Administration and Supervision

Supervisi pembelajaran adalah kegiatan pembinaan, pemantauan, penilaian, serta pembimbingan dan pelatihan profesional guru, baik pada aspek kompetensi maupun tugas pokoknya dalam membantu guru untuk merencanakan, melaksanakan, mengevaluasi, menganalisis, dan melakukan tindak lanjut.

En la obra, a partir de una contextualización de los sectores bancarios español y europeo, se analizan los múltiples cambios que, en los últimos tiempos, han venido a afectar a la intervención sobre la banca, haciendo especial hincapié en la internacionalización del negocio y del marco regulatorio y supervisor.

En sede de este proceso de internacionalización del control sobre el sector crediticio destaca la implantación del Mecanismo Único de Supervisión que, imponiéndose frente a otras alternativas, ha supuesto la traslación de muy relevantes competencias supervisoras desde las autoridades nacionales hacia el Banco Central Europeo.

Esta europeización de competencias de fiscalización plantea diversas cuestiones, no pacíficas, a las que la obra pretende dar respuesta, como serían la suficiencia de la base jurídica escogida, el porqué de la elección del Banco Central Europeo como supervisor, el efectivo alcance subjetivo y territorial de la supervisión de la Unión, la eventual generación de duplicidades o la virtualidad de la aplicación de normas nacionales por parte de una institución comunitaria.

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Based on a contextualisation of the Spanish and European banking sectors, the book analyses the many changes that have recently affected intervention in the banking sector, with particular emphasis on the internationalisation of the business and of the regulatory and supervisory framework.

In the context of this process of internationalisation of control over the credit sector, the implementation of the Single Supervisory Mechanism stands out, which has entailed the transfer of very important supervisory powers from the national authorities to the European Central Bank.

This Europeanisation of supervisory powers raises a number of questions, not all of which have been resolved, to which the book aims to provide answers, such as the sufficiency of the legal basis chosen, the reason for the choice of the European Central Bank as supervisor, the effective subjective and territorial scope of the Union's supervision, the possible generation of duplication or the virtuality of the application of national rules by a Community institution.

Management is the primary force within any organization which coordinates the activities of various systems in relation to its objectives. A school being a social organization with specified objectives, the school management means the use of people and other resources to accomplish the objectives of the school.
School management has two major aspects—internal management which covers issues like admission, management of library, laboratory, building, physical, material and financial resources, etc. and—external management which covers relations with the community and outside agencies connected with the establishment and functioning of the school. School management is a cooperative human endeavour and requires the cooperation of teachers, parents, students, community members and local administration for smooth functioning. Though computers are now increasingly used in the management process, it is human element which is the key to all effective management.
It contains conceptual discussion on school management, participatory and non-participatory management and management of various resources. It studies management approaches and decision-making. The book includes discussions on the physical infrastructure of the school in terms of adequacy, availability and utilization along with scores of other issues like space management, delegation of authority, accountability, teacher coordination, liaison with outside agencies including the respective State Education Board, etc.
Besides the students and teachers of school management, the book will prove extremely useful to the managements of various schools across India and different functionaries in Education Boards, departments and agencies related directly or indirectly with education and school management.
This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.

Though not a novel topic, supervision and its contribution to teachers" professional development has been given renewed attention in recent years. The constructive/destructive role supervision might play in teachers" instructional path has been addressed by a plethora of investigations, and the frequency and effect of different kinds of comments and feedback on teachers" conduct has also been explored in previous research. However, the findings of research on supervisory feedback and their effect still seem to be blurred. Informed by this need for further research into the issue, the researchers in the current study strived to investigate the proportion of comments given by supervisors to language teachers. In so doing, the researchers analyzed an existing corpus of supervisory report on 30 EFL supervisees, at a Language school in Gonbad-e-Kavoos, Iran. The sample was composed of 16 males and 14 females. The results gained through Kruskal-Wallis test revealed no significant differences among the groups of supervised teachers concerning the frequency of criticisms and suggestions; however, the frequency of compliments offered to the teachers with different levels of experience differed from one another. In fact, the frequency of criticisms, suggestions and compliments correlated with the years of teachers" experience. The implications of the findings are discussed throughout the paper.

—The management and sustaining of Madrasah Aliyah (Formal Islamic Senior High School) in Indonesia sometimes the Madrasah Supervisors find it not easy to carry out their responsibility accurately and diligently as prescribed by the process of achieving the laid down goals. The main aim of this study is to assess the general roles of Supervisor in sustaining and management of quality and efficiency of Supervisor's roles in Madrasah Aliyah. The purpose of this paper is to examine the key roles of Supervisor's play in providing quality education in Madrasah Aliyah as already stated, Supervisors solve many problems in terms of sustaining and maintaining schools catabolic. The roles of Supervisor is to improve the quality of competencies of the principals and teachers. The principal in meeting these inverse issues were also examined as the chief executive who manages the school finance and who can use his ingenuity to raise fund to complement government's efforts, provision and maintenance of physical facilities, principal as a curriculum monitor and instructional supervisor do consider himself as a good model to be emulated with an element of dynamisms that can observed drastically motivator and quick change facilitator. Effective instructional delivery and maintenance of standards in the school system are enhanced through regular checking both internal and external supervision of the school and must be fully concerned with the physical environment and other facilities around the school corners. The supervisor owes it a duty to modify the attitude of the staff and motivate them to put in their best at achieving educational goals. However, it includes the roles of discipline both academic and non-academic staffs performance and adherence of schools rules and regulations with zeal for accepting open doors for other organizations that willing to assists the schools.

