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The investment trend of Islamic mutual funds is very interesting in the era of globalization. Sharia mutual funds are the right investment solution because their operations are free from elements of maysir, gharar and usury. In addition, ease of access and reach is also influenced by the application of technology. Investors simply monitor the development of investment instruments using mobile phones. Based on this phenomenon, it is necessary to analyze the various factors that influence the development of Islamic mutual funds so that investors can obtain maximum returns. These influential factors can be domestic macroeconomic factors (inflation, exchange rates and the BI Rate) and foreign (Dow Jones Islamic Market Index). Therefore, this study aims to determine the effect of inflation, exchange rates, the BI Rate and the Dow Jones Islamic Market Index on the return of Islamic mutual funds. A quantitative approach was adopted in the research along with the sample selection using the Purposive Sampling method. So that the population is all Islamic mutual funds registered with the Financial Services Authority with a sample of 17 Islamic mutual funds. Based on multiple linear regression analysis, the results show that: 1) inflation has a partially significant effect on the return of Islamic mutual funds, 2) the exchange rate has no significant effect partially on the return of sharia mutual funds, 3) the BI Rate has no significant effect partially on the return of sharia mutual funds, and 4) the Dow Jones Islamic Market Index has a partially significant effect on the return of Islamic mutual funds. The use of foreign stock indexes (Dow Jones Islamic Market Index) is a novelty in this study.

Current lifelong learning platforms offer users a query option to select a wide variety of courses. However, finding a suitable course among the seemingly endless catalogs of options presented by the platforms is not straightforward. We argue that digital counseling can enhance this process. In this paper, we present a set of three formative studies where we explored the main aspects that can provide the counseling needed. The methods comprise an analysis of user profile characteristics and learning analytics indicators (e.g., learning progress/self-regulation) by means of an expert workshop, evaluating the feasibility of current technologies (e.g., natural language processing) for automatically assessing users' competencies, and a survey on the use of Chatbots as the interaction interface between the users and the lifelong learning portals. The analysis resulted in the extraction of basic requirements for digital counseling. We conclude the paper by presenting a system design derived from these studies. (DIPF/Orig.) Aktuelle Plattformen für Lebenslanges Lernen bieten Nutzern eine Abfragemöglichkeit einer großen Vielfalt an Kursen. Aus den scheinbar endlosen Katalogen der von den Plattformen angebotenen Optionen einen geeigneten Kurs zu finden, ist jedoch nicht einfach. Wir argumentieren, dass digitale Beratung diesen Prozess verbessern kann. In diesem Beitrag stellen wir drei formative Studien vor, in denen wir die Hauptaspekte für die benötigte Beratung untersucht haben. Die Methoden umfassen eine Analyse von Nutzerprofil-Merkmalen und Indikatoren der Lernanalyse (z. B. Lernfortschritt/Selbstregulierung) mittels eines Expertenworkshops, eine Bewertung der Machbarkeit aktueller Technologien für die automatische Bewertung der Kompetenzen von Nutzern (z. B. Verarbeitung natürlicher Sprache), sowie eine Umfrage zum Einsatz von Chatbots als Interaktionsschnittstelle zwischen Nutzern und Plattformen für lebenslanges Lernen. Aus der Analyse wurden die grundlegenden Anforderungen an eine digitale Beratung abgeleitet. Abschließend wird ein aus diesen Studien abgeleitetes Systemdesign vorgestellt. (Autor*innen)

