Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic

Although no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.

The Position and Authority of the Constitutional Court As Actors of Judicial Power

The paradigm regarding the structure of state institutions underwent drastic changes since the constitutional reform from 1999 to 2002. For various reasons and needs, new state institutions were formed, although some institutions were abolished. One of the institutions formed is the Constitutional Court. The Constitutional Court is designed to be a guard and at the same time an interpreter of the Constitution through its decisions. In carrying out its constitutional duties, the Constitutional Court seeks to realize its institutional vision, namely the establishment of the constitution in the context of realizing the ideals of a state of law and democracy for the sake of a dignified national and state life. This vision becomes a guideline for the Constitutional Court in exercising its judicial power independently and responsibly in accordance with the constitutional mandate. The Constitutional Court work since its presence has been considered quite significant, especially in its contribution to maintaining the law and developing democracy.

Power representation in the leadership of academic libraries in Indonesia

Introduction. Libraries as a dynamic environment have supported dynamic interactions in various aspects of life. These interactions occur in several frames such as culture, social, and ideology that pose power in library leadership at universities. Data Collection Method. In-depth interviews with nine informants, consisting of heads, librarians, and library staff in three libraries, conducted unstructurally between 2018 and 2020. Interview data was used as the main data collection technique, supported by observations and documentation. Data Analysis. Miles and Huberman's model with three stages, i.e. data reduction, data presentation, and conclusion or verification, was employed to interpret findings. Results and Discussion. The results showed five main issues, which are directly related to power representation in libraries. These issues include religious understanding, institutional vision, temporary power, seniority of library personnels, and the influence of the library collection development. Conclusion. The representation of power in library leadership practices has emerged in the frames of religiosity, organizational ideology, seniority, power, and impact of library collection. Therefore, this research contributes to library science theorists and practitioners concerning the awareness of the power representation issues.

On Virtuality and the Diasporic Imagination

This report covers the 10th edition of BlackStar Film Festival (BSFF), which took place virtually and in person over a week in early August 2021. The independent festival features work by Black, Brown and Indigenous makers, and aims to reach a wide audience whose identities and experiences are reflected in the films. Johnson considers the multifaceted symbolism of the Black Star as it is realized in the curatorial and institutional vision of the festival, and considers the affordances (and limitations) of virtuality toward greater distribution of, and access to, independent films in the places they represent. An extensive review of the shorts program includes reporting on category winners Lizard (Akinola Davies Jr), Dear Philadelphia (Renee Maria Osubu) and Elena (Michèle Stephenson). This is the first review of BSFF for Film Quarterly.

The Development of Thematic Tourist Village of Mulyaharja Bogor Based on Community Empowerment Approach

The study aims to find out the solving method for problems in the thematic tourist village of Mulyaharja and designing the development of thematic tourism village model based on a community empowerment approach. This study is qualitative with an action research method. There are five respondents, i.e. chief of the village office, secretary of the village office, manager of the thematic tourist village, leader of mature farmer group and chief of youth group organization. This study was undertaken from February, 2018 to September, 2019. The generated outcomes are a solving problem method as solving steps chart, which consists of an explanation of the problem, solving and progress report each aspect, institutional, vision, activity, amenities, accesbility and entrepreneurship aspect. Furthermore, the model designed for development of thematic tourist village based on community empowerment is a circle with series of steps of eleven steps that connected each other and continuity. The series of steps are 1) choosing the candidate of partner village; 2) deciding the category of tourist village; 3) executing the MoU; 4) determining the program targets; 5) identifying the potentials of tourist village; 6) managing the empowerment programs; 7) implementing the assistance programs; 8) directing the college resources; 9) promoting the outcome of program; 10) evaluating the program and 11) mapping the stakeholder based on their proactive involvements. Keywords: Development, Thematic Tourist Village, Community Empowerment Approach

Analisis Sistem Pemikiran Gender Berbasis Keagamaan di Pesantren Jawa Timur

This research concentrates on the religious-based gender framework within the pesantren education system by which pesantren has an institutional vision to empower women and naturally participates in developing gender discourse with Islamic religious nuance. This research was conducted in East Java by taking the site of Pesantren Nurul Islam Antirogo, Pesantren Al-Falah Karangharjo Jember, and Pesantren Annuqayah Guluk-Guluk Sumenep. This research found that those pesantrens carried out reconstruction through theological-philosophical awareness that was designed from the dialogic process of re-interpretative religious normative texts with reality. The emergence of this awareness led the pesantren to direct their education system to feel egalitarian, non-discriminatory, and non-subordinate towards women inside and outside the pesantren. The axiology of the pesantren education system leads to the normative value of the unity of humanity. The realization of the education system ends up on peace values whether in the cultural, social, or even religious domains.