Öz
Bu çalışmanın amacı; 14 Eylül 2011 tarihinde 652 sayılı Kanun Hükmünde Kararname ile değişimi başlatılan ve sonrasında 6528 sayılı kanun, çeşitli yönetmelikler ve son olarak 6764 sayılı kanun ile değişimi sürdürülen Türkiye'nin çağcıl eğitim denetim sisteminin merkezi ve taşra teşkilatı yapısını, işleyişi, Milli Eğitim Bakanlığı'nın hiyerarşik yapısındaki yeri, roller ve görevleri, değişen unvanları ve güncel durumunu detaylı biçimde aktarmaktır. Çalışmada, nitel yöntem çeşitlerinden doküman analizi ile toplanan veriler betimsel ve içerik analizi teknikleri ile çözümlenmiştir. Çalışmada, amacında belirtilen süre içerisinde ve boyutlarda, Türk Eğitim Denetimi Sisteminde çok sık ve peşi sıra gerçekleştirilen bu değişiklikler sistemli ve açık biçimde aktarılmıştır.

Abstract
The purpose of the current study is to present Turkey's contemporary educational supervision system, the latest changes in it and the final overall structural framework. It also aims to give information about its functioning, the position in the hierarchical structure of the Ministry of Education, roles and up to date titles which have been altered a number of times by The Decree Law on the Organization and Duties of Ministry of National Education (Law No: 652; Date: 14 September 2011), the law numbered 6528 (Date: 1 March 2014) and 6764 (Date: 2 December 2016). The data was collected through document analysis and analyzed by means of descriptive and content analysis. In this study, often and subsequent changes within a certain period of time and dimensions were presented in a clear and systematic way.

The purpose of this article is to start a discussion around the importance of peer super- vision with social service volunteers (New Zealand Federation of Voluntary Welfare Organisations [NZFVWO], 2001, pp. 61-63). This will be achieved by addressing the history of volunteerism and the rise of Charitable Trusts (Styles, 1979, pp. 86-88). The structure of volunteerism changed, as policymakers identifi the importance of includ- ing specifi volunteer’s roles and functions in legislation. Furthermore, policymakers began introducing clarifi around peer supervision and peer support, linking the importance of supervision for volunteerism in the social services (NZFVWO, 2001, pp. 61). The introduction of peer supervision for volunteers in the social services is to pro- vide accountability around professional practice and registration for many social service professions. The importance of peer supervision for volunteers working in the social services should be viewed as a safeguard to provide better practice for the volunteer, client and agency (O’Donoghue, 1999, p. 7). Volunteering New Zealand (VNZ) off an alliance with supporting agencies and government around volunteering best practice in the support and development of managers and coordinators of volunteers (VNZ, 2014, para 1-15). An example of this is the Volunteer Army, which came to fruition around the Christchurch earthquakes, getting the community working alongside each other to support and help those in need. 
However, none of these professional bodies offer a code of ethics to provide guidelines to volunteers. The Aotearoa New Zealand Association of Social Workers (ANZASW) does offer a Code of Ethics, not only to social workers but to all social services and volunteers (Beddoe & Randal, 1994, p. 31), which could be incorporated and used as a guideline. Although social work has a code of ethics guideline there is still some debate around mandatory registration to provide accountability and safeguard clients and social work practice.

Resumen: Este artículo describe el sistema administrativo de control interno y de supervisión de la contratación pública española, especialmente a partir del examen de las unidades administrativas creadas por la Ley de Contratos del Sector Público de 2017, y, en particular, de la Oficina de Regulación y Supervisión de la Contratación Pública. Se alude también a los órganos de control externo, como el Tribunal de Cuentas, que ejercen a su vez el control económico y financiero del sector público contratante. Asimismo, se tratan las funciones de control y supervisión de la aplicación y cumplimientos efectivos del Derecho europeo de la contratación pública, que son responsabilidad de los órganos administrativos que configuran el sistema, orientado a la prevención y lucha contra la corrupción.

Palabras clave: contratación pública, corrupción, cumplimiento normativo, control jurídico y financiero, supervisión administrativa

Erick Vargas Guevara fue coeditor de la publicación, como Director de la Comisión de Contenido de THĒMIS y Editor General de THĒMIS-Revista de Derecho (pp. 4, 7, 8 y 325).

Erick Vargas Guevara colaboró en el artículo de Diego Zegarra Valdivia "La participación de los privados en la actividad de supervisión en el sector eléctrico peruano: breve aproximación a su estudio".

Primera edición: Julio 2016.
Hecho el Depósito Legal en la Biblioteca Nacional del Perú: 2000-0958.
ISSN: 1810-9934 (Impreso).
ISSN: 2410-9592 (En línea).
Registro de Proyecto Editorial: 31501011600806.
THĒMIS-Revista de Derecho 69. 2016.
Año LI - Número 69.

