Study on the Student-Problem Score Table Analysis in the Technical Drawing Education

The purpose of this study was to determine the chosen marketing strategy in increasing shoe sales at Yap Yek Home Industry in Bukittinggi. Technical analysis of data using the SWOT method, namely analysis of the factors of strength (strength), as well as knowing weaknesses. Meanwhile, analysis of external factors must be able to determine the opportunity (opportunity), and also know the threat (treat) by filling out a questionnaire. After that, these factors are analyzed using the IFE matrix, EFE matrix, SWOT matrix, and weight-score table analysis. Based on the results of the study, it can be concluded that the marketing strategy used by Yap Yek's home industry with the highest total weight score on the Strenghts-Opportunities (S-O) strategy is 3.87. By optimizing the strength to take advantage of existing opportunities. Namely maintaining and improving product quality to attract new customers and retain existing customers, making constant innovations in products, especially in design and color to attract more consumers to use shoe products, maximizing marketing of owned leather shoe products, especially during the holiday season, following every major events and events such as the exhibition of industrial products by providing a bigger discount. Keywords: Marketing Strategy, Sales, SWOT Analysis.

Download Full-text

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

REGISTER Journal of English Language Teaching of FBS-Unimed ◽

10.24114/reg.v6i2.6385 ◽

2017 ◽

Vol 6 (2) ◽

Author(s):

Beny Septian Panjaitan And Rahmad Husein

Keyword(s):

High School ◽

Quantitative Research ◽

Sampling Technique ◽

Senior High School ◽

School Level ◽

High School Level ◽

Cognitive Dimension ◽

Look Ahead ◽

Table Analysis ◽

Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

Download Full-text

Problem of transformation the wireframe model of the 3D object, restored from its technical drawing

Scientific Visualization ◽

10.26583/sv.10.5.02 ◽

2018 ◽

Vol 10 (5) ◽

pp. 13-31

Author(s):

T.V. Moshkova ◽

S.I. Rotkov ◽

M.M. Smychek ◽

V.A. Tyurina

Keyword(s):

3D Object ◽

Technical Drawing ◽

Wireframe Model

Download Full-text

Analisis Pemenuhan Standar Sarana dan Prasarana Sekolah

PEDAGOGIKA ◽

10.37411/pedagogika.v10i2.86 ◽

2020 ◽

Vol 10 (2) ◽

pp. 59-71

Author(s):

Nina Lamatenggo ◽

Irun Abubakar ◽

Intan Abdul Razak

Keyword(s):

Data Collection ◽

Observation Data ◽

Learning Spaces ◽

Learning Space ◽

Computer Lab ◽

Descriptive Research ◽

Work Area ◽

Technical Drawing ◽

Space Infrastructure ◽

Drawing Practice

The purpose of this study was to determine the fulfillment of facilities and infrastructure of general learning spaces, supporting spaces and special learning spaces at SMK Almamater Telaga. This type of research is quantitative with the type of descriptive research. Data collection techniques using interviews, observation, data collection instruments and documentation. The results of the study are 1) the facilities and infrastructure of the general learning space are met according to the standards, and not according to the standards namely Biology Lab, Physics Lab, Chemistry Lab, Natural Sciences, Language Lab and technical drawing practice room. Whereas the facilities for 2 classrooms are in accordance with the standard and 13 classrooms, the library, and the computer lab are not yet in accordance with the standard, 2) the supporting facilities and infrastructure are met according to the standard, toilets, counseling rooms, UKS, and circulation rooms not according to standards, 3) facilities and special learning space infrastructure are not yet up to standard. Suggestions in this research are to pay more attention to the development of LAB infrastructure in Chemistry, Biology, Physics, Science, Technical Drawing Practice Room, Counseling Room, UKS Room and circulation room. In addition, the area of special learning space for all majors is adjusted according to the work area of each department.

Download Full-text

Ronald Holroyd, 1904 - 1973

Biographical Memoirs of Fellows of the Royal Society ◽

10.1098/rsbm.1974.0010 ◽

1974 ◽

Vol 20 ◽

pp. 235-245

Keyword(s):

