A Strategy of Decision: Policy Evaluation As a Social Process.

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Urban Planning Analysis Methods And Models

Study This aim is to determine the effectiveness of the application of the problem-based learning model in learning statistical material for lower-level students. This research was conducted at the As'adiyah Sengkang Islamic Institute. Data collection techniques used are test results studies, sheets of observation activity, and questionnaire responses by students. The results show that: (1) the average score of the results study statistics student before the problem-based learning model is applied is 25.41 and is in the very low category with a standard deviation of 9,688. From the results obtained, 37 students, or 100%, did not reach completeness. Meanwhile, the average score of the results of the study statistics for students after the PBL model is applied is 8.3, with a standard deviation of 9,036. From the results obtained, 35 students, or 9.60%, reached completeness as individuals, and 2 students, or 5.40%, did not reach completeness as individuals. (2) Activity students are in the category of good. (3) Questionnaire responses from students show that responses are positive. (4) Average implementation of learning in the PBL model, which is 3.73, and this means we are in the category accomplished with ok. Based on the results of the study, it can be concluded that the application of the problem-based learning model is effective in teaching statistics to students at the Sengkang As'adiyah Institute of Islamic Religion.

Pre-Service Teachers with Courses in Problem-Based Learning in Mathematics

Sicherung der guten wissenschaftlichen Praxis § 13b. (1) Studierende haben die Regeln der guten wissenschaftlichen Praxis einzuhalten (Richtlinie des Rektorats vom 31. Jänner 2006, Mitteilungsblatt der Universität Wien, Studienjahr 2005/06, 15. Stück, Nr. 112). Die Einhaltung ist, insbesondere zur Verhinderung eines Plagiats, zu kontrollieren. Nähere Bestimmungen trifft die bzw. der Studienpräses im Einvernehmen mit dem Rektorat und dem Senat. (2) Ergibt sich, dass eine Studierende oder ein Studierender bei der Anfertigung einer wissenschaftlichen Arbeit in schwerwiegender Weise gegen die Regeln der guten wissenschaftlichen Praxis verstößt, trifft die oder der Studienpräses nach Rücksprache mit der Studienprogrammleiterin oder dem Studienprogrammleiter und der Betreuerin oder dem Betreuer die notwendigen Verfügungen, um sicherzustellen, dass die oder der Studierende in Hinkunft die Regeln einhält. Die oder der Studienpräses kann insbesondere eine Änderung des Themas anordnen oder mehrere Themenvorschläge festlegen, aus denen die oder der Studierende zur Fortsetzung seiner Arbeit einen Vorschlag auszuwählen hat. Erforderlichenfalls ist anzuordnen, dass die oder der Studierende eine neue Arbeit zu einem anderen Thema aus einem anderen Fach des jeweiligen Studiums zu verfassen hat. Die Betreuerin oder der Betreuer ist auf ihr oder sein Verlangen von ihren oder seinen Verpflichtungen zu entbinden.(3) Wird nach positiver Beurteilung aufgedeckt, dass eine wissenschaftliche Arbeit den Regeln der guten wissenschaftlichen Praxis widerspricht (insbesondere bei Vorliegen eines Plagiats), ist ein Verfahren zur Nichtigerklärung der Beurteilung nach § 74 Abs. 2 Universitätsgesetz 2002 durchzuführen. Wird die Beurteilung der wissenschaftlichen Arbeit für nichtig erklärt, ist in weiterer Folge eine bereits erfolgte Verleihung eines akademischen Grades gemäß § 89 Universitätsgesetz 2002 zu widerrufen. Im Falle, dass die oder der Studierende ihr oder sein Studium wiederaufnehmen oder fortsetzen will, gilt Abs. 2 entsprechend.

A Rechtliche Grundlagen

This paper examines two leading questions of current German spatial-planning-research. The first question regards the significance of co-authorships in German-language spatial planning research, me...

German-Language Spatial Planning Research between Theory and Practice

In recent decades planning processes have been described by many authors. This article therefore proposes a systematization of planning process models. The analysis considers 30 planning processes ...

Zur Systematisierung von Planungsprozessen

What do mathematicians wish to teach teachers about the discipline of mathematics?

The mutual contribution between mathematics and other fields: Mathematicians’ and teachers’ views

This paper considers the use of planning methods in German planning practice against the background of the ‘communicative turn’. The debate about concepts of rationality in Germany as well as in other countries can be said to have resulted in the paradigm of communicative actor-oriented planning achieving at least the same standing as the analytical rationality of the classical expert-based planning model. The inconsistent use of the term method in research corresponds to empirical findings indicating that the term is used ambiguously in practice. Nonetheless, planning methods fulfil a number of functions in practice. The notion of a relatively clear division between ‘analytical-rational’ methods on the one hand and ‘communicative’ methods on the other hand was relativized by experimental investigations. The setting in which the methods are applied seems of more importance; even apparently ‘analytical-rational’ planning methods can be implemented in a more or less communicative fashion.

Rational Versus Communicative: Towards an Understanding of Spatial Planning Methods in German Planning Practice

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Zur Systematisierung von Planungsprozessen

What do mathematicians wish to teach teachers about the discipline of mathematics?

The mutual contribution between mathematics and other fields: Mathematicians’ and teachers’ views

Rational Versus Communicative: Towards an Understanding of Spatial Planning Methods in German Planning Practice