PENDAHULUAN Akreditasi sekolah/madrasah adalah proses penilaian secara komprehensif terhadap kelayakan dan kinerja satuan dan/atau program pendidikan, yang dilakukan sebagai bentuk akuntabilitas publik. Di dalam proses akreditasi, sebuah sekolah/madrasah dievaluasi dalam kaitannya dengan arah dan tujuannya, serta didasarkan kepada keseluruhan kondisi sekolah/madrasah sebagai sebuah institusi belajar. Walaupun beragam perbedaan dimungkinkan terjadi antar sekolah/madrasah, tetapi sekolah/madrasah dievaluasi berdasarkan standar tertentu. Standar diharapkan dapat mendorong dan menciptakan suasana kondusif bagi pertumbuhan pendidikan dan memberikan arahan untuk evaluasi diri yang berkelanjutan, serta menyediakan perangsang untuk terus berusaha mencapai mutu yang diharapkan. Akreditasi merupakan alat regulasi diri (self-regulation) agar sekolah/madrasah mengenal kekuatan dan kelemahan serta melakukan upaya yang terus menerus untuk meningkatkan kekuatan dan memperbaiki kelemahannya. Dalam hal ini akreditasi memiliki makna proses pendidikan. Di samping itu akreditasi juga merupakan penilaian hasil dalam bentuk sertifikasi formal terhadap kondisi suatu sekolah/madrasah yang telah memenuhi standar layanan tertentu yang telah ditetapkan oleh pemerintah. Dengan demikian dapat dikatakan bahwa proses akreditasi dalam makna proses adalah penilaian dan pengembangan mutu suatu sekolah/madrasah secara berkelanjutan. Akreditasi dalam makna hasil menyatakan pengakuan bahwa suatu sekolah/madrasah telah memenuhi standar kelayakan yang telah ditentukan. URGENSI RPP DALAM PEMBELAJARAN BAGI GURU Dalam Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 Tahun 2016 tentang Standar Proses disebutkan bahwa Standar Proses merupakan kriteria mengenai pelaksanaan pembelajaran pada satuan pendidikan untuk mencapai standar kompetensi lulusan. Pembelajaran yang baik apabila penerapannya dilaksanakan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi siswa untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis siswa.

Kata Kunci: cikamal cirengganis herpetofauna a b s t r a c t This study aims to determine the type of Herpetofauna that often appear in the area Cikamal and Cirengganis. This research was conducted in West Java precisely in Nature Tourism and Pangandaran Nature Reserve. The method used in this research is descriptive qualitative with field research approach (VES). Visual Encounter Survey (VES) along the river and river body. The data obtained is analyzed first with the calculation of the number and calculation of the percentage of research results. From the results of this study get 2 types of herpetofauna consisting of amphibians and reptiles. Amphibians consist of a type of frog and type of bangkong. While only the type of lizard reptile found in the two locations. Amphibians and reptiles are found: Type of frog (Fajervarya limnocharis, Rana chalconata, Microdiscus sp, Hylidae), type of bangkong (Microhyla achatina, Bufonidae) and Lizard Type (Spenomorphus sp). Penelitian ini bertujuan untuk mengetahui jenis Herpetofauna yang sering muncul di daerah Cikamal dan Cirengganis. Penelitian ini dilakukan di Jawa Barat tepatnya di Wisata Alam dan Cagar Alam Pangandaran. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif dengan pendekatan riset lapangan (VES). Visual Encounter Survey (VES) dengan menyusuri Sungai dan badan Sungai. Data yang diperoleh dianalisis terlebih dahulu dengan perhitungan jumlah dan perhitungan persentase hasil penelitian. Dari hasil penelitian kali ini mendapatkan 2 jenis herpetofauna yang terdiri dari amfibi dan reptil. Amfibi terdiri dari jenis katak dan jenis bangkong. Sedangkan reptil hanya jenis kadal yang di temukan di dua lokasi tersebut. Amfibi dan reptil yang ditemukan yaitu: Jenis katak (Fajervarya limnocharis, Rana chalconata, Microdiscus sp, Hylidae), jenis bangkong (Microhyla achatina, Bufonidae) dan Jenis Kadal (Spenomorphus sp).

This study used the Research and Development (R&D) design to develop a supervision model and investigate its effects on the research competencies improvement of basic education teachers in Thailand. Sixty-seven teachers and educational personnel from Angsilapittayakom School, which is part of the Chonburi-Rayong Secondary Educational Service Area Office, were chosen as the study's samples using the volunteer sampling method in the academic year 2021. The findings revealed that the investigation and analysis of teachers' needs were carried out during the early stages of developing a supervision model and that 92.14 percent of the samples had difficulty determining their research problems. The researcher synthesized and developed the "SAHARAT Supervisory Model." There were 7 cyclic steps as follows, 1) Strength Relationship, 2) Attainments of Research, 3) Head-together Plan, 4) Audit of Classroom and Research, 5) Reflection Conference, 6) Award and Reinforcement, and 7) Trumpet the Best Practices. According to expert and specialist evaluations, the supervision model synthesized and developed by the researcher received the highest level of appropriateness and was deemed suitable for use. According to the effects of using the developed supervision model on teachers' research competencies, at a.01 level of statistical significance, the samples' research competencies level after the implementation of the SAHARAT Supervisory Model was higher than the research competencies level before the implementation. Taking into account the satisfaction of the overview samples with the SAHARAT Supervisory Model, the overall sample satisfaction with the researcher-synthesized supervision model was at the highest level. The findings of the study will be used as a guideline for educational supervision, with an emphasis on improving teachers' research competencies.

