Derived from the renowned multi-volume International Encyclopaedia of Laws, this very useful analysis of constitutional law in Greece provides essential information on the country’s sources of constitutional law, its form of government, and its administrative structure. Lawyers who handle transnational matters will appreciate the clarifications of particular terminology and its application. Throughout the book, the treatment emphasizes the specific points at which constitutional law affects the interpretation of legal rules and procedure. Thorough coverage by a local expert fully describes the political system, the historical background, the role of treaties, legislation, jurisprudence, and administrative regulations. The discussion of the form and structure of government outlines its legal status, the jurisdiction and workings of the central state organs, the subdivisions of the state, its decentralized authorities, and concepts of citizenship. Special issues include the legal position of aliens, foreign relations, taxing and spending powers, emergency laws, the power of the military, and the constitutional relationship between church and state. Details are presented in such a way that readers who are unfamiliar with specific terms and concepts in varying contexts will fully grasp their meaning and significance. Its succinct yet scholarly nature, as well as the practical quality of the information it provides, make this book a valuable time-saving tool for both practising and academic jurists. Lawyers representing parties with interests in Greece will welcome this guide, and academics and researchers will appreciate its value in the study of comparative constitutional law.
Lawyers representing parties with interests in Greece will welcome this guide, and academics and researchers will appreciate its value in the study of comparative constitutional law.
This book constitutes the refereed proceedings of the International Conference on Information and Communication Technology, ICT-EurAsia 2013, and the collocation of AsiaARES 2013 as a special track on Availability, Reliability, and Security, held in Yogyakarta, Indonesia, in March 2013. The 62 revised full papers presented were carefully reviewed and selected from a numerous submissions. The papers are organized in topical sections on e-society, software engineering, security and privacy, cloud and internet computing, knowledge management, dependable systems and applications, cryptography, privacy and trust management, network analysis and security, and multimedia security.
This book constitutes the refereed proceedings of the International Conference on Information and Communication Technology, ICT-EurAsia 2013, and the collocation of AsiaARES 2013 as a special track on Availability, Reliability, and Security ...
The grammar and the lexicon are fundamental elements of any language. In the context of a second language (L2), mastery of grammar and lexicon are critical for the purpose of comprehensibility (e.g., Saito, Trofimovich, & Isaacs, 2015), yet they are highly complex systems and therefore typically present difficulty to L2 learners at all stages of proficiency. In communicative and content-based L2 classrooms, teachers can address this issue by providing learners with form-focused instruction and corrective feedback on grammatical structures and vocabulary during interactions that are otherwise primarily focused on meaning. In the context of peer interaction within communicative and content-based classrooms, however, learners typically focus almost exclusively on meaning and rarely shift their attention to linguistic forms (e.g., Adams, Nuevo, & Egi, 2011). Consequently, peer interaction is a useful pedagogical intervention for the purpose of fluency development, but not necessarily for the purpose of linguistic accuracy (Sato and Lyster, 2012).The goal of this dissertation is to explore the effectiveness of form-focused instruction and peer corrective feedback to improve linguistic accuracy and thereby maximize learning opportunities during peer interactions that focus primarily on meaning. The study used a mixed-methods design to collect both quantitative data that provided information on the effectiveness of the intervention and qualitative data to gain insights into learners beliefs about the intervention. Two experiments were conducted: The first one was designed to promote the acquisition of grammatical structures and the second to promote the acquisition of vocabulary.In experiment 1, 87 third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction, form-focused instruction, and peer corrective feedback). During an instructional treatment over three consecutive class periods, participants in all three groups engaged in the same peer interaction activities that revolved around the city of Munich. However, only the PI FFI group and the PI FFI CF group received form-focused instruction on the grammatical target structure, the German present perfect tense, which includes auxiliary verb selection and past participle formation. Critically, only the PI FFI CF group was trained to provide corrective feedback to peers. A pretest and two posttests measured the effectiveness of the intervention, all of which included an oral production task and an error correction task. Results showed that the PI FFI group outperformed the PI group on all of the four auxiliary measures, but on none of the four past participle measures, whereas the PI FFI CF group outperformed the PI group on all auxiliary measures and two past participle measures. The PI FFI CF group outperformed the PI FFI group on one past participle measure, but on none of the auxiliary measures.In experiment 2, 77 third-semester learners of German were assigned to one of the same three groups as in experiment 1 and engaged in peer interaction activities that revolved around the discussion of the movie Almanya Welcome to Germany during an instructional treatment over four consecutive class periods. Only the PI FFI group and the PI FFI CF group received form-focused instruction on vocabulary relevant to the movie, which were 25 German nouns along with their gender and plural forms, and only the PI FFI CF group received training on how to correct peers vocabulary mistakes. Results from a pretest and two posttests showed that both the PI FFI and the PI FFI CF group outperformed the PI group on seven of eight measures assessing productive and receptive vocabulary knowledge, as well as knowledge of grammatical gender and plural forms. The PI FFI CF group outperformed the PI FFI group on three of four measures of productive and receptive vocabulary, but on none of the four measures of grammatical gender and plural forms.Overall, the findings of the two experiments suggest that peer interaction was most effective when combined with form-focused instruction, and even more effective when peer feedback training was also provided to learners, suggesting that peer corrective feedback is a useful pedagogical intervention in foreign language classrooms. These findings are complemented by qualitative data from semi-structured interviews, that showed learners held positive beliefs about peer interaction and peer corrective feedback, regardless of the treatment group they had been assigned to, although learners from the PI and the PI FFI group were more likely to withhold peer corrections due to social considerations. Qualitative data further showed that the noticing of mistakes, as well as peer corrective feedback, was most likely to occur in the PI FFI CF group. These findings are discussed within the context of the interaction approach (Long, 1983a, 1996; Gass & Mackey, 2015) and the noticing hypothesis (Schmidt, 1990, 2001). Pedagogical implications for foreign language learning in classroom environments are also discussed.
