Private university lecturer's professional commitment in Jakarta

This study aims to analyze the effect of transformational leadership, academic culture, self – engagement on lecturer’s professional commitment of private university in Jakarta. A quantitative approach were used in the study. Data were analyzed from 212 lecturers of B-Accreditation private universities in Jakarta using Structural Equation Modelling (SEM). The findings delivers two things; First, there were positive and significant effect of transformational leadership on lecturer’s professional commitment; self – engagement on lecturer’s professional commitment; transformational leadership on academic culture; academic culture on self – engagement. Second, there were no significant effect of academic culture on lecturer’s professional commitment; transformational leadership on self – engagement.

Valuing relationships: The impact of a sensory program on the interactions of adolescents with severe-to-profound intellectual disabilities

Background: People with severe-to-profound intellectual disabilities often lack meaningful interactions with others. Communication partners need to be skilled in identifying and responding to often-subtle behaviours. One method of facilitating interaction is the use of sensory-based stimuli. Method: This study measured the impact of sensory-based stimuli paired with behaviour chain interruptions for three participants in an alternating treatment design using a novel intervention, SensEngage. Measurements included behaviours previously identified as indicating person engagement, self-engagement, happiness as well as participants’ use of potential communicative acts (PCAs). Results: The results showed increased person engagement and happiness in the SensEngage condition compared to the non-sensory condition for all three participants. An increased use of PCAs and decrease in self-engagement were observed for two participants. Conclusions: SensEngage appears to positively impact person engagement, happiness, PCAs and self-engagement for people with severe-to-profound intellectual disabilities.

Creative Discovery

In his commentary on Euclid, Proclus develops what he takes to be an important Platonic critique of the epistemology of abstraction. As I argue, his argument closely reflects terminology and concepts from Plato’s Philebus. Both emphasize the priority—in reality and in our awareness—of the precise over the imprecise. Specifically, Proclus’s famous notion of the psychical “projection” of intermediate mathematical entities, while having no technically exact precedent in Plato, finds a conceptual neighbor in the Philebus’s suggestion that philosophical arithmeticians “posit” pure units for counting. Likewise, for both our self-engagement in mathematical thinking (which has importance even for non-mathematical inquiries) serves to clarify the independence of the precise sciences—both in their content and in their practice—from perception. Thus, as I argue, Plato and Proclus, with their different terms and nuances, develop a shared conception scientific inquiry in which an activity of “creative discovery” plays a central role.

How Art Places Climate Change at the Heart of Technological Innovation

How can we place climate change issues at the heart of technological innovation? From our point of view, artistic practice is a powerful tool to infuse sustainability dimensions into technological developments. By using a sensitive approach based on a dialogue with his/her inner self, the artist questions the nature and meaning of technological developments and therefore appeals to users’ deep motivations. We explore first how the artist inner self engagement in the creation process relates to climate change mitigation. Then, through a qualitative survey-type experimentation derived from Jeanne Bloch’s art-tech installation, we expose how the confrontation with a panel of users helps to understand the characteristics of the dialogue an artist engages in with an “immersed” audience, particularly on the issue of climate change.

E-Learning among Nigeria Polytechnic Students

Many Polytechnics have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning. The key to effective e-learning implementation courses is not multimedia, rollovers, or drag-and-drop interactions. It is how the students get engaged by the content. A desktop review was carried out to explore and establish conceptions of how e-learning tools can enable and sustain student’s engagement in the learning processes. The review shows that e-learning tools can enable and sustain students content engagement through content presentation tools, critical engagement through collaboration tools, self-regulated learning through assessment tools, self-engagement through the variety provided by e-learning tools, on-task engagement through access to information through hyperlinks/email, and substantive engagement through the ability for students to skip material they already know and understand, and concentrate on new knowledge. The review was gathered based on primary data (Questionnaire). It was concluded that regardless of the available tools, e-learning can be implemented at various levels.

Learning from Quality Audit in Higher Education Institutions: A Tool for Community Engagement Enhancement

Higher education institutions (HEIs) are asked more and more to be community engaged. In fact, governments have become more sensitive regarding the role and the contributions of these institutions in the development of the society in general and students’ skills in specific. Community engagement (CE) has also become an important part of the quality accreditation framework in several countries. Through this, researchers tried to demonstrate a positive correlation between the publication of the quality audit reports and the generation of positive outcomes in terms of CE. The study notified a certain decrease in terms of recommendations related to the standard of CE in comparison with the other areas of quality assessment. However, it was not possible to establish a positive correlation between the publication of quality reports and the decrease of the number of recommendations. Researchers concluded that the institutional engagement in CE activities appears to be a more strategic imposed tool made under the constraints of the quality accreditation standards, rather than the self-awareness and self-engagement of the HEIs.

The Effect of Interpersonal Communication, Self Engagement and Organizational Commitment toward The Employee Performance

The objective of this reseach was to understand comprehensively the effect of Interpersonal Communication, Self-Engagement and Organizational Commitment toward the Employee Performance. It was a quantitative research with survey method in the communication and information ministery in Jakarta 2016. The data were colected through observation. The data analysis and interpretasion indicates that (1) the effect Interpersonal Communication toward the Employee Performance; (2) the effect Self-Engagement toward the Employee Performance; (3) the effect Organizational Commitment toward the Employee Performance; (4) the effect Interpersonal Communication toward the Employee Organizational Commitment; (5) the effect Self-Engagement toward the Employee Organizational Commitment; (5) the effect Interpersonal Communication toward the Employee Self-Engagement. The findings lead to the recomendation to practice effectively Employee Performance, Organizational Commitment and Self-Engagement, with Interpersonal Communication. Interpersonal Communication practice by (1) communication opens, (2) empaty, (3) supporting, (4) positif thingking and (5) equality.

STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM

Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.