4. ppt teks hikayat blog zuhri indonesia

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Belajar merupakan proses mereaksi terhadap semua situasi yang ada di sekitar individu. Belajar adalah proses yang dirancang dan diarahkan untuk mencapai tujuan dengan berbuat melalui berbagai pengalaman. Hal ini sesuai dengan teori belajar konstruktivisme kognitif yang di kemukakan oleh Jean Piaget (Trianto, 2014:72), ‘bahwa anak membangun skemata-skemata dari pengalaman sendiri dengan lingkungannya’. Merujuk Piaget, anak adalah pembelajar yang pada dirinya sudah memiliki motivasi untuk mengetahui dan akan memahami sendiri konsekuensi dari tindakan-tindakannya. Pandangan-pandangan Jean Piaget percaya bahwa belajar akan lebih berhasil apabila disesuaikan dengan tahap perkembangan kognitif peserta didik. Peserta didik diberi kesempatan untuk melakukan eksperimen dengan objek fisik, yang ditunjang oleh interaksi dengan teman sebaya dan dibantu oleh pertanyaan tilikan dari guru. Guru hendaknya banyak memberikan rangsangan kepada siswa agar mau berinteraksi dengan lingkungan secara aktif, mencari dan menemukan berbagai hal dari lingkungan. Sedangkan Menurut M. Sobry Sutikno (2009:5) “Belajar adalah suatu proses usaha yang dilakukan oleh seseorang untuk memperoleh suatu perubahan yang baru sebagai hasil pengalamannya”. Selaras dengan pendapat di atas Oemar Hamalik (2011:27) mengemukakan bahwa “Belajar adalah modifikasi atau memperteguh kelakuan melalui pengalaman (Learning is defined as the modification or strengthening of behavior through experiencing)”. Dari beberapa definisi tersebut diatas dapat disimpulkan bahwa belajar adalah suatu proses memperoleh pengetahuan dan pengalaman yang diperoleh dari lingkunannya dalam bentuk perubahan tingkah laku. belajar merupakan suatu proses, suatu kegiatan dan bukan suatu hasil atau tujuan. Belajar bukan hanya mengingat, akan tetapi lebih luas dari itu, yakni mengalami. Hasil belajar bukan suatu penguasaan hasil latihan melainkan pengubahan kelakuan. Dalam Undang-Undang No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional pasal 1 ayat 20 dinyatakan bahwa Pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Menurut Gagne, Briggs, dan vager (M. Sobry Sutikno, 2014:11) mengemukakan bahwa ‘pembelajaran adalah serangkaian kegiatan yang dirancang untuk memungkinkan terjadinya proses belajar pada siswa’. Pembelajaran mengandung arti setiap kegiatan yang dirancang untuk membantu seseorang mempelajari suatu kemampuan dan nilai yang baru. Proses pembelajaran pada awalnya meminta guru untuk mengetahui kemampuan dasar yang dimiliki oleh siswa meliputi kemampuan dasarnya, motivasinya, latar belakang akademisnya, latar belakang ekonominya, dan lain sebagainya.kesiapan guru untuk mengenal karakteristik siswa dalam pembelajaran merupakan modal utama penyampaian bahan belajar dan menjadi indikator suksesnya pelaksanaan pembelajaran

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powerpoint Ujian skripsi (gedelalu.blogspot.com)

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Presenter: Chen Li, PhD. Professor, Department of Computer Science, University of California Irvine Abstract Many data analytics projects have collaborators with complementary backgrounds, including biologists, bioinformaticians, computer scientists, and AI/ML experts. Many of them have limited experience to code, set up a computing infrastructure, and use MLmodels. Existing tools and services, such as email attachments, GitHub, and Google Drive are inefficient for sharing data and analyses. In this talk, we present an open source system called Texera that provides a cloud computing platform for collaborators to share data and analyses as workflows. After seven years of development, the system has a rich set of powerful features, such as shared editing, shared execution, version control, commenting, debugging, user-defined functions in multiple languages (e.g., Python, R, Java), and support of state-of-the-art AI/ML techniques. Its backend parallel engine enables scalable computation on large data sets using computing clusters. We will show a demo of the system, and present our vision supported by a recent NIH award, dkNET(NIDDK Information Network, https://dknet.org), to serve the diabetes, endocrinology, and metabolic diseases research communities through the FAIR sharing of data and knowledge. Resource link: https://github.com/Texera/texera Upcoming webinars schedule: https://dknet.org/about/webinar

dkNET Webinar "Texera: A Scalable Cloud Computing Platform for Sharing Data a...