The main aim of this research work is to appraise the effectiveness of the government supervision and control of the insurance industry in Uganda, but choosing a case study of Insurance Company of East Africa. The specific objectives of this research study include the following:
To examine the effectiveness of the government supervision and control on ICEA group of companies’ performance. To evaluate the challenges faced in the implementation of the effective regulation on ICEA group of companies and, To find out the compliance of ICEA group of companies’ on government supervision and control.
For a successful completion of this research work, the researcher made use of both primary and secondary methods of data collection for information gathering. Primary data were collected through; Questionnaire administration, oral interviews and literature observation. Secondary data were collected through; Periodical reports and journals, text books and lecture notes and internet. The data collected were presented in tables and analyzed with simple descriptive.
The findings show that; Evidence suggests that ICEA show cooperation towards the authority supervision, this is revealed from the 80% response from the respondents from IRA and this has been through various ways such as the Authority registration fees which are mandatory for any insurance company to operate. The study released that, during the year 2015, the Authority put a lot of focus on compliance aspects so as to enhance protection of the interests of policyholders and beneficiaries and to maintain public confidence in the insurance industry. The study also reveals that there is a purchase barrier for those who try to understand the benefits of insurance and it is due to the gap between need of insurance and the ownership rates,
In the recommendations; There is need to move to a more risk-based framework for supervision as mentioned by the respondents. There is a need of arrangements, involving the co-operate supervision with the financial sector regulators, for effective supervision. Insurers should also take keen interest to strengthen their talent and skill base. There is a need for Insurers to strengthen their capitalization to comply with tightening requirements or to anticipate such developments in the not too distant future.

Each of us has a Voice. Our Voice cannot be more or less than “who” and
“what” we are. Paradoxically, it is our Voice that determines and sustains—
or changes, “who” and “what” we are. Our Voice always creates form; you
know: our visions, our future, our present, as it did our past. In other words,
we cannot escape our Voice whether we are aware of “it,” believe “it” manifests form, or know “it” is a perfect reflection and projection of our core values, desires, and motives. So what, specifically, is this Voice that each of us
has? Our Voice is our awareness, observation, witnessing or being mindful of
our mind or state-of-being (including our internal dialogue or our dialogue
with another person), either spoken or written.
How often have you read or heard that a leader must have a Voice that envisions and clearly articulates his or her vision? Or perhaps you’ve heard that
if you can conceptualize “it” you can achieve “it.” These sentiments are motivational but have you ever wondered just how do you get “it,” and, other than
magic, how does one’s Voice create form? For most of us, the practicality of
these motivational sentiments is that viewing and manifesting our desires is
only slightly less difficult than knowing (notice I didn’t say “believing”) that
Chapter One
Coincidence, Consciousness, Creation
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voice is energy and energy create form. More often than not there is a disconnect between our Voice and our ability to:
1. specifically and clearly mentally draw the picture of what we want,
2. acknowledge that it does matter what and how we self-talk,
3. have the mental discipline to be internally congruent with our vision, our
desires, and our actions; and
4. be aware that through association there is assimilation—in other words it
really does matter whom we respect, associate with, and what their Voice
reinforces or destroys within us.
Each of us has within ourselves the essential elements to have our Voice
make each and every one of our dreams, desires, hopes, wishes, and needs
manifest for us—in the perfect form that is for our highest good and for the
benefit of others. Or, as Dr. Bruce Lipton’s book The Biology of Belief (2005)
so elegantly concludes as he outlines the holistic, often complex interactions
between matter and energy, “You are only as powerful as your belief system.”
For instance, at work and in your personal relationships have you ever conceptualized living and working in a harmonious environment that was personally affirming, shared core values, and wealth was abundant? Do you realize that all you need to start the manifestation of this vision is for you to
hear your own Voice and to be open to the possibility this will occur? This
first personal step, being open is—so to speak—equivalent to “ringing the
doorbell” to your conscious awareness. When you finally hear the “door bell”
and open the door to your conscious awareness you begin the discovery that
your vision is the manifestation of precisely “who” and “what” you are. Your
vision is one tangible manifestation of your energetic Voice. Your Voice is energy, and energy creates form.

OK, now we have given the obligatory nod to the esoteric good feeling stuff.  This is not a snarky statement, but one to emphasize that if you are involved on a regular basis with bullies, determinedly difficult people, and predators you have some serious business you need to attend to either: detach, confront, acquiesce, engage with legal consultation or any combination until you either: resolve the situation become embittered, become a despicable person, or vanquish your nemesis.

None of these options will be pleasant (but you haven't been this way in a long time).  Some affiliations will noticeably change or disappear.  Your finances may be drained.  Finally, you can count on your nemesis calling in all powerful and political allies to decimate you. Just remember if you do nothing, this is going to continue and escalate anyway.  However, if do something, there will most definitely be a change.  The goal is to have the change be in your benefit.

This book is written as a teaching tool for Human Resource Managers and executive staff, for Labor Representatives, for Educators, for ordinary people, and for you to start teaching your kids and grandkids so as they grow, they will get to practice these skills to be better prepared to handle these situations that most of us were.

Times change, but human nature - if it changes typically gets worse.  So, there are several options presented for you to consider.  There are detailed basic actions one should meticulously attend.  And there are some historical and social backstories that often influence the twists and turns of our life.  This book should be quite helpful, it is most definitely "real," and

The last bit of advice I can give you is for you to decide: "what will you determine that you have won?"  Are you flexible enough to win without topping off your win with vengeance? (You already started out with an enemy; they will get worse as you stand up for yourself.  This is the real world and not everyone is mentally stable or knows how to control their anger - some reactions can be scathing or deadly.  You need to determine as you start devising your strategy, how will you determine whether or not you think you've won or lost? Dealing with difficult people can be emotionally draining, demoralizing, and sometimes frightening/fearful.  On the other hand, most difficult people most get really "twisted" because you dared to stand up for yourself.  So just remember, they aren't sleeping well either.