Şimdiye kadar birçok yeni mezun öğrenci, yeni işlerini kurmakta ve kendi işini kurmakta güçlüklerle karşılaşmakta, bu sayede kurum veya şirketlerde istihdam sağlanmaktadır. Bazen, bu mezunlar birkaç yıl işsiz kalırlar. Girişimcilik, günümüzde tüm ülkelerin siyasi gündeminin önemli bir konusu olan son küresel ekonomik krizin neden olduğu işsizlik ve büyüme sorunlarına çare olarak rol oynamaktadır (Aşkun ve Yıldırım, 2011).Ancak, Türkiye'de ulusal düzeyde girişimciliğin artırılması ve yeni işler, yeterli insan kaynağı ve bilgi tabanı oluşturabilecek girişimciler yaratılmasına şiddetle ihtiyaç duyulmaktadır. Girişimcilik, yenilik, fırsatların peşinde koşma, risk alma, yetenekli değişim ve davranışsal faaliyetlerle ilgilidir. Bunları herhangi bir istikrarsız ekonomik bağlamda öğrenmek ve girişimlerini oluşturmak ve serbest meslek veya daha iyi finansal statü elde etmek için fırsatlardan tam olarak yararlanmak için Girişimciler oluşturmak önemlidir. Buna ek olarak, dünya ekonomisinin genel vizyonu, yaşlı iş adamlarından genç iş adamlarına dönüşmüştür ve genç iş adamları, girişimcilik faaliyetlerine eskisinden daha uygundur (Lévesque & Minniti, 2011).Bu, öğrencileri hem bilgi hem de gerekli becerilerle donatan, böylece girişimci bir zihniyet geliştiren ve öğrencilerin niyetlerini değiştiren girişimcilik eğitiminin gerekliliğine yol açmaktadır. Üniversitelerin rolü, öğrencileri mesleki beceriler, eğitim, iş zekası ve nihayetinde istihdam ile donatan eğitim ve bilgi yoluyla ekonomik kalkınmayı desteklemektir (Florida, 1999). Girişimcilik ikliminin arz tarafında temel bir bileşen olarak girişimcilik eğitimi, gerekli kaynakların ana sağlayıcısıdır.Üniversite eğitimi ile girişimcilik eğitimi arasında öğretim üyesi rolü (Otache, 2019), ders tasarımı ve içeriği (Fulgence, 2015), üniversite politikası (Yıldırım ve Aşkun, 2012) ve girişimcilik niyetleri gibi etkileşimler olduğu varsayılmaktadır. Bu çalışma, özellikle öğrencilerin bakış açılarından öğretim görevlilerinin, ders içeriğinin ve politikaların rolüne odaklanmaktadır. Bu çalışma, Türk üniversitelerinde öğretim görevlisinin, ders içeriğinin ve politikanın rolünü, öğrencilerin girişimcilik eğitimi çıktılarına ilişkin bakış açıları aracılığıyla girişimcilik niyetlerini teşvik etmedeki rolünü incelemektedir.Bu çalışma, üniversitelerdeki stratejik planlayıcıların ve politika yapıcıların, girişimcilik eğitimi, ders içeriği ve politika değerlendirmelerine yönelik politikalar oluştururken belirli ayrıntıları ve araştırma sonuçlarını yeniden gözden geçirmelerine yardımcı olmakta ve girişimcilik öğretim üyesinin rolünü geliştirmektedir. Şimdiye kadar, girişimcilik eğitiminin bir sonucu olan girişimcilik niyetleri hakkında bilinenler sınırlıdır (Genç vd., 2020). Bu çalışma, üniversitelerdeki girişimcilik girişimlerinin mevcut zorluklarla yüzleşmesi için öneriler sunmaktadır. Until now, many newly graduated students face difficulties establishing their new job and creating self-employment, thereby gaining employment within organizations or companies. Sometimes, these graduates spend several years unemployed. Entrepreneurship plays a role as a remedy for unemployment and growth problems that are caused by the recent global economic crisis, a major issue in the political agenda of all countries today (Aşkun & Yildirim, 2011). However, enhancing entrepreneurship and creating entrepreneurs who can construct new jobs, adequate human resources, and knowledge-base are strongly required at the national level in Turkey. Entrepreneurship is about innovation, the pursuit of opportunities, risk-taking, skilled change, and behavioral activities. It is important to learn these within any unstable economic context and create Entrepreneurs to create their ventures and make full use of opportunities to obtain self-employment or better financial status. In addition, the general vision of the world economy has changed from old businesspeople to young businesspeople, where the latter is more suited for entrepreneurship activities than the former (Lévesque & Minniti, 2011). This leads to the necessity of entrepreneurship education that equips students with both knowledge and required skills, thereby developing an entrepreneurial mindset and change in students’ intentions. The role of universities is to support economic development through education and knowledge which equip students with professional skills, training, business acumen, and ultimately, employment (Florida, 1999). Entrepreneurship education as a basic component on the supply side of the entrepreneurship climate is the major provider of the required resources. It is supposed that there are interactions between university education and entrepreneurship education including lecturer role (Otache, 2019), course design and content (Fulgence, 2015), university policy (Yıldırım & Aşkun, 2012), and entrepreneurial intentions. This study focuses on the role of lecturers, course content, and policy specifically from students' perspectives. This study examines the role of the lecturer, course content, and policy in Turkish universities through students’ perspectives about entrepreneurship education deliverables in promoting entrepreneurial intentions. This study helps strategic planners and policy makers at universities to reconsider certain details and research results while constructing policies towards entrepreneurship education, course content, and policy assessments, and enhances the role of the entrepreneurship lecturer. Until now, what is known about entrepreneurship intentions that are a result of entrepreneurship education is limited (Genç et al., 2020). This study provides recommendations for entrepreneurship initiatives at universities to face existing challenges.

