Analysis of linear determinacy for spread in cooperative models

2002 ◽  
Vol 45 (3) ◽  
pp. 183-218 ◽  
Author(s):  
Hans F. Weinberger ◽  
Mark A. Lewis ◽  
Bingtuan Li
Keyword(s):  
Linear Determinacy ◽  
Cooperative Models

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Noor
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Team Games ◽  
Conventional Models ◽  
Grade Material ◽  
Normalized Gain ◽  
Cooperative Models ◽  
Better Than

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.

POSITIVE SOLUTIONS OF NONLINEAR ELLIPTIC SYSTEMS

1993 ◽  
Vol 03 (06) ◽  
pp. 823-837 ◽  
Author(s):  
A. CAÑADA ◽  
J.L. GÁMEZ
Keyword(s):  
Positive Solutions ◽  
Nonlinear Interaction ◽  
Spatial Dependence ◽  
Global Bifurcation ◽  
Elliptic Systems ◽  
Nonlinear Elliptic Systems ◽  
Decoupling Method ◽  
Nonlinear Elliptic ◽  
Cooperative Models

In this paper we prove the existence of nonnegative and non-trivial solutions of problems of the form [Formula: see text] Our main result improves many previous results of other authors and it may be applied to study the three standard situations: competition, prey-predator and cooperative models. We also cover some other cases which, due essentially to the spatial dependence or to a nonlinear interaction, are not any of these three types. The method of proof combines a decoupling method with a global bifurcation result.

Cooperative models for allocating an object

2012 ◽  
Vol 117 (1) ◽  
pp. 227-229 ◽  
Author(s):  
Vito Fragnelli ◽  
Stefano Gagliardo
Keyword(s):  
Cooperative Models

scholarly journals Peningkatan Keterampilan Berpikir Kritis dan Hasil Belajar Siswa SD dengan Menerapkan Strategi Everyone Is A Teacher Here pada Model Pembelajaran Kooperatif

2018 ◽  
Vol 2 (1) ◽  
pp. 18
Author(s):  
Mochamad Yusuf
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Primary School ◽  
Fourth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fourth Grade Students ◽  
Teacher Students ◽  
Cognitive Study ◽  
Cooperative Models

The purpose of this research was assess the activity of teachers, students, enhancement of critical thinking skils student,  results cognitive study, and to know student respon for learning that applied “Everyone  is a Teacher Here”strategy for cooperative models. Research used Classroom Action Research (CAR)methods. The subjects and the location of research was fourth grade students of  Hidayatul Mubtadiin Primary School, amounting to 26 students.The instrument used in this research consisted of sheet of observation teachers activities, sheets of observation of students avtivities, critical thinking skills test, cognitive results studies test, sheets of observation of afective results studies test, sheets of observation of psicomotoric results studies test, and sheets of respons students. The result showed that the activity of teacher, students, critical thinking skills, and the student’s results  study was increase significantly during two cycles with their respective percentage of completeness. Learning of applying “Everyone  is a Teacher Here” strategy for Cooperative models got positive respons from students so worthy to be applied by the teacher.

scholarly journals The Implementation of Teaching and Learning for Islamic Education Subject (Fiqh) based on Cognitive Developmental Psychology Levels in Madrasah Tsanawiyah Negeri (MTs N) Malang 1

2018 ◽  
Vol 7 (3.30) ◽  
pp. 265 ◽  
Author(s):  
Rohana Dwi Kartikawati ◽  
. . ◽  
. .
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Developmental Psychology ◽  
Islamic Education ◽  
Learning Technology ◽  
Cooperative Model ◽  
Islamic Studies ◽  
Cooperative Models ◽  
Western Perspective

The object of education is human being. Undersanding student developmental psychology is essential in teaching and learning process. The research entitled “The Implementation of Teaching and Learning for Islamic Education Subject (Fiqh) Based on Cognitive Developmental Psychology Levels In MTsN Malang 1” is intentionally aimed to explore how the teaching and learning on Islamic studies (Fiqh) could be implemented by considering the students developmental psychology.  This is descriptive qualitative research utilizing two perspectives as theoretical bases, Islamic perspective refers to Prophet Muhammad theory, and western perspective refers to Jean Piaget and Lev Vygotsky theories. The research begins by finding the problems, then breaking theories down to be reasearch instrument and comparing it as applied in model school, MTsN Malang 1. The result, based on both Islamic and western perspective theories, shows supports. Teaching and learning process are considered to implement interactive and cooperative models. Interactive model is implemented by utilizing learning technology such as LCD-projector and computer to show audio-visual contents, quiz creator and edmodo. And cooperative model is implemented not only by learning technology, but also language development applied in mapping and presentation set. Analysis result shows that teaching and learning based on cognitive developmental levels gives more understanding for most students’ proved by students’ interest and excellent score. The novelty is that the research used developmental psychology which specified on cognitive to be applied in Islamic Education subject (Fiqh).  

scholarly journals Sub-national fiscal policy under cooperative and non-cooperative models

