Administrasi Sarana dan Prasarana

In teaching and learning activities facailities and infrastructure is needed in order to support the smooth process of its activities , so that the management of facilities and infrastructure is needed by every agency , especially schools. Facilities and infrasrtucture are all things in the form of goods, both directly and inderectly supporting the implementation of the teaching-learning process. Facilities and infrastructure become an important part in supporting learning , because without the supporting facilities and infrastructure , the learning process cannot run optimally , therefore management of facilities and infrastructure is needed to realize effective learning. Educational efacilities are all equipment, materials, and furniture that are directly used in the education process at school, supporting facilities to achieve educational goals , for example : space, books, library, laboratory and so on. So educational infrasrtucture is all the basic equipment that does not directly support the educational process in schools.

Ζητήματα Βιοηθικής της Βιοαστροναυτικής

The rise of emergent space initiatives -especially of private ones- has begun to push the boundaries of the space industry, thanks to technological innovations that will soon be able to significantly facilitate the development of previously neglected pioneering fields, such as, for example, space research and exploration, space resources utilization, and human access to space. The invigoration and the forthcoming growth of this new space economy in the aforementioned pioneering fields are expected to bring forward important bioethical issues. The purpose of this paper is to summarize the most important of these issues, after a review of a significant number of relevant publications in the international academic literature. In particular, this paper will present bioethical issues in the field of bioastronautics -especially in light of future missions to Mars- that refer to both life on Earth, i.e. microorganisms, plants, animals and humans, and to potential extraterrestrial life. Given the accelerating rate of developments, the best time to discuss these issues, in order to inform policymaking, is now.

Administrasi Sarana Prasarana

This article aims to find out the explanation of what facilities and infrastructure, know the explanation about the administration of facilities and infrastructure. Educational facilities are all devices, materials, and furniture that are directly used in the education process in schools means direct tools to achieve educational goals, for example: space, books, libraries, laboratories and so on. As for the etymology of infrastructure means an indirect tool to achieve goals in education. For example: location or place, school buildings, sports fields, money and so on. So educational infrastructure is all basic equipment that indirectly supports the implementation of the education process in schools. In this article the researcher uses the literature method by first gathering the study material and material from various sources namely books, journals, articles, and other sources.

Probing Students’ Levels of Geometric Thinking in Geometry and Their Enacted Example Space Function

The study explored the pre-service secondary Mathematics teachers’ levels of geometric thinking in geometry and their enacted example space function while they were exposed to van Hiele model instruction. The findings of the study reveal that most of the students were functioning at the recognition level in plane geometry and the highest geometric thinking level manifested prior to their exposure to van Hiele model is the informal deduction level. The evidences based on the study show that students’ example space function from various phases of instruction does not depend on their levels of geometric thinking that they had in plane geometry. Students with various levels of geometric thinking were able to generate quality examples across phases of instruction. Evidences likewise support the claim that van Hiele model assists students’ development of their example space function. Prior to the instruction misconception on properties of prism was evident among students. After the instruction, the breadth and the depth of understanding in relation to properties of prism was evident based on the quality of examples they provided. The most dominant geometric thinking level after students’ exposure to the van Hiele model instruction is also the recognition level.

IBA-II: Another Item-Based Algorithm of Learning from Examples

Another novel algorithm of learning from examples is presented. A significant deference between a traditional algorithm with the new item-based algorithm is that the traditional algorithm must scan in example space (i.e. scanning the given examples one by one) to obtain the needed heuristic information, while the new item-based algorithm scans in item space (i.e. scanning items one by one) and then executes some simple calculations to obtain the same heuristic information as the traditional algorithm to do. Owing to the two facts that an item can contain thousands of examples and that the time expanded on scanning an item equals to the time on an example, the ability of the new algorithm has been revolutionarily increased, so that it can treat efficiently with the learning tasks with mass data, with which the traditional algorithms cannot deal.

Exploring links between foundation phase teachers’ content knowledge and their example spaces

This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.

The Realization of the Sample Learning Based on Differential Evolution Algorithm

Differential evolution algorithm is a kind of heuristic random search algorithm, and the traditional sample learning is to find a inductive assertion including all positive examples but not all counter-examples in the example space. But this process is endless and cumbersome because of the large number of the samples. The merit of difference evolution algorithm is searching in the community. So this paper using this merit to combine with sample learning then promoting efficiency.

A 6-DoF Satellite Virtual Simulator Design and Development

Virtual simulation is one of the best methods for training students and understanding events and has been used in many fields of science yet, for example: space researches. For this reason, creating of an environment that can simulate the operations of satellites will be very usable and appropriate. This paper will present the details of a newly constructed 6-DoF experimental Satellite Virtual Simulator (SVS) facility at the Space Research Laboratory (SRL) at the K.N.Toosi University of Technology. SVS is used for studying the translational and rotational motions of a satellite and testing the control and communication concepts. The main components of the facility are 3-D screens, video projectors, user interface, central server system, 3-D glasses for users and its modeling software.