Sanctuary: an institutional vision for the digital age

PurposeTrends in information technology and contemplative practices compel us to consider the intersections of information and contemplation. The purpose of this paper is to consider these intersections at the level of institutions.Design/methodology/approachFirst, the notion of institution is defined and discussed, along with information institutions and contemplative institutions. Next, sanctuary is proposed and explored as a vision for institutions in the digital age.FindingsSanctuary is a primordial human institution that has especial urgency in the digital age. This paper develops an info-contemplative framework for sanctuaries, including the elements: stability, silence, refuge, privacy and reform.Research limitations/implicationsThis is a conceptual paper that, though guided by prior empirical and theoretical work, would benefit from application, validation and critique. This paper is meant as a starting point for discussions of institutions for the digital age.Practical implicationsAs much as this paper is meant to prompt further research, it also provides guidance and inspiration for professionals to infuse their work with aspects of sanctuary and be attentive to the tensions inherent in sanctuary.Originality/valueThis paper builds on discourse at the intersection of information studies and contemplative studies, also connecting this with recent work on information institutions.

Bildung in het hbo. Opvattingen van docenten over hun taak in de vorming van studenten.

Bildung in Dutch universities of applied sciences. Teachers’ perceptions about their task in students’ moral education.In response to market ideology permeating the education system, an appeal has been made to the notion of Bildung to understand better what (higher) education should be about. Traditionally, it denotes a process of becoming human through which individuals can develop their capacities and talents in a harmonious way by relating to cultural sources. Worldwide, empirical research on Bildung is extremely scarce, and the picture of how lecturers at universities of applied science understand their task to contribute to students’ moral education is very fragmented. An online survey was filled out by employees (n = 686) of ten different institutes of a large Dutch university of applied science. Students’ formation turned out to be part of their task perceptions, and was largely understood in terms of stimulating critical thinking and inquiring attitudes. The majority claimed to stimulate Bildung by being a role model and by incorporating it in their daily lessons. Lecturers experienced a packed curriculum, a focus on testing and assessment, and a poor institutional vision on Bildung as obstacles to act on their perceptions. The article ends with a discussion of the (limited) power of the Bildung tradition for universities of applied sciences today.

Creating a project-based degree at a new university in Africa

African Leadership University (ALU), a network of higher education institutions, opened its second campus in Rwanda in September of 2017. In order to achieve the institutional vision to educate three million young African Leaders before 2050, the University has made efforts to embrace ‘innovative pedagogy,’ designing curricula and training its teaching staff in active learning and student-centered pedagogy. This paper provides an account of the design and inital delivery of a new degree that ALU offers to its students in Rwanda, called “Global Challenges,” a project-based degree that requires students to structure their learning around a project that they self-design that addresses a challenge facing the continent of Africa. The paper is authored by a member of the faculty of the new degree and uses qualitative practitioner-based research to describe the degree and analyse its alignment with the innovative practice of Project-Based Learning (PBL). Analysis of the degree design shows strong adherence to the principles of PBL; however, more research is needed to evaluate the effectiveness and broader impact of this new educational program.

Otto Bauer: The idea of nation as a plural community and the question of territorial and non-territorial autonomy

This article presents a detailed analysis of the concept of nation in the work of Austro-Marxist Otto Bauer. In his view, the nation is conceived as an evolutionary process of political, open and plural construction. His work also unravels the connections of nation with a plurinational democratic state, which was at the time a novel political and institutional vision. The article argues that his work is very relevant today, with rising complexity of the new contexts of global society and the multiplication of migrations and refugees; and the need to respond through an accommodation of minorities through mechanisms of territorial and non-territorial autonomy. Much of these concerns form the substance of Otto Bauer?s work.