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Bahasa Inggris SMA

hallo kakak kakak boleh bantuin aku jawab itu ceritanya tolong cariin main idea dari paragraf 1 paragraf 2 paragraf 3&4 paragraf 5 ... Baca Lebih Lanjut

Read the following text carefully! Then, The Legend of Lake Toba Long long time ago, in North Sumatra, there lived a poor farmer in a valley. He was diligent. Anything he planted grew well. He lived by farming and fishing in the river. He ate the fish or sold them in the market. 2. One afternoon, he went fishing in the river. After hours of waiting, he hadn't caught a single fish. This had never happened before. Disappointed, he pulled his rod out of the water. But just as his rod was living the water, a fish bit it. He pulled it out. How happy he was! It was a beautiful big goldfish. Suddenly, the fish spoke. "Please, put me back in the water. I still want to live." The farmer was surprised. The farmer agreed to set it free. Then, the fish suddenly turned into a beautiful lady. "I was the incarnation of the fish you caught. Thank you for your kindness. As return, I am willing to be your wife," she said. The farmer was happy and agreed to marry the lady. "However, there is a condition that you can't break. If we have a child, you must never tell anyone that I was a fish." "Yes, I promise not to break this condition," said the farmer. * Finally, they got married. Soon, they had a son named Samosir. Samosir liked eating. In a day, he could eat many times. Sometimes, he ate his parents' meals. One day, her mother asked Samosir to take a box of meals to his father who was working at the field. It was a long walk to the field. However, on the way he started to feel hungry. He decided to eat the meals. He had eaten all the meals. When he found his father, he handed him the box. Looking at the empty box, his father was really angry. "Have you eaten all the meals? Don't you know that your father is really hungry?" shouted the farmer. "I'm sorry, Father. I can't stand to see the food. So, I ate them all," answered Samosir. "Samosir! Darn you! Son of fish!" shouted his father. Samosir was shocked. "Father, what do you mean? I'm not a son of fish," said Samosir. The farmer was startled. He just realized that he broke his promise to his wife. Samosir ran all the way home to meet his mother. "Mother, am I son of fish?" His mother was shocked. She was sad and did not expect that her husband would break his promise. It started to rain. The lightning struck, the mother and Samosir disappeared. In the place where they disappeared, a spring emerged. The farmer ran towards the house. He ran inside and looked all through the house, but they had gone. He regretted what he had done. Longer, the water became a big puddle of water like a large lake. This lake is now called Lake Toba. In the middle of the lake, there is an island named Samosir. Adapted from: Nunik Utami, 63 Legenda, Cerita, Mitos, Fabel Nusantara, Jakarta, Anak Kita, 2013 Answer the questions based on the story!

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Bahasa Inggris SMA

rangkum materi tersebut ke bahasa i donesia

22.45 Check for updates O 61% Editorial Effective Strategies for Students with Emotional and Behavioral Disorders H HAMMILL INSTITUTE ON DISABILITIES Beyond Behavior 2021. Vol. 30(1) 3 Hammill Institute on Disabilities 2021 Artide reuse guidelines: sagepub.com/journals.permissions DOI: 10.1177/10742956211004242 journals.sagepub.com/home/bbx SSAGE Students with emotional and behavioral disorders (EBD) experience a combination of academic and social-emotional- behavioral deficits in comparison to their peers. This is why focusing on comprehensive support programs for students with EBD is a logical approach for school-based profession- als who work with this population. This first issue of Beyond Behavior's 30th volume encompasses six articles that pro- vide exceptional guidance for practitioners on a variety of topics that can have a positive impact on both their profes- sional actions and outcomes for students with EBD. Effective management of paraeducators is the focus of the first article, authored by Sarah Douglas and Denise Uitto. Described within is a collaborative four-stage model to ensure paraeducators are trained on the necessary knowl- edge and skills required to support students with challeng- ing behaviors and support specially designed programming. The model clarifies paraeducator responsibilities and defines training needs, creates training plans that align with adult learning principles, implements training using coach- ing with performance feedback, and documents paraeduca- tor performance. Intensification of special education programming efforts is central to the issue's second and third articles. Skip Kumm and Daniel Maggin provide an overview of goal- setting interventions that can be tailored to a myriad of dif- ferent student behavioral profiles and functions. The authors describe a goal-setting implementation process as well an intensification process when outcomes fail to meet expecta- tions. Their intensification process focuses on addressing treatment dosage, alignment, and comprehensiveness. The third article by Kary Zarate and Daniel Maggin shows how video modeling (VM) can be used as a powerful tool to sup- port skill acquisition and generalization for students with and without EBD. The authors offer an overview of VM's positive evidence base, reasons why VM is effective, and step-by-step guidance for VM implementation and intensi- fication that meets the needs of students with challenging behavior. The fourth article by Sanikan Wattanawongwan, S. D. Smith, and Kimberly Vannest focuses on guidance regard- ing how to improve social and emotional learning outcomes using cooperative group activities. Their implementation framework highlights the five instructional steps of plan- ning, introducing, monitoring, assessing, and processing. The authors also address skills generalization. In the fifth article, Ashli Tyre and Laura Feuerborn give professionals a host of suggestions for addressing staff per- ceptions that can interfere with successful implementation of positive behavioral interventions and supports (PBIS) frameworks. The authors coin problematic personnel per- ceptions as "misses." Their article identifies 10 common misses and then offers research- and/or practice-based sug- gestions to promote staff engagement, professional devel- opment, and support for implementation. The final article details the Council for Children with Behavioral Disorders' (CCRD) position statement on the use of physical restraint procedures in schools. In the posi- tion paper, Lee Kern, Sarup Mathur, and Reece Peterson outline the ethical and safety concems regarding the use of physical restraints with students and make recommenda- tions for best practice. The latter include (1) conducting a comprehensive screening to identify all students with edu- cational and/or mental health needs, (2) completing appro- priate assessments (e.g., FBA) for those suspected of having intensive needs, (3) implementing a continuum of research- or evidence-based interventions directed at identified needs, (4) intervening in such a way as to preserve personal dig- nity, and (5) ensuring parents and caregivers are partners and informed of school, district, and state policies pertain- ing to the use of restraint. Paul Mooney Louisiana State University, Baton Rouge, LA, USA Joseph B. Ryan Clemson University, Clemson, SC, USA = ||| U