The high ratio of problematic financing or Non-Performing Finance (NPF) at Islamic banks is a phenomenon that needs attention because it is one indicator to assess the soundness of Islamic banks. The causative factors could be two-way, first, the internal factors in Islamic banking itself; the principle of prudence in channeling financing; and second, external factors. Economic data indicated a slowdown in global economic growth became a negative sentiment on the financial markets; one of the consequences was the weakening of the customer ability to meet their obligations would be increasing the ratio of problem financing (NPF). The purpose of this study is to analyze and identify the relationship between macro variables Gross Domestic Product (GDP), exchange rate, and inflation with NPF at Sharia Banks in Indonesia 2009: Q1 to 2018: Q4. This research is a quantitative study with the data analysis method used Auto-regressive Distributed Lag (ARDL) to analyze the relationship between independent variables on the dependent variable in the long term and short term. The result is that GDP has a negative and significant effect on NPF both in the long term and short term. In comparison, the exchange rate and inflation have a positive and significant effect on the NPF in the short run but have no significant effect in the long run.

Reflexionskompetenz gilt als Schüsselqualifikation von Lehrkräften, insbesondere im inklusiven Unterricht, welcher durch Zielkonflikte geprägt ist und somit reflektierte Entscheidungen erfordert. Schon in der ersten Phase der Lehrkräftebildung sollte Inklusion deshalb als Querschnittsthema bearbeitet werden. Nicht nur Sonderpädagogik-, sondern alle Lehramtsstudierenden sollten die Möglichkeit erhalten, Reflexionskompetenz im Kontext inklusiver Bildung zu erwerben. Dieses Ziel verfolgt der Zertifikatskurs „Handlungswissen Inklusion“ an der Universität zu Köln. Es handelt sich hierbei um ein interdisziplinäres Kooperationsprojekt unterschiedlicher Fakultäten und Arbeitsbereiche. Der Beitrag beschreibt die inhaltliche Konzeption des Zertifikatskurses und die Durchführung der Pilotierung (erste Kohorte im SoSe 2021) im Bachelorstudium der lehrkräfteausbildenden Fakultäten. Dabei nehmen die Studierenden während des gesamten Bachelorstudiums pro Semester an mehreren Zertifikatsworkshops teil. Zur Förderung der Reflexionskompetenz wird begleitend ein E-Portfolio bearbeitet. Themen des Zertifikats sind u. a. die Reflexion unterschiedlicher Inklusionsverständnisse, Spannungsfelder wie Kategorisierung vs. Dekategorisierung, Leistungsbewertung, Chancen und Herausforderungen im Kontext von Digitalisierung in inklusiven Settings und im Rahmen des Berufsfeldpraktikums eine erste Theorie-Praxis-Reflexion. Die Themen bieten Raum, das bisher erworbene Wissen über Inklusion zu erweitern, sich damit kritisch auseinanderzusetzen und eigene Überzeugungen zu hinterfragen, um den Erwerb professioneller Handlungskompetenzen zu fördern. (DIPF/Orig.) Reflective competence is a key qualification particularly for teachers who teach inclusively, teaching that is marked by competing goals and one that requires reflected decisions. Starting with the first phase of teacher education, inclusion should be dealt with as a cross-cutting issue. All student teachers, not just special education students, should have the opportunity to acquire reflective competence in the context of inclusive education. The certificate course "Handlungswissen Inklusion" at the University of Cologne pursues this goal. This project is interdisciplinary, a product of cooperation between different faculties and (research) teams. This article describes the content and conceptualization of the certificate course and the implementation of its pilot cohort (summer 2021) for bachelor students in teacher education faculties. During the certificate course, students participated in several workshops per semester throughout their bachelor studies. An e-portfolio was worked on throughout the course to promote the students´ reflective competence. Certificate topics included: reflection on different conceptual understandings of inclusion, points of tension found, for example, in categorization and de-categorization, performance assessments, opportunities and challenges in the context of digitalization of inclusive settings and an initial theory-practice reflection in the context of the occupational field-related practical studies. The topics provide a space to expand previously acquired knowledge about inclusion, to critically engage with this knowledge, and to question one´s own beliefs in order to promote the acquisition of professional action competencies.

