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Daya Saing Produk Indonesia di Pasar ]epang
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35-3, SEPTEMBER (No. 3) |
| Halaman | : | 255-270 |
| Abstrak | : | Struktur ekspor lndonesia ke lepang mengalami perubahan yang cukup signifiknn dari tahun 1996 hingga 2005 di mana ekspor lndonesia didominasi oleh produk pertanian dan hasil knyu pada tahun 1996 dan lcemudian mengalami perubahan struktur pada tahun 2000, yang terus berlanjut hingga sekarang. Salah satu penyebab perubahan stntktur ekspor tersebut adalah perubahan daya saing produk tersebut di pasar lepang, selain dinamika yang terjadi di pasar Iepang itu sendiri. Beberapa produk yang mengalami perubahan pangsa ekspor ke lepang juga mengalamipeningkntan pangsapasar yang cukup signifiknn, di antaranya adalahprodukmineral, metal dasar dan olahan, knret dan plastik, pulp knyu dan mesin serta alat rneknnik. |
Fasilitasi Perdagangan dalam WTO dan Relevansinya bagi Indonesia
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35-3, SEPTEMBER (No. 3) |
| Halaman | : | 239-254 |
| Abstrak | : | Fasilitasi perdagangan telah disepakati menjadi salah satu aspekpenting yang dibicarakan dalam negosiasi perdagangan multilateral di bawah WTO, yang dianggap akan menguntungkan seluruh negara anggotanya, terutama bagi negara berkembang. Pembicaraan mengenai aspek fasilitasi perdagangan juga menyetujui adanyan bantuan teknik dan pengembangan knpasitas untuk negara-negaraberkembang dalam rangkn memperbaikiprosedur perdagangan. Untukitu, negara negaraberkembang, termasuklndonesiamelakukankajian terhndapkondisiprosedur perdagangan yang telah ada, usahaperbaiknnnya, dankebutuhnnbantuan teknik sertapengembangankapasitas yang diperluknn. |
Konflik Libanon, Isu Nuklir, dan Kudeta Militer di Thailand
| Pengarang | : | Hersutanto, Begi |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35-3, SEPTEMBER (No. 3) |
| Halaman | : | 231-238 |
| Abstrak | : | - |
Buruknya Kinerja Ekonomi Semester Pertama
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35-3, SEPTEMBER (No. 3) |
| Halaman | : | 219-230 |
| Abstrak | : | - |
Hubungan Ekonomi Indonesia di Tingkat Global: Perlunya Disain Ulang Strategi
| Pengarang | : | Simandjuntak, Djisman S |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35-3, SEPTEMBER (No. 3) |
| Halaman | : | 209-218 |
| Abstrak | : | - |
Penataan Hukum & Politik Selama Sewindu Reformasi
| Pengarang | : | Wiratma, I Made Leo,Piliang, Indra Jaya |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 35-3, SEPTEMBER (No. 3) |
| Halaman | : | 196-208 |
| Abstrak | : | - |
A call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework.
| Pengarang | : | Kiperman, Sarah; Lorig, Carrie E.; Cullen, Eileen. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 622-635 |
| Abstrak | : | School psychology is informed by norms and beliefs that perpetuate harmful treatment, discrimination, and unchecked microaggressions across research, training, and practice. Hetero- and cisnormativity (HetCisNorms) empower a worldview that is harmful for lesbian, gay, bisexual, transgender, intersex, and queer/questioning (LGBTIQ+) individuals. This review presents what these norms are, how they function in school psychology, and calls on school psychologists to act. The adapting strategies to promote implementation reach and equity framework are applied with an intersectional analysis to examples across researchers, training, and practice to model for school psychologists how to take initial steps to disrupt these damaging practices. Addressing HetCisNorms can facilitate an equitable and just field for all, with particular emphasis in promoting equity among LGBTIQ+ individuals. |
Student mental health since COVID-19 and teachers use of culturally relevant and emotionally supportive practices.