W wyniku zastosowania technologii informatycznych w codziennym funkcjonowaniu ludzi i organizacji powstają coraz większe zbiory danych (big data). Do niedawna były one użytkowane w niewielkim zakresie, jednak coraz częściej pojawiają się nowe metody ich wykorzystania, które pozwalają znacząco podnieść skuteczność osiągania celów przez zainteresowane podmioty. Artykuł zarysowuje zagadnienie big data, wskazuje sposoby i przykłady ich wykorzystania w wykrywaniu nieprawidłowości oraz przedstawia propozycję użycia tych metod w kontroli administracji publicznej.

La Inspección educativa en España es un servicio de la Administración educativa que vela por el cumplimiento de las leyes y contribuye a la mejora de la calidad y la equidad educativa. Realizar una adecuada selección de los inspectores de educación es clave. El acceso al Cuerpo de Inspectores se efectúa mediante concurso-oposición, pero presenta algunas debilidades. Por ello, hemos implementado un estudio fundamentado en la técnica Delphi con veinte especialistas para conocer sus impresiones sobre el actual acceso a la Inspección y sobre cómo seleccionar de la mejor manera posible a los mejores candidatos para el cargo. Los resultados obtenidos muestran que algunos aspectos son pertinentes, pero se sugiere modificar otros, logrando acuerdos en los requisitos de acceso, la actualización del temario, la valoración de la experiencia directiva, docente e investigadora, incluir una prueba psicológica, entre otras. Es posible concluir que el acceso a la Inspección Educativa en España debería ser modificado a diferentes niveles para la mejora de la composición de los servicios de Inspección Educativa.

El régimen de intervención sobre el gobierno corporativo de la banca ha sido objeto de relevantes modificaciones en los últimos tiempos. Así, la europeización de potestades, conse­cuencia directa de la implantación del Mecanismo Único de Supervisión, se ha acompañado de una progresiva publificación del gobierno corporativo de las entidades de crédito, operada a través de la introducción de nuevas, y muy rigurosas, disposiciones jurídico-administrativas en ámbitos tradicionalmente reservados al derecho privado.

En este contexto de cambio, el presente trabajo pretende propor­cionar al lector un conjunto ordenado de conocimiento, que permita un provechoso acercamiento al control del gobierno corporativo de las entidades de crédito de la Unión Europea, así como a los principales problemas derivados del mismo.

A tal efecto, a lo largo de la obra se pone el foco sobre los aspectos más controvertidos del nuevo marco de disciplina. En particular, se abordan en profundidad cuestiones tales como el fundamento que justifica la intervención pública sobre el gobierno interno de las entidades de crédito, las disfunciones que esta intervención puede causar o la distribución de funciones de fiscalización entre el Banco Central Europeo y los supervisores nacionales. Asimismo, se analiza el régimen jurídico actualmente vigente en la materia, desarrollándose las concretas obligaciones y requisitos que se imponen por la regulación sobre las más variadas áreas, como las de estructuras, procedimientos, gestión de riesgos, idoneidad, remuneraciones o transparencia.

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The regime of intervention in the corporate governance of banks has undergone significant changes in recent times. Thus, the Europeanisation of powers, a direct consequence of the implementation of the Single Supervisory Mechanism, has been accompanied by a progressive introduction of public law in the corporate governance of credit institutions, operated through the introduction of new and very rigorous administrative provisions in areas traditionally reserved for private law.

In this context of change, the present work aims to provide the reader with an ordered set of knowledge that allows a useful approach to the control of corporate governance of credit institutions in the European Union, as well as to the main problems derived from it.

To this end, the book focuses on the most controversial aspects of the new disciplinary framework. In particular, it deals in depth with questions such as the rationale for public intervention in the internal governance of credit institutions, the dysfunctions that this intervention may cause and the distribution of supervisory functions between the European Central Bank and national supervisors. It also analyses the legal regime in force in this area, developing the specific obligations and requirements imposed by regulation in a wide variety of areas, such as structures, procedures, risk management, suitability, remuneration and transparency.

Hoy día los inspectores de Educación demandan más formación y especialización para poder desarrollar adecuadamente todas sus funciones y contribuir a la mejora del sistema educativo. La formación del personal inspector en España ha recaído fundamentalmente en las Administraciones públicas y éstas, en el contexto de las diferentes comunidades autónomas, han dado diferentes respuestas, en la mayoría de las ocasiones, sin una línea formativa determinada, existiendo mucha improvisación en las prácticas formativas del personal inspector. Para conocer mejor esta realidad y elaborar el presente artículo se han analizado todas las actuales normativas autonómicas relacionadas con la organización y funcionamiento de los servicios de inspección educativa. A raíz de este análisis, concluimos con una serie de claves que permitan a las Administraciones públicas diseñar Planes de Formación Permanente actuales, pertinentes y efectivos para el personal inspector. Sin una adecuada formación, la Inspección Educativa no podrá ser un servicio fundamental y relevante.