dkNET

Understanding circumstellar disks is of prime importance in astrophysics, however, their birth process remains poorly constrained due to observational and numerical challenges. Recent numerical works have shown that the small-scale physics, often wrapped into a sub-grid model, play a crucial role in disk formation and evolution. This calls for a combined approach in which both the protostar and circumstellar disk are studied in concert. Aims. We aim to elucidate the small scale physics and constrain sub-grid parameters commonly chosen in the literature by resolving the star-disk interaction. Methods. We carry out a set of very high resolution 3D radiative-hydrodynamics simulations that self-consistently describe the collapse of a turbulent dense molecular cloud core to stellar densities. We study the birth of the protostar, the circumstellar disk, and its early evolution (< 6 yr after protostellar formation). Results. Following the second gravitational collapse, the nascent protostar quickly reaches breakup velocity and sheds its surface material, thus forming a hot (∼ 103 K), dense, and highly flared circumstellar disk. The protostar is embedded within the disk, such that material can flow without crossing any shock fronts. The circumstellar disk mass quickly exceeds that of the protostar, and its kinematics are dominated by self-gravity. Accretion onto the disk is highly anisotropic, and accretion onto the protostar mainly occurs through material that slides on the disk surface. The polar mass flux is negligible in comparison. The radiative behavior also displays a strong anisotropy, as the polar accretion shock is shown to be supercritical whereas its equatorial counterpart is subcritical. We also f ind a remarkable convergence of our results with respect to initial conditions. Conclusions. These results reveal the structure and kinematics in the smallest spatial scales relevant to protostellar and circumstellar disk evolution. They can be used to describe accretion onto regions commonly described by sub-grid models in simulations studying larger scale physics.

Formation of low mass protostars and their circumstellar disks

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Bollworms are among the most damaging pests in cotton cultivation, affecting the bolls where the cotton fibers are formed. There are several species of bollworms, each capable of causing significant yield loss and quality degradation if not effectively managed. Here’s a detailed look at the primary bollworm species affecting cotton: Cotton Bollworm (Helicoverpa armigera): Also known as the corn earworm or the Old World bollworm, this pest is found in many regions around the world. It is highly polyphagous (feeds on many different plants) and poses a threat not only to cotton but also to maize, tomatoes, and legumes. The larvae bore into the cotton bolls, feeding on the developing seeds and fibers, which can lead to boll rot. Pink Bollworm (Pectinophora gossypiella): A significant pest of cotton, the pink bollworm larvae infest the cotton bolls, feeding on the seeds and lint. This can severely damage or destroy the bolls. In regions where pink bollworms are prevalent, they have been a major driver for the adoption of genetically engineered Bt cotton, which expresses a bacterium gene toxic to certain insects. Tobacco Budworm (Heliothis virescens): Closely related to the cotton bollworm, the tobacco budworm primarily attacks tobacco but is also a common pest in cotton. It primarily damages the flowers and bolls of the cotton plant. Differentiating between the tobacco budworm and the cotton bollworm based on appearance can be challenging, but it is crucial for effective management. American Bollworm (Helicoverpa zea): Known in some regions as the corn earworm, it is similar in behavior to Helicoverpa armigera and poses a threat to a variety of crops, including cotton. The larvae attack the cotton bolls, leading to direct damage to the cotton lint and seeds. Management Strategies: Cultural Controls: Crop rotation, destruction of crop residues, and deep plowing can help break the pest’s life cycle. Timing of planting can also be adjusted to avoid peak pest infestation. Biological Controls: Natural enemies like Trichogramma wasps, which parasitize bollworm eggs, and predators such as lacewings and ladybugs can be encouraged. Bacillus thuringiensis (Bt) products can also be sprayed, which are particularly effective against young larvae. Chemical Controls: Insecticides may be required when infestation levels exceed economic thresholds. However, resistance management must be considered, alternating modes of action to avoid developing resistance. Genetic Approaches: Bt cotton, genetically modified to express Bacillus thuringiensis toxin, has been highly effective in controlling bollworms and has dramatically reduced the reliance on chemical insecticides. Monitoring and Scouting: Regular field scouting and using pheromone traps to monitor adult populations can help in timely and targeted application of control measures. The effective management of bollworms often requires an integrated approach

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