2016 ◽  
Vol 35 (67) ◽  
pp. 253-279
Author(s):  
Ligia Alba Melo-Becerra
Keyword(s):  
Comparative Analysis ◽  
Public Sector ◽  
Fiscal Policy ◽  
Public Expenditure ◽  
Central Government ◽  
Cooperative Solution ◽  
National Autonomy ◽  
Cooperative Models

This article presents a comparative analysis of the optimal fiscal response to shocks in the sub-national public sector in cooperative and non-cooperative models. The analysis is undertaken by comparing models that assume idiosyncratic demandside shocks and sub-national autonomy to collect taxes, with models that assume that the central government collects the taxes of the whole country and redistributes them across regions. Results show that under symmetrical conditions, the non-cooperative solution may result in greater stabilization and lower sub-national public expenditure than the cooperative solution. However, if regional asymmetries are introduced into the model, results may be reversed.

scholarly journals Beyond Aid: Sustainable Community-Owned Cooperative Business

2021 ◽  
Author(s):  
◽  
Margaret Scotts
Keyword(s):  
Rural Communities ◽  
Key Factors ◽  
Business Skills ◽  
Community Needs ◽  
Community Ownership ◽  
Cooperative Society ◽  
Rural Businesses ◽  
The People ◽  
Cooperative Models ◽  
Successes And Challenges

<p>This thesis seeks to answer the question as to how the Colville Cooperative Society has withstood social and economic change where many other rural businesses offering similar services, in similar rural communities have failed. Joint entrepreneurship is a demanding form of entrepreneurship. Democracy is manage and difficult to sustain. What role does the organisation's cooperative principles and community ownership play in its sustainability? The research seeks to expand the knowledge of community-owned cooperative business as a viable alternative for community economic development; expand the New Zealand research on cooperative models; provide insight for cooperative member's to reflect on past successes and challenges in order to improve practice; and share knowledge about what makes a community-owned business work. The study found that the sustainability of the Colville Cooperative was dependant on several key factors. First amongst these is that the enterprise provides what the community needs. This is the basis of support for the enterprise and can overcome structural disadvantages. Vision and leadership that cleaves to the cooperative's principles, aims and objectives was just as important. To bring to expression and sustain these there had also had to be adequate business skills, and business continuity. It is the thesis of this research that the sustainability of the cooperative rests partly in the core beliefs and organising skills of the people who started it, partly in the resilience of cooperative forms of enterprise, and partly in the willingness and capacity of the community to sustain it. It is argued this type of community owned cooperative, where assets and shares are effectively held in trust on behalf of the community, can create a common wealth which frees communities from unsustainable sources of income, and creates viable enterprises that are independent of changing government policy fashions.</p>

Proposals for the Development and Institutionalization of Modern Cooperative Models in Agriculture

2020 ◽  
pp. 55-59
Author(s):  
M.P. Antonova ◽  
◽  
A.A. Potapova ◽  
Keyword(s):  
Social Environment ◽  
Business Environment ◽  
Federal Law ◽  
Cooperative Model ◽  
Russian Agriculture ◽  
Modern Business ◽  
Policy Measures ◽  
Cooperative Models

A number of government attempts to stimulate cooperation processes in Russian agriculture unfortunately did not result in expected results. The major reason is the outdated view on cooperation. In Russian legislation and policy measures the only one cooperative model is recognized and accepted, namely a traditional cooperative. This model is prescribed in Federal Law No. 193 “On agricultural cooperation”. However, in some aspects traditional cooperative model does not meet requirements of the modern business and social environment. This article discusses and analyses alternative cooperative models, which can be more competitive in modern business environment than a traditional cooperative model.

Socio-Cognitive Model of Trust

2009 ◽  
pp. 2316-2323
Author(s):  
Rino Falcone ◽  
Cristiano Castelfranchi
Keyword(s):  
Decision Making ◽  
Cognitive Model ◽  
Frame Of Reference ◽  
The Other ◽  
The Internet ◽  
The Third ◽  
Interaction Traces ◽  
Cooperative Models ◽  
Support Decision Making

Humans have learned to cooperate in many ways and in many environments, on different tasks, and for achieving different and several goals. Collaboration and cooperation in their more general sense (and, in particular, negotiation, exchange, help, delegation, adoption, and so on) are important characteristics - or better, the most foundational aspects - of human societies (Tuomela, 1995). In the evolution of cooperative models, a fundamental role has been played by diverse constructs of various kinds (purely interactional, technical-legal, organizational, socio-cognitive, etc.), opportunely introduced (or spontaneously emerged) to support decision making in collaborative situations. The new scenarios we are destined to meet in the third millennium transfigure the old frame of reference, in that we have to consider new channels and infrastructures (i.e., the Internet), new artificial entities for cooperating with artificial or software agents, and new modalities of interaction (suggested/imposed by both the new channels and the new entities). In fact, it is changing the identification of the potential partners, the perception of the other agents, the space-temporal context in which interaction happen, the nature of the interaction traces, the kind and role of the authorities and guarantees, etc. For coping with these scenarios, it will be necessary to update the traditional supporting decision-making constructs. This effort will be necessary especially to develop the new cybersocieties in such a way as not to miss some of the important cooperative characteristics that are so relevant in human societies.

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