La Inspección en los centros educativos se realiza a través del servicio de Inspección Educativa dependiente de las comunidades autónomas, las cuales tienen plenas competencias en materia de control, supervisión, asesoramiento y evaluación. No obstante, las distintas leyes de Educación que han regido nuestro sistema educativo, recogen la existencia de una Alta Inspección en Educación, un servicio, dependiente del Ministerio de Educación, Cultura y Deporte y cuyas competencias están explicitas en nuestra actual ley educativa. En este artículo recogemos un estudio exploratorio sobre la situación actual de la Alta Inspección en España mediante entrevistas con informantes-clave, cuya finalidad es conocer el procedimiento de acceso para desempeñar las funciones que tiene encomendada la Alta Inspección, sus competencias reales y su coordinación con la Inspección educativa autonómica. Los resultados muestran que las competencias de control de este servicio son reducidas, además de comprobar que sus funciones se limitan a informar al Ministerio sobre elementos de las normativas autonómicas que pueden contravenir la normativa básica, la toma de decisiones acerca de la homologación y expedición de títulos, amén de otras competencias estatales no trasferidas. Concluimos que la Alta Inspección es un servicio que desarrolla numerosas funciones relacionadas con la información o comprobación, que en la actualidad, salvo excepciones, no están ejerciendo esos puestos personal inspector y que es un servicio desconocido para muchos, además de tener una denominación que genera confusión.

Bahan ajar ini merupakan bagian dari pembahasan Supervisi dan Administrasi Pendidikan. Pembahasan dalam bahan ajar ini befokus pada bab Supervisi Klinis.  Dalam bahan ajar ini juga dibahas mengenai Asal usul supervisi klinis, Definisi supervisi klinis, Langkah-langkah supervisi klinis, dan Faktor efektifitas supervisi klinis, Mahasiswa diberikan materi poin poin utama untuk memungkinkan mereka bereksplorasi melalui referensi dan berdiskusi serta menjalankan tugas terstruktur dan tugas mandiri untuk memahami lebih jelas mengenai teori dan praktik supervisi pendidikan.
Diharapakan bahan ajar ini bisa menstimulasi mahasiswa untuk melakukan eksplorasi pengetahuan mengenai supervisi Pendidikan dan menghasilkan kajian kajian relevansinya dalam pembelajaran di kelas.

2013 októberéig Magyarországon a pénzügyi közvetítőrendszer felügyeletét a Pénzügyi Szervezetek Állami Felügyelete látta el, amely integrált felügyeleti hatóságként a Magyar Nemzeti Banktól elkülönülve került megszervezésre. A Magyar Nemzeti Bankról szóló 2013. évi CXXXIX. törvény a PSZÁF-ot megszüntette és feladatait integrálta az MNB szervezetébe. A magyar közigazgatási jogi irodalom nem tekinti az MNB-t tipikus közigazgatási szervnek, azonban az integrációval számos hatósági feladat- és hatáskör került az MNB – pontosabban a Pénzügyi Stabilitási Tanács – hatáskörébe. A cikk röviden vázolja az új MNB helyét a közigazgatási szervek rendszerében. Ezt követően a cikk négy kulcsfontosságú területen – szabályozási, felügyeleti, intézményi és pénzügyi – vizsgálja a felügyeleti hatóság függetlenségének elméleti követelményét és annak magyar megvalósítását.

The objective of this research is to study the effect of managerial skill and creativity on principals's decision making in Public Junior High School of Tangerang City and Regency. This research used survey method. The samples of this research were 60 persons selected randomly. Technique of data collection tools is using instrument in the questionnaire. The data were analyzed by using descriptive statistics and path analysis in inferential statistics. The result of the research concluced that: managerial skill and creativity had direct effect on principal decision making of Public Junior High School. Therefore to improve principal decision making, managerial skill and creativity should be improved.

This research was a case where the result of observation researcher at Elementary School in Kecamatan Enam Lingkung that shows the low level of teacher performance. Many factors that affect teacher performances among which are academic supervision and pedagogical competence. The purpose of this research are to know about: (1) contribution of academic supervision to teacher performance, (2) contribution of pedagogical competence to teachers performance, and (3) contribution of academic supervision and pedagogical competence are jointly to teachers performance. The method of this study is quantitative research with 157 teachers. Sample in this research has taken by the use stratified proportional random sampling method, total sample in this research are 78 teachers. Instrument in this research using questionnaire and test. The results of the analysis data show that (1) academic supervision contributes significantly to teachers of 44%, (2) pedagogical competence contributes significantly to teachers 12,1 %, and (3) academic supervision and pedagogical competence are jointly make a significant contribution to teachers performance of 44,2%, so the conclusion of this research are that hypothesis acceptable empirically and academic supervision and pedagogical competence variable are two factors that contribute to the teacher performance and 55,8% of the remaining influence by another factors.

ÖZET
Suriye’de 2011 yılında kıvılcımlanan iç savaş kısa zamanda uluslararası savaş boyutunu almış, birçok insan hayatını kaybetmiştir. Yaşanan bu savaş sadece Suriyeli insanların sosyal hayatını etkilememiş aynı zamanda komşu ülkelere de bu kaos sıçramıştır. Bundan da en çok etkilenen ülke kuşkusuz komşu ülke Türkiye olmuştur. Savaşın tesiriyle sağlık, eğitim, barınma, gıda vb. temel ihtiyaç problemleri doğmuş ve insanlar zorunlu olarak ülkelerini terke zorlanmıştır. Ülkemizde 1,5 milyonu aşan sığınmacı sayısı, kamu kurumlarının işleyişini de etkilemiştir. Ülkemizin politikası neticesinde sığınmacıların barınmaları için çadır kentler kurulmuş ve onların eğitimi için geçici eğitim merkezleri faaliyete geçmiştir. Nitel bir araştırma olan bu çalışmada yarı yapılandırılmış görüşme tekniği kullanılmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda elde edilen temel bulgular benzer olsa da alt temalarda farklı görüşler ortaya çıkmıştır. Bu bağlamda Nizip/Gaziantep’te, Millî Eğitim Bakanlığına Bağlı Geçici Eğitim Merkezleri’nde görev alan yöneticilerin; ‘Geçici Koruma Kapsamındaki Yabancı (Suriyeli) Öğrencilerin Eğitim Aldığı Geçici Eğitim Merkezlerindeki Okul Denetimine İlişkin Görüşleri’ alınmıştır. 