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Cara Menggunakan Clearnote SMA

riview kan jurnal tersebut

17:39 G ← DOC-20240302-WA0048._053234.pdf - Baca-saja K 7 KY L Clara Nuhermaria Agusta", Lydia Freyani Hawadi² 1,2Fakultas Psikologi Universitas Indonesia Depok E-mail korespondensi: "clara.nuhermaria@gmail.com Keywords: academic hope, academic resilience, covid-19, student engagement, subjective well- being Kata kunci: academic hope, academic resilience, covid-19, student engagement, subjective well- being Abstract The Covid-19 pandemic has brought challenges to the field of education, especially with the student learning process. The situation has affected students' emotional state and level of subjective well-being. Therefore, this study examined the mediating role of academic hope on the associations between academic resilience, student engagement, and subjective well-being. The participants consisted of 509 senior high school and vocational students [402 females (79%), and 107 males (21%)]. Data were collected using the Brief Adolescence Subjective Well-Being Scale in School (BASWBSS), Academic Resilience Scale, Student Engagement during Learning Activities, and Domain Specific Hope Scale. The structural equation modeling (SEM) results indicated that academic hope fully mediates the impact of student engagement on subjective well-being, and partially mediated the impact of academic resilience on subjective well-being. The findings of this study can be used. as a reference for school psychologists to develop academic resilience, student engagement, and academic hope to improve students' subjective well-being. 69 Abstrak Pandemi Covid-19 telah membawa sejumlah tantangan pada bidang pendidikan, khususnya pada proses belajar siswa. Situasi pandemi telah mempengaruhi kondisi emosi siswa dan tingkat subjective well-being. Oleh karena itu, penelitian ini bertujuan untuk melihat peran mediasi academic hope dalam hubungan antara academic resilience, student engagement, dan subjective well-being. Partisipan dari penelitian in iadalah 509 siswa tingkat SMA Negeri dan swasta [402 perempuan (79%), dan 107 laki-laki (21%)]. Data penelitian diambil dengan menggunakan kuesioner Brief Adolescence Subjective Well-Being Scale in School (BASWBSS), Academic Resilience Scale, Student Engagement during Learning Activities, dan Domain Spesific Hope Scale. Hasil analisis data yang dilakukan dengan menggunakan structural equation Clara Nuhermaria Agusta, Lydia Freyani Hawadi 231 JURNAL PSIKOLOGI Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan modelling (SEM) menunjukkan bahwa academic hope memedlasdarih22bungan antara student engagement dan subjective well-being, dan memediasi secara parsial hubungan antara academic resilience dan subjective well-being. Hasil dari penelitian ini dapat digunakan oleh konselor dan psikolog sekolah sebagai referensi untuk mengembangkan academic

Menunggu Jawaban Answers: 0
Bahasa Inggris SMP

Pertanyaan menjawab soal dari cerita. Aku takut untuk menjawab soal soal ini, karena takut salah dalam penulisan dan pendapat ku. Mohon b... Baca Lebih Lanjut

19.42 ← 232233 332 A N N Siswa 9 CreativClass Spenda alvin, bilal, bu, bu, bu, isabel, pitri, +62 819-3095-5936... Taula iya buu 06.00 bu epong Read the text and answer the questions. The Lazybones Once upon a time, lived a very lazy boy, his name was Tom. He was very lazy, so that people called him, "the lazybones". All the things he did were only laze around. He never helped his parents who had a bakery, whereas, his parents worked very hard in the bakery. They were helped by Bob, an employee. One day, Mr. Jones, Tom's father was sick. His illness made him had to stay on the bed all day. He was very worried about his bakery. He was also worried that all the customers would be disappointed because they couldn't enjoy the bread as usual. But his wife, Mrs. Jones, Tom's mother, calmed him, and said that his son would help her and Bob in the bakery. Mr. Jones didn't believe that, neither did Tom. Tom was assigned to deliver the breads to the customers in the town. Since then, Tom had to wake up very early in the morning and delivered the breads. In the beginning, it was very hard work to do for Tom. The customers were also surprised because their breads were delivered by Tom, but then they understood after Tom explained to them. Tom got compliments from the customers for the first time. As day passed, more customers praised him. Tom then became proud of himself too. Since then, he thought that working wasn't bad after all. In fact he was quite happy could help his parents and got compliments from the customers. From that day on, Tom no longer became a lazybones. Questions: 4.54% O 1. What was Tom's parents job? 2. What was Tom's father very worried about? 3. What was Tom's assignment? 4. How was Tom's feeling after the customers praised him? 5. What is the resolution of the story? nadia Ketik pesan ||| 08.42

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