Aim: Laparoscopy is an important part of surgical training. Laparoscopy courses are organized to increase competence of laparoscopy. This aim of this paper is to evaluate the laparoscopic surgery competence of Turkish urologists and the effectiveness of laparoscopy courses.Methods: In 2014, an online survey consisting of 11 questions was sent to 180 urologists via e-mail, among which 78 responded. The survey questions aimed at gathering information about where the urologists worked, their laparoscopic surgical experience, how long they attended laparoscopy courses, and whether they considered themselves to be competent in laparoscopic surgeries.Results: 41.2% of the respondents who considered themselves to be competent in laparoscopy and 84.1% of those who did not, stated that they wanted to attend laparoscopy courses (P, Amaç: Laparoskopi, cerrahi eğitimin önemli bir parçasıdır. Laparoskopi yeterliliğini arttırmak için laparoskopi kursları düzenlenmektedir. Bu yazıda Türk ürologların, laparoskopik cerrahi yeterliliği ve laparoskopi kurslarının etkinliğinin değerlendirilmesi planlandı.Yöntemler: 2014 yılında Türkiye’de üroloji alanındaki 180 uzmana e-mail anket formu gönderildi. Sorulara yanıt veren 78 üroloji uzmanının, çalıştığı kurum, laparoskopik deneyimi, aldıkları laparoskopi kurs süresi ve laparoskopi cerrahisindeki yeterlilikleri 11 soruluk anket ile sorgulanmıştır.Bulgular: Laparoskopi konusunda kendini yeterli gören uzmanların %41,2’si, yeterli görmeyenlerin %84,1’i kurs almak istediğini belirtti (P

Tujuan Penelitian ini adalah untuk menganalisis pengaruh inflasi dan kurs secara parsial dan simultan terhadap pertumbuhan ekonomi di Indonesia.Penelitian ini menggunakan data timeseries dari tahun 2008-2019. Metode analisis menggunakan persamaan regresi linier berganda, uji koefisien determinasi, uji statistic (uji t dan F) dengan program Microsoft Excel. Hasil penelitian diketahui bahwa inflasi berpengaruh negatif dan signifikan terhadap pertumbuhan ekonomi di Indonesia.Kurs berpengaruh negatif dan tidak signifikan terhadap pertumbuhan ekonomi di Indonesia. Hasil uji koefisien determinasi diperoleh 49,29% variabel inflasi dan kurs dapat menjelaskan pertumbuhan ekonomi di Indonesia. Hasil uji F diketahui bahwa secara simultan inflasi dan kurs berpengaruh signifikan terhadap pertumbuhan ekonomi di Indonesia.

Penelitian ini bertujuan untuk menganalisis secara parsial dan simultanpengaruh antara tenaga kerja dan kurs terhadap investasi dalam negeri diIndonesia. Data yang digunakan dalam penelitian ini adalah data sekunderberupa time series dari tahun 1997-2016. Penelitian ini menggunakan metodeanalisis regresi linear berganda, uji t, uji F dan koefisien determinasi. Adapunpersamaan regresi yang dihasilkan yaitu : Y= -464,571 + 2,588X1 +10,720X2. Nilai konstanta sebesar -464,571 merupakan nilai investasi yangtidak dipengaruhi oleh variabel tenaga kerja dan kurs. Dari hasil uji t dapatdiketahui bahwa pada nilai variabel tenaga kerja thitung > ttabel(4,395 > 2,110),maka secara parsial tenaga kerja berpengaruh terhadap investasi dalam negeri di Indonesia. Berdasarkan hasil uji t dapat diketahui bahwa pada nilaivariabel kurs thitung > ttabel(2,516 > 2,110), maka secara parsial nilai tukar berpengaruh terhadap investasi dalam negeri di Indonesia. Dari hasil uji F,Fhitung > Ftabel(35,144 > 3,55), maka secara simultan tenaga kerja dan nilaitukar berpengaruh terhadap investasi dalam negeri di Indonesia. Tenaga kerjadan kurs mempengaruhi investasi yaitu sebesar 0,805 atau 80,5% dan sisanya19,5% dipengaruhi oleh variabel lain yang tidak diteliti dalam penelitian ini.&nbsp