ABSTRACT

The Civil War which broke out in Syria in 2011, turned into an international war in a short time and many people lost their lives. This war not only affected the social life of the Syrian people but also the chaos spread to the neighboring countries. Without doubt Turkey has been the most affected neighboring country. Because of the war, basic needs such as health, education, shelter food arise and people were forced to leave their countries. In our country, the number of asylum seekers in excess of 1.5 million, has affected the functioning of public institutions. As a consequence of our country’s policy tent cities were established and temporary education centers were launched for their education. In this study, which is a qualitative research, semi-structured interview technique is used. Semi- structured interview form was used as data collection tool. Although the main findings obtained from the study were similar, different views emerged in the sub-themes.

La protección de los clientes financieros en España incluye una vertiente institucional, vinculada con la configuración de instancias administrativas que resuelven extrajudicialmente los conflictos entre los operadores financieros y su clientela. El modelo vigente en nuestro país pivota sobre la existencia de unos Departamentos especializados integrados en las distintas autoridades supervisoras. Sin embargo, se defiende la necesidad de sustituir estos Departamentos por una autoridad administrativa independiente habilitada al efecto y que cuente con poderes vinculantes en relación con las controversias planteadas. Ello supondría un cambio sustancial en el enfoque tradicional de control, pues una sola autoridad ejercería las funciones sobre la totalidad de las entidades financieras y se evitarían los riesgos de acumular las competencias de supervisión prudencial y de supervisión de conductas en unos mismos sujetos.

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The protection of financial customers in Spain includes an institutional aspect, linked to the configuration of administrative bodies that resolve out-of-court disputes between financial operators and their customers. The current is based on the existence of specialised departments linked to the different supervisory authorities. However, it is argued that these Departments should be replaced by an independent administrative authority empowered for this purpose and with binding powers in relation to the disputes raised. This would represent a substantial change in the traditional supervisory approach, as a single authority would exercise functions over all financial institutions and because the risks of accumulating prudential and conduct of business supervision in the same subjects would be avoided.

Pytanie o kształt administracji publicznej pozostaje pytaniem otwartym, chociaż raczej wspólnym mianownikiem prezentowanym przez wszystkich autorów opracowania jest odejście od przypadkowego, chaotycznego zarządzania w administracji publicznej – ,,dryfującego” w bliżej nieznanym kierunku – na rzecz uporządkowanych organizacji posiadających właściwą sobie dystynkcję i charakterystykę. Niewątpliwie postulatem prawnym, godnym rozważenia w przypadku pojawienia się tzw. momentu konstytucyjnego jest wprowadzenie przepisy artykułującego explicite zasadę prawa do dobrej administracji. To wniosek ogólny, który zdaje się przyświecać wielu, którym zależy na sprawnej i skutecznej administracji.
Pisarz, scenarzysta Pierre Lamaitre w książce Do zobaczenia w zaświatach niezwykle metaforycznie ulokował miejsce administracji w sferze społecznej, wskazując: ,,wróg, wojna, administracja, armia, wszystko to podobne, nikt nic z tego nie rozumie i nikt nie wie, jak z tym skończyć”. W pewnym sensie suplement do książki Kultura organizacyjna good governance w jednostkach administracji publicznej. Podręcznik dobrych praktyk świadczy, że autorzy nie chcieli postawić kropki we właściwym miejscu, chcąc za wszelką cenę powiedzieć ,,coś więcej”. Podzielam opinię francuskiego prozaika, że czasem trudno jest ,,skończyć” w odpowiednim momencie, jednak wierzę głęboko, że niniejsze zbiór artykułów będzie nie tylko rozszerzeniem projektowych ram badawczych, ale przede wszystkim pozwoli zainteresowanym niniejszą tematyką chociaż w części zaspokoić niedosyt wiedzy, a zarazem ukierunkować dalszą eksplorację naukową.
Mam nadzieję, że proponowany model good governace, który ze swej natury implikuje uczestnictwo i koordynację wielu różnych podmiotów w procesach zarządzania przyczyni się do ożywczego interdyscyplinarnego dyskursu zarówno wśród teoretyków, jak i praktyków administracji publicznej.

Macroprudential policy has developed a new set of instruments for the mechanisms with which the state intervenes in the economy through its public administration. However, the global economic crisis and the need for rapid action did not allow time for the inclusion of macroprudential policy into the dogmatics of administrative law and therefore this needs to be done subsequently. This study analyses the legal nature of normative regulation related to macroprudential policy, the organisational features of the macroprudential authority and the legal appearance of macroprudential instruments. The final conclusion of the study is that the content of the public good or public goal, i.e. financial stability, to be implemented by macroprudential policy is extremely poorly defined. Considering the above, for the assessment of the achievement of financial stability, i.e. for the state control of the efficient fulfilment of the public goal, the regulatory environment must create an efficient legal guarantee system.