Middle East ◽

Liquid Fuel ◽

Alternative Fuel ◽

Energy Crisis ◽

Western World ◽

Full Time ◽

Technical School ◽

Technical Drawing ◽

Sporting Goods ◽

Outstanding Work

It was a tragic irony of fate that Ronald Holroyd should have died on 29 September 1973, just on the eve of the energy crisis which suddenly and dramatically focused the attention of the Western World on the urgency of finding an alternative fuel to Middle East oil, which had almost overnight become scarce and expensive. For the outstanding work of Holroyd s career, before and during the last war, was in attempting to provide a liquid fuel based on coal, and, apart from a wartime success when availability was the paramount consideration, these attempts failed largely because Middle East oil was plentiful and cheap. Ronald Holroyd was born at Horbury, near Wakefield, on 26 April 1904, the son of Sykes and Florence Holroyd. His father started work as a boy of eleven at the firm of Sykes Bros, sporting goods’ manufacturers at Horbury, and attended evening classes at Wakefield where he proved to be a first class student and was subsequently invited to teach in the evenings. This work increased and as a result he was invited to join the full time staff of the Miming and Technical School at Barnsley, where he taught mathematics, mechanics and technical drawing. He had a quick and lively mind which remained with him until he died, a few years ago, at the age of 92, still absorbed in mathematics. Florence Holroyd, his wife, was a teacher and there is no doubt that Ronald Holroyd owed a great deal to their deep interest in educational matters, and to their encouragement in his formative years.

Download Full-text

Hoist Sheave Structure Optimization and Lightweight

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.741.133 ◽

2015 ◽

Vol 741 ◽

pp. 133-137

Author(s):

Xian Zhao Jia ◽

Yong Fei Wang

Keyword(s):

Working Condition ◽

Geometric Model ◽

Structure Optimization ◽

Element Model ◽

Stiffened Plate ◽

Optimal Result ◽

Ansys Software ◽

Table Analysis ◽

3D Geometric Model ◽

Relational Table

To ensure wheel body of the hoisting sheave strength and stability condition. For the purpose of wheel body lightweighting. There are two schemes to reduce body weight.Reduce the spokes at the same time increase the ring stiffened plate, and reduce the spokes at the same time change the spokes width and thickness.The wheel body was established based on Pro/E 3D geometric model. Import the mesh in the Workbench of ANSYS software for finite element model. Statics analysis to select the optimized scheme. Establish a hoisting sheave wheel body under the actual working condition of widening the width - deformation - wheel weight relational table. Analysis to lightweight at the same time ensure that stiffness of wheel,then it can obtaine the optimal result.

Download Full-text

Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon

International Journal of STEM Education ◽

10.1186/s40594-021-00280-5 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Fang Fang Zhao ◽

Linh Chau ◽

Anita Schuchardt

Keyword(s):

Scientific Understanding ◽

Biological Phenomenon ◽

Study Approach ◽

Different Types ◽

Multiple Case ◽

Mathematical Equations ◽

Scientific Phenomenon ◽

Student Problem ◽

Mathematics And Science

Abstract Background Many students solving quantitative problems in science struggle to apply mathematical instruction they have received to novel problems. The few students who succeed often draw on both their mathematical understanding of the equation and their scientific understanding of the phenomenon. Understanding the sensemaking opportunities provided during instruction is necessary to develop strategies for improving student outcomes. However, few studies have examined the types of sensemaking opportunities provided during instruction of mathematical equations in science classrooms and whether they are organized in ways that facilitate integration of mathematical and scientific understanding. This study uses a multiple case study approach to examine the sensemaking opportunities provided by four different instructors when teaching the same biological phenomenon, population growth. Two questions are addressed: (1) What types of sensemaking opportunities are provided by instructors, and (2) How are those sensemaking opportunities organized? The Sci-Math Sensemaking Framework, previously developed by the authors, was used to identify the types of sensemaking. Types and organization of sensemaking opportunities were compared across the four instructors. Results The instructors provided different opportunities for sensemaking of equations, even though they were covering the same scientific phenomenon. Sensemaking opportunities were organized in three ways, blended (previously described in studies of student problem solving as integration of mathematics and science resources), and two novel patterns, coordinated and adjacent. In coordinated sensemaking, two types of sensemaking in the same dimension (either mathematics or science) are explicitly connected. In adjacent sensemaking, two different sensemaking opportunities are provided within the same activity but not explicitly connected. Adjacent sensemaking was observed in three instructors’ lessons, but only two instructors provided opportunities for students to engage in blended sensemaking. Conclusions Instructors provide different types of sensemaking opportunities when teaching the same biological phenomenon, making different resources available to students. The organization of sensemaking also differed with only two instructors providing blended sensemaking opportunities. This result may explain why few students engage in the successful strategy of integrating mathematics and science resources when solving quantitative problems. Documentation of these instructional differences in types and organization of sensemaking provides guidance for future studies investigating the effect of instruction on student sensemaking.

Download Full-text