objective of Study.
The objective of the study are:
To know students ability in comprehending text.
To know students interest in comprehending text.
To investigate the significance difference of shared reading and active reading on the students ability in comprehending reading descriptive text.

Significant of Study.
As it is describe in the object of the study above, this study also expected to have significant contribution to the following:
1. For the principle of SMP N 1 Bukit Mas Besitng, to give the direction to the
English teacher about the English method that is suitable to the students’
situation and the materials of the study that can improve the students’
interesting English, especially in English.
2. For English teacher to take batter to improve the students’ interest in reading.
3. For the students’ to increase their motivation and interest in studying English.
4. For other researchers who want to further researcher on the same subject.