The grammar and the lexicon are fundamental elements of any language.
Judul : Modul Pembelajaran Ilmu Perlindungan Hutan : Penyebaran Hama Hutan Penulis : Dr. Ir. Fransina.S. Latumahina.S.Hut.MP.IPP Ukuran : 15,5 x 23 cm Tebal : 100 Halaman Cover : Soft Cover ISBN : 978-623-68728-8-8 SINOPSIS Modul pembelajaran dibuat sebagai pegangan tambahan selain buku ajar yang disiapkan kepada mahasiswa untuk lebih memahami mengenai perlindungan hutan secara umum dan hama hutan secara khusus. Kesadaran tentang pentingnya perlindungan dalam pengelolaan hutan baru muncul ketika pembangunan hutan tanaman dilakukan dalam skala besar. Di Amerika pada pertengahan abad 20, ketika hutan tanaman dibangun secara luas, kerusakan hutan mulai dirasakan merupakan salah satu masalah yang terpenting, karena banyak di antaranya yang menyebabkan kematian tanaman hutan. Kondisi yang sama terjadi di Indonesia pada tahun 1980an yaitu pada saat dimulainya program pembangunan hutan tanaman industri (HTI). Perkembangan pembangunan HTI menunjukkan bahwa masing-masing daerah pengembangan HTI mempunyai masalah kerusakan hutan yang berbeda-beda, walaupun secara umum mulai dapat dikenali penyebab-penyebab kerusakan potensial, yaitu kebakaran, hama dan penyakit serta cekaman faktor Iingkungan tempat tumbuh.
Hama boktor dikenal dengan beberapa nama daerah, antara lain wowolan, oleng-oleng/olan-olan, nggik-nggikan (Jawa), uter-uter (Sunda). Namun, nama boktor sendiri sebenarnya berasal dari Bahasa Belanda. Serangan hama boktor pada tanaman ...
Tentunya buku dengan judul Redesain Bela Negara dalam Sistem Pendidikan Nasional ini diharapkan dapat memberikan kontribusi positif terhadap upaya aktualisasi konsep bela negara dalam sistem pendidikan nasional.
Buku ini sangat pas jika dibaca sembari mereguk secangkir kopi. Jadi selain asik dan menarik, puisi-puisi dalam buku ini juga realistis. Kami mengapresiasi rekan-rekanita yang melek literasi dan piawai dalam berpuisi. Untuk rekan-rekanitaku, teruslah berkarya. Karena jiwa kita akan tetap hidup dan dikenang dalam karya. Salam pelajar … Belajar! Berjuang! Bertakwa! (Ayu Sri Handayani, A.Md.T Ketua IPPNU PC Wonogiri) Menarik untuk dibaca, santri tidak hanya sekadar antri, tapi berlatih untuk mandiri. Ngajinya juga rinci, langsung dari kyai. Bagi anaknya yang belum nyantri, suruh baca buku ini. (Eka Yuni Purwanti, S.Pd.I., M.Pd. Sekretaris PC Fatayat Kab. Wonogiri) Santri selalu asyik di penjara suci, tidak hanya mengaji juga mencari jati diri sebagai bekal untuk mengabdi pada ibu pertiwi. (Suranto, S.Pd.I. Ketua PAC Ansor Kecamatan Kismantoro) Membaca buku ini, bukti bahwa santri juga bisa menulis puisi. Layak untuk diapresiasi. Karya berikutnya perlu dinanti. (Nur Hidayati, S.Pd.I. ASN di Pemerintahan Kabupaten Demak, Jawa Tengah) Hanya seorang santri, tiap harinya ibadah belajar dan mengaji, Bukan anak yang selalu mengumbar ketenaran diri, dengan kata "Manis dan janji" tidak sangka bisa bikin buku puisi, ajib sekali (PAC IPNU-IPPNU Kec. Karangtengah kab. Wonogiri)
... hati ini Apabila bergelar seorang santri Yang selalu membaca Al-qur'an setiap hari Dengan mendengarkan nasihat kiai Sungguh mulia Sungguh indahnya Hidup ...
Buku ini disusun dalam beberapa tema, yaitu: kualitas kerja, komitmen kerja, budaya mutu, kajian penelitian relevan, keterkaitan komitmen, dan budaya mutu terhadap kualitas kerja guru. Tujuannya untuk memberikan penjabaran secara runut dan mendalam tentang cara mewujudkan kinerja guru yang berkualitas. Selain itu disertai juga dengan indikator capaiannya yang dikaitkan dengan faktor komitmen guru dan budaya mutu yang ada di sekolah.
Buku ini disusun dalam beberapa tema, yaitu: kualitas kerja, komitmen kerja, budaya mutu, kajian penelitian relevan, keterkaitan komitmen, dan budaya mutu terhadap kualitas kerja guru.
