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The purpose of this study was to analyze the need for developing learning media in the form of flipchart media with the jigsaw method to improve students' understanding of concepts in class X vector material. The method used is quantitative descriptive method with data collection techniques through observation and interviews accompanied by documentation and literature review to review related research. From the results of the analysis carried out in physics learning, many learning media use print media. This is because the use of non-print media that has been used previously has several shortcomings when applied in offline learning but does not rule out the possibility of continuing to use it in offline learning. From the results of the data obtained, printed media in offline learning makes students better understand the material presented. This shows that there is a need for the development of more interesting learning media, for example illustrated learning media with flexible access that can be used in offline and online learning. Based on the results of the research that has been done, it shows that there is a need for appropriate media development in physics learning. One of the developments that can be done is to develop flipchart learning media using the jigsaw method. 

We use partial class memberships in soft classification to model uncertain labelling and mixtures of classes. Partial class memberships are not restricted to predictions, but may also occur in reference labels (ground truth, gold standard diagnosis) for training and validation data. Classifier performance is usually expressed as fractions of the confusion matrix, such as sensitivity, specificity, negative and positive predictive values. We extend this concept to soft classification and discuss the bias and variance properties of the extended performance measures. Ambiguity in reference labels translates to differences between best-case, expected and worst-case performance. We show a second set of measures comparing expected and ideal performance which is closely related to regression performance, namely the root mean squared error RMSE and the mean absolute error MAE. All calculations apply to classical crisp classification as well as to soft classification (partial class memberships and/or one-class classifiers). The proposed performance measures allow to test classifiers with actual borderline cases. In addition, hardening of e.g. posterior probabilities into class labels is not necessary, avoiding the corresponding information loss and increase in variance. We implement the proposed performance measures in the R package "softclassval", which is available from CRAN and at http://softclassval.r-forge.r-project.org. Our reasoning as well as the importance of partial memberships for chemometric classification is illustrated by a real-word application: astrocytoma brain tumor tissue grading (80 patients, 37000 spectra) for finding surgical excision borders. As borderline cases are the actual target of the analytical technique, samples which are diagnosed to be borderline cases must be included in the validation.

We use partial class memberships in soft classification to model uncertain labelling and mixtures of classes. Partial class memberships are not restricted to predictions, but may also occur in reference labels (ground truth, gold standard diagnosis) for training and validation data. Classifier performance is usually expressed as fractions of the confusion matrix, such as sensitivity, specificity, negative and positive predictive values. We extend this concept to soft classification and discuss the bias and variance properties of the extended performance measures. Ambiguity in reference labels translates to differences between best-case, expected and worst-case performance. We show a second set of measures comparing expected and ideal performance which is closely related to regression performance, namely the root mean squared error RMSE and the mean absolute error MAE. All calculations apply to classical crisp classification as well as to soft classification (partial class memberships and/or one-class classifiers). The proposed performance measures allow to test classifiers with actual borderline cases. In addition, hardening of e.g. posterior probabilities into class labels is not necessary, avoiding the corresponding information loss and increase in variance. We implement the proposed performance measures in the R package "softclassval", which is available from CRAN and at http://softclassval.r-forge.r-project.org. Our reasoning as well as the importance of partial memberships for chemometric classification is illustrated by a real-word application: astrocytoma brain tumor tissue grading (80 patients, 37000 spectra) for finding surgical excision borders. As borderline cases are the actual target of the analytical technique, samples which are diagnosed to be borderline cases must be included in the validation.

The purpose of this study was to analyze the need for developing learning media in the form of flipchart media with the jigsaw method to improve students' understanding of concepts in class X vector material. The method used is quantitative descriptive method with data collection techniques through observation and interviews accompanied by documentation and literature review to review related research. From the results of the analysis carried out in physics learning, many learning media use print media. This is because the use of non-print media that has been used previously has several shortcomings when applied in offline learning but does not rule out the possibility of continuing to use it in offline learning. From the results of the data obtained, printed media in offline learning makes students better understand the material presented. This shows that there is a need for the development of more interesting learning media, for example illustrated learning media with flexible access that can be used in offline and online learning. Based on the results of the research that has been done, it shows that there is a need for appropriate media development in physics learning. One of the developments that can be done is to develop flipchart learning media using the jigsaw method.