Background: Health information systems (HIS) are one of the most important areas for biomedical and health informatics. In order to professionally deal with HIS well-educated informaticians are needed. Because of these reasons, in 2001 an international course has been established: The Frank – van Swieten Lectures on Strategic Information Management of Health Information Systems. Objectives: Reporting about the Frank – van Swieten Lectures and about our students‘ feedback on this course during the last 16 years. Summarizing our lessons learned and making recommendations for such international courses on HIS. Methods: The basic concept of the Frank – van Swieten lectures is to teach the theoretical background in local lectures, to organize practical exercises on modelling sub-information systems of the respective local HIS and finally to conduct Joint Three Days as an international meeting were the resulting models are introduced and compared. Results: During the last 16 years, the Universities of Amsterdam, Braunschweig, Heidelberg/Heilbronn, Leipzig as well as UMIT were involved in running this course. Overall, 517 students from these universities participated. Our students‘ feedback was clearly positive. The Joint Three Days of the Frank – van Swieten Lectures, where at the end of the course all students can meet, turned out to be an important component of this course. Based on the last 16 years, we recommend common teaching materials, agreement on equivalent clinical areas for the exercises, support of group building of international student groups, motivation of using a collaboration platform, ensuring quality management of the course, addressing different levels of knowledge of the students, and ensuring sufficient funding for joint activities. Conclusions: Although associated with considerable additional efforts, we can clearly recommend establishing such international courses on HIS, such as the Frank – van Swieten Lectures.

To become a competent social worker it is essential to know the perspective of the service users. Therefore, service users are more and more included in field research projects and the instruction of social workers to-be. However, they are usually reduced to the role of informants and not actively taking part as co-partners. For the first time, this anthology gives an overview of courses in which service users and students share their experiences and work together on the same level using gapmending methods. The applications and evaluations of these courses in different European countries are discussed in this volume. The theoretical background of gap mending methods are approaches of empowerment, inclusion, participation, social movements or/and service user involvement. In both English and German-speaking countries there are similar discussions but so far, the similarities and differences of the theoretical approaches as well as their strengths and limits have rarely been concise and systematically compiled. This theoretical gap is mentioned in the introduction of the anthology. The aim of gap mending methods in social work education is in the first place to empower socially excluded groups. Secondly, the students meet service user in a situation out of their “role as social worker” on a communicative equal level. This enables a learning process that is based on exploring their needs and views. Thirdly, during the course, both service user and students of social work develop together innovative projects in the field of social work. In several northern countries gap mending courses are very common in social work education, e.g. at the University of Lund. However, there are fewer publications about best practice of gap mending methods and their evaluation. Therefore, the anthology presents and discusses concepts, applications and evaluations of six examples of service user involvement in courses of social work education in Europe. The authors of this anthology are all part of the international network PowerUs, developing gap mending strategies in social work education and research. (DIPF/Verlag)

Investment is important for the economy of a country because it serves as a key to economic growth. Investment will increase the productivity of economic activity, increase employment opportunities and expanding markets. This research has a purpose determine the factors that influence investment in Indonesia in 1990-2010. This study uses Error Correction Model (ECM). The analysis showed that variable interest rate affect investment negatively and significantly to the amount of investment in the short term and long term, the inflation variable is negative and significant effect on the amount of investment in the long term and variable rate has a positive and significant impact on the amount of investment in the long term.

Kursguider är en text som finns mellan kursplanens målformuleringar och själva genomförandet av en kurs. Den skrivs om för varje kurstillfälle för att anpassas till datum och specifika examinationsformer. Som undersökningsmaterial är kursguider därmed mycket praktiknära och ger mycket god insyn i hur undervisning är tänkt att ske. Trots detta har ingen tidigare forskning gjorts i Sverige kring detta material, och internationell forskning finns endast i begränsad omfattning kring denna typ av praktiknära material. Denna artikel är en del i ett större projekt, Bättre kursguider, på Enheten för Pedagogisk utveckling och interaktivt lärande (PIL) vid Göteborgs universitet som bedrivits 2011–2012.

İnşaat iş kolunda niteliksiz çok sayıda işçilerin çalışması yapıda hasarlar oluşmasına yol açar. O bakımdan işçilerin nitelikli hale getirilmesi yapı güvenliği açısından önemlidir. Meslek içi eğitimlerle, periyodik kalfalık ve ustalık kursları düzenlemek suretiyle bu sağlanabilir. İşçi kendi branşında yaptığı işin teknik özelliklerini sağlaması ve standartlara uyma becerisi kazanmış olacaktır. Kurslarda, çalıştığı iş çeşitine göre anlayabileceği seviyede standart bilgiler verilmesi amaçlanmalıdır. Ayrıca şantiyelerde işçi sağlığı ve iş güvenliği önlemleri, verimlilik, şantiye düzenlenmesi ve işletmeciliğinde çevre faktörü; o işyerinde çalışanların yetki ve sorumluluk sınırları ile alt-üst ilişkisinde kişisel boyutun incelenmesi de başlıca konular olmalıdır.

The tenth mission to Egypt on the DANIDA EIMP programme included training in chemical analysis methods for NO2, SO2, TSP, PM10 and dustfall for the CEHM-laboratory at Cairo University, Giza.