Professional teachers must have 5 (five) competencies, one of which is the competence of preparing lesson plans. There are several factors that cause teachers to have difficulty in compiling it 1) Teachers do not have a linear educational basis so they are not equipped with knowledge about planning and implementing learning. 2) Teachers have never attended training on RPP preparation so they only copy and paste from their friends, even though, they are not relevant to the situation and conditions in their school so that the existing RPP cannot be used as a reference in the learning process. 3) Teachers have attended training, but have not been able to apply it in schools. One of the programs that can be held in the context of teacher empowerment is academic supervision (academic supervision).
This research was conducted in three stages, namely preparation, implementation and evaluation/reflection, and carried out at least in two cycles. This research is aimed at teachers of all subjects who do not have a linear teacher education background totaling 20 people, namely: 16 class teachers, 2 sports teachers, and 2 PAI teachers. In cycle I, this action research involved 5 subject teachers who did not have a teacher education background, who were in this school. The research begins by submitting a self-made lesson plan according to the subjects and competency standards of each to the supervisor. Based on these data, supervisors provide guidance to teachers according to the difficulties of each teacher. In the second cycle, planning activities are based on reflection from cycle 1, while the steps for action and observation activities are the same as in cycle 1 by paying attention to the priority problems concluded in cycle 1 and followed by reflection activities.
The results showed, in the components of the formulation of learning objectives indicators, there was an increase from 40% in the initial ability, to 60% in cycle 1 and increased to 70% at the end of the activity. In the Determination Component of learning materials and there is an increase in ability from 65% to 70% after cycle 1 and is stronger to 80%. In the Component Selection of Strategies and learning methods, there was a significant increase from the original 40% to 60% in cycle 1 and increased again to 75% after cycle 2. In the selection of media and learning tools there was also an increase from 60% at the beginning activities and after cycle 1, it becomes 80% after cycle 2. While in terms of planning evaluation of learning. From the original only 40% at the beginning of the activity, to 60% at the end of cycle 1 and managed to reach 70% at the end of cycle 2.
Keywords: Academic Supervision, Pedagogic Competency

The purpose of this research is  to  determine the influence of managerial ability and creativity on headmaster’s decision making in Junior High School of Counties and Tangerang City.             The research used survey method with path analysis applied in testing hypothesis. Technique of data collecting is using instrument in the form of questionnaire. The number of 60 headmaster’s as sample by simple was selected random sampling. The result of this research indicated that : 1) there is a direct positive effect of managerial ability to headmaster’s decision making, 2) there is a direct positive effect of creativity to headmaster’s decision making and 3) there is a direct positive effect of managerial ability to creativity. 

Purpose: In this study, we investigated the effects of organizational justice and trust directed at the organization as a whole on OCB. Also investigated were the influence between organizational justice and OCB, and the influence between trust and OCB. Design/Methodology/Approach: From a sample of 273 teachers from 305 Private Junior High Schools in Tangerang District, we tested the hypothesized model using structural equation models. Findings: The main findings are as follows: Findings show that organizational justice and trust have a positive effect on teacher’s OCB and OCB is also positively related to trust. Originality/value: The results of the study show that teachers could be engaged in organizational citizenship behavior when they perceive fairness of the equality, needs, rights of opinion, transparency, neutrality and acknowledging the same position of the organizational process.

Öz. Eğitim denetimi alanında yapılan çalışmaların incelenmesi, bu alana ilişkin son dönemdeki eğilimlerin ortaya konulması açısından önemlidir. Bu araştırmada, 2019'da Ulusal Akademik Ağ ve Bilgi Merkezi (ULAKBİM)'de taranan 49 adet farklı eğitim bilimleri dergisinin 2013-2019 yılları arasındaki yayınları incelenmiş ve 26 eğitim bilimleri dergisinde eğitim denetimiyle ilgili 61 makaleyle karşılaşılmıştır. Bu makaleler yayınlandığı yıl, yazarlarının çalıştıkları kurum, makalenin yayın dili, yazar sayısı, üzerinde çalışılan grup, yöntem, denetim konuları, çalışmanın türü, örneklem büyüklüğü, veri toplama aracı, veri analiz yöntemine göre incelenmiştir. Nitel araştırma yöntemlerinden doküman incelemesi yoluyla elde edilen veriler, betimsel ve içerik analizine tabi tutulmuştur. Eğitim denetimiyle ilgili en çok makalenin 2014 yılında çıktığı, iki yazarlı makalelerin daha çok olduğu, en çok denetmenlerle çalışıldığı, nitel araştırma yapıldığı, örneklem grubu olarak 0-100 arasında sayıdaki kişilerin tercih edildiği, görüşme formunun kullanıldığı ve içerik analizinin yapıldığı elde edilen sonuçlar arasındadır. Anahtar Kelimeler: Eğitim denetimi, Eğitim araştırmaları, Doküman incelemesi. Abstract. The investigation of studies conducted in the field of educational supervision is important in terms of revealing the recent trends in this area. In this research, publications between 2013 and 2019 in the 49 journals of educational sciences, which were screened at ULAKBİM in 2019, were examined; 26 journals in educational sciences, 61 articles related to educational supervision were encountered. These articles were analysed according to the year they were published, the institution their authors were working in, the language of the article, the number of authors, study groups, methods, supervision subjects, types of study, sample size, data collection tools, data analysis methods. The data obtained by the document analysis of the qualitative research methods were subjected to descriptive and content analysis. According to the results of the study, it was seen that most articles about educational supervision were published in the year 2014; the number of journal articles with two authors are more than the others; most of the studies were carried out with supervisors; qualitative researches were done more often; as for sample size, the number of participants varied between 0-100, the most frequently used data collection tools were interview forms; the most common data analysis method was content analysis.