| Pengarang | : | Lee, Diane J.; Patall, Erika A.; Vite, Amanda; Zambrano, Jeanette. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 614-621 |
| Abstrak | : | The rising social unrest regarding social justice issues across the nation, as well as health concerns and isolation as a result of the COVID-19 pandemic, brought about a time of unprecedented distress for students across the United States. As schools transitioned back to in-person instruction, teachers may have utilized different strategies in the classroom to help support student mental health during this time of crisis. In the present study, we surveyed a sample of 1,449 full-time K–12 teachers during the Spring 2022 semester to examine the relationships between their perceptions of student mental health decline and their use of emotionally supportive and culturally relevant practices. We examined whether these relationships differed depending on whether students spoke a foreign language at home and the racial background of the students in the class. Structural equation modeling results revealed that teachers’ perceptions of student mental health decline were associated with greater use of emotionally supportive, but not culturally relevant, strategies. The relationship between teachers’ perceptions of student mental health decline and use of both types of strategies were stronger in classrooms with 50% or more students who spoke a foreign language at home, but not as a function of the proportion of Black, Indigenous, and people of color students in class. Results highlight teachers’ responsive use of emotional support, and use of both emotionally supportive and culturally relevant strategies to support the mental health of students from non-English-speaking households. However, findings point to the need for teachers to utilize more culturally relevant strategies in times of crisis, particularly in classrooms with more Black, Indigenous, and people of color students. |
The common element of test taking: Reading and responding to questions.
| Pengarang | : | Ardoin, Scott P.; Binder, Katherine S.; Novelli, Christina; Robertson, Peter L. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 607-613 |
| Abstrak | : | Taking a reading comprehension (RC) test is a goal-oriented task, with the goal of answering questions correctly. We assume the number of questions students correctly answer represents their ability to engage successfully in the RC processes necessary to understand texts. Students, however, use various test-taking strategies, some of which negatively impact passage comprehension. The present study used eye-tracking procedures to measure what students do when reading the one part of the tests that all students must read to perform well on an RC test, the questions. Participants included 248 third-, fifth-, and eighth-grade students who read six texts and responded to associated questions while researchers recorded their eye movements. Eye-movement records were used to code students’ test-taking strategy and measure the time students spent reading multiple-choice questions and each response option. Students were also administered a measure of reading achievement. Analyses suggest eye movements on multiple-choice questions were associated with reading achievement, and the challenges less-skilled readers experience with texts are also present when reading in the question region. Differences in strategies and processes do not only occur in the text region. Therefore, researchers and practitioners should pay increased attention to the strategies that are taught and used by students when reading and responding to RC questions. |
Factors shaping Black caregivers interest and participation in a university church partnership program for youth mental health.
| Pengarang | : | Parker, Janise S.; Hill Haskins, Natoya; McKoy, Alexus; Nelms, Jessica; Wright, Danielle; Swanson, Danielle; Wilkins, Bryan. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 5) |
| Halaman | : | 594-606 |
| Abstrak | : | It is important for researchers to understand the factors that attract marginalized community members to participate in youth service intervention programs, considering their historic mistrust in White-dominated systems (i.e., education and mental health). We employed a hermeneutic phenomenology study to understand 15 Black caregivers’ experiences of a university–church partnership program that was grounded in a school mental health paradigm. Using individual interviews and a structured coding process, we examined factors that informed participants’ engagement with the program from start to finish. First, caregivers initiated involvement with the program due to their children’s holistic needs, the accessibility of the program, and the trust they had in program leaders (including church representatives) and processes. Second, caregivers sustained involvement in the program due to graduate interventionists/mentors displaying professional competence, cultural responsiveness, and an ethic of care. Finally, caregivers viewed the program as helping the children, family, and community thrive, which influenced their desire to see the program grow and expand. As informed by the present study and related literature, recommendations for school mental health professionals involved in culturally responsive and equity-centered community partnership work are offered. |