The problem of this investigation was to determine whether the association and competition between boys and girls during the crucial junior high school years resulted in significant differences in the development of boys. Five null hypotheses were proposed within the general problem: Are academic achievement, self-discipline, self-concept, sex-role identification, and attitude toward school (authority) different for junior high boys and girls who are grouped by sex, as opposed to those grouped together? A total of 300 students participated in this study. Conclusions drawn from this study include that all five of the null hypotheses tested by the study were supported by the treatment of analysis of covariance. The few significant differences attributed to the interaction of the dependent variables and the grouping effect were judged to be spurious. The findings were that girls in general have a more positive attitude toward school, receive better grades and achieve higher in school studies related to language arts, irrespective of age, grade, or assigned group. (Author/KJ)

To investigate change in the general self concept of ability of educable mentally retarded special class students, four equally spaced interviews were conducted with 51 students (mean age 11.63) over a 2-year period. Pupils answered questions about their academic ability from the General Self-Concept of Ability Scale; scores showed an ascending linear trend over the last 1 1/2 years of their placement in a special class while those reassigned to the regular classes all declined in self concept of ability. Special class students did not significantly increase in their awareness that according to others' definitions they were failures. The students had a more negative orientation to the special class during their second year (p .05), but there was no significant change in academic aspirations. Special class placement was found to have a positive effect on the children's self concept of ability which was based on self comparison with class peers. Students may have internalized the negative attitudes of others about the special class and not about their ability. (LE)

This paper is a critical re-evaluation of the complex inequalities as presented in Charles Dickens Hard Times, with an emphasis on class, gender and education in the cultural setting of Victorian Britain. A careful reading of the novel shows that Dickens was against the industrial capitalist system and dehumanizing effects on the working classes. Therefore, this study will challenge the sharp economic and social divide through questioning the characters of Mr. Bounderby and Stephen Blackpool, who represent the capitalistic exploitation and the state of labor in an industrialized economy, respectively. However, the gender relations are questioned, showing how the Victorian ideals limited the women to enclosed places and, at the same time, celebrated their emotional stability as a kind of passive rebellion. Such characters as Louisa Gradgrind, Sissy Jupe, and Mrs. Sparsit serve as key examples of emotional straitjacket and loss of agency imposed on women and, in such a way, reveal the general patriarchal system of the time. In the final part, the theme of educational inequality comes to the fore, especially when criticizing the utilitarian approach to education as a pedagogy of facts by Mr. Gradgrind. This system reinforces the current social order by not giving a chance to imagine and develop emotionally. Hard Times does not offer a clear blueprint of reform despite the fact that Dickens is categorical in his condemnation of the structural injustices of his time. However, the novel is a silent supporter of education philosophy promoting empathy and creativity as the qualities that are essential to address the established social divisions and imagine a more egalitarian world.

Class-Within-A-Class (CWC) is an inclusion program that has been in existence since 1984 at a midwestern suburban/rural school of approximately 1,200 K-12 students. Special and general educators collaborate in teaching both disabled and regular students in a regular classroom setting. Teachers participate in inservice programs covering effective practices of frequent questioning, guided practice of skills, and cooperative group activities. Teachers use various teaching strategies, advanced organizers, study guides, visual organizers, and learning strategies to meet the educational needs of both general and special education students. Special education students who participate in the CWC program are generally students with mild to moderate learning disabilities. A comparison of regular education and special education students participating in the CWC program revealed no significant difference on the average number of days of student attendance. However, there were mean differences between the two groups on individual subtests of the Missouri Mastery Achievement Test, but the increases and decreases were similar in both groups for all subtests. Specifically, there were significant increases in achievement on the science subtests and decreases in the social studies subtests. Both groups of students scored in the normative range of positive self-concept on the Piers-Harris Children's Self-Concept Scale. (LP)

The effect of special class placement on the self concept of ability was studied in 62 educable mentally handicapped students (mean age 11.6). Six observations were made in time design series using scales of self concept of ability and academic aspirations and expectations, tests of significant and academic significant others, and a class evaluation questionnaire. On self concept of ability, results manifested a quadratic trend in scores; little variation in trends of means between high and low socioeconomic status or male and female groups; and pronounced variation between older and younger, and rural and urban groups, and among groups constructed on the basis of high, medium, and low initial scores on the scale. No downward linear trend occurred in academic aspirations or expectations and no changes resulted in affective orientation to the special class, in the proportion of subjects choosing the special class, or in significant others named (except for teachers). Also noted were a high degree of correspondence between significant and academic significant others named by the subjects and by members of a regular class; an increase in the proportion of subjects naming teachers as significant others (p