PEMBINAAN GAYA KEPEMIMPINAN DAN KOMUNIKASI EFEKTIF PADA PADA SISWA DAN SISWI SMA ANANDA KOTA BATAM

Students and Students are a place for students' aspirations to express their creativity. OSIS is formed based on the decision of the principal of the school which has a management body. Students who are involved in the OSIS management body must pass several criteria and requirements, including having communication skills and having a leadership spirit. Communication has a strong influence in shaping a person's attitude and leadership style in an organization. Students must be given briefings on attitudes and leadership styles so that they can direct, control their members and be responsible so that all parts of the work are coordinated in order to achieve company or organizational goals. One of the requirements to become an OSIS administrator is sitting at Ananda High School in Batam City, where the psychological condition of students is still unstable to lead. So that there are some conflicts that arise such as misunderstanding between members, task structure factors and organizational structures, for example, the unequal desire between the treasurer and chairman, personal factors, namely individuals must make decisions concerning themselves and the organization, environmental factors such as the absence of support from the environment or certain parties, differences of opinion, incomplete gatherings, many administrators who leave, there is leisure between members, poor time management and declining performance.

Acid–Base Balance, Blood Gases Saturation, and Technical Tactical Skills in Kickboxing Bouts According to K1 Rules

Background: Acid–base balance (ABB) is a major component of homeostasis, which is determined by the efficient functioning of many organs, including the lungs, kidneys, and liver, and the proper water and electrolyte exchange between these components. The efforts made during competitions by combat sports athletes such as kickboxers require a very good anaerobic capacity, which, as research has shown, can be improved by administering sodium bicarbonate. Combat sports are also characterized by an open task structure, which means that cognitive and executive functions must be maintained at an appropriate level during a fight. The aim of our study was to analyze the changes in ABB in capillary blood, measuring levels of H+, pCO2, pO2, HCO3−, BE and total molar CO2 concentration (TCO2), which were recorded 3 and 20 min after a three-round kickboxing bout, and the level of technical and tactical skills presented during the fight. Methods: The study involved 14 kickboxers with the highest skill level (champion level). Statistical comparison of mentioned variables recorded prior to and after a bout was done with the use of Friedman’s ANOVA. Results: 3 min after a bout, H+ and pO2 were higher by 41% and 11.9%, respectively, while pCO2, HCO3−, BE and TO2 were lower by 14.5%, 39.4%, 45.4% and 34.4%, respectively. Furthermore, 20 min after the bout all variables tended to normalization and they did not differ significantly compared to the baseline values. Scores in activeness of the attack significantly correlated (r = 0.64) with pre–post changes in TCO2. Conclusions: The disturbances in ABB and changes in blood oxygen and carbon dioxide saturation observed immediately after a bout indicate that anaerobic metabolism plays a large part in kickboxing fights. Anaerobic training should be included in strength and conditioning programs for kickboxers to prepare the athletes for the physiological requirements of sports combat.

Translating Member Ability Into Group Brainstorming Performance: The Role of Collective Intelligence

In investigating how member ability is translated into group brainstorming performance, it was predicted that a group’s collective intelligence (CI) would enable it to capitalize on member ability while maximizing process gains and mitigating process losses. Ninety-nine groups were randomly assigned to complete a short brainstorming task using a hybrid (individual-group work) or collective (only group work) task structure. High CI groups were better than low CI groups at translating member ability into group brainstorming performance. Additionally, this hybrid structure was more beneficial for low CI groups than for high CI groups in generating total ideas.

Learning to learn: 8-month-old infants meta-learn from sparse evidence

Infants learn to navigate the complexity of the physical and social world at an outstanding pace, but how they accomplish this learning is still unknown. Recent advances in human and artificial intelligence research propose that a key feature to achieve quick and efficient learning is meta-learning, the ability to make use of prior experiences to optimize how future information is acquired. Here we show that 8-month-old infants successfully engage in meta-learning within very short timespans. We developed a Bayesian model that captures how infants attribute informativity to incoming events, and how this process is optimized by the meta-parameters of their hierarchical models over the task structure. We fitted the model using infants’ gaze behaviour during a learning task. Our results reveal that infants do not simply accumulate experiences, but actively use them to generate new inductive biases that allow learning to proceed faster in the future.

Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication

<p>This study investigates the influence of two task implementation features, the level of task structure and the use of language support, on learner language production during task-based text synchronous computer-mediated communication (text-SCMC) interactions. The study draws on two theoretical sets of claims concerning the process of second language acquisition (SLA). The first, broadly described as cognitive accounts of language learning, the Cognition Hypothesis (Robinson, 2001b, 2003b, 2005) and the Trade-off Hypothesis (Skehan, 1998, 2009), has generated a large body of research on the role of implementation features (a means of varying task complexity) in influencing learner language production. The second, the Interactionist Approach (Gass & Mackey, 2006) has also claimed the facilitative role of interaction in promoting second language production. Most of the studies in both these areas were conducted in face-to-face settings (e.g. Gilabert, 2007b; Michel, Kuiken & Vedder, 2007; Robinson, 2007b; Tavakoli & Foster, 2008; Tavakoli & Skehan, 2005). Because SCMC is growing more pervasive in academic and professional communication, it is timely for empirical research into the effect of task complexity on interaction and language production to be conducted in this setting (Lee, 2008; Smith, 2008). It is this gap that the current study aims to address. The participants were 96 engineering learners at a technical university in Malaysia in an English for Professional Communication course. Using a 2x2 experimental design, the learners were placed in one of four experimental groups defined by high or low task structure (+TS or -TS), and with or without language support (+LS or -LS). Each group was subdivided into teams of four. In each team, the students engaged in a 45-minute chat session performing a simulation of a decision-making task on an engineering problem. The chat exchanges were captured and then analyzed to determine the role of these task implementation features on the occurrence of focus on form sequences and on the accuracy, complexity, and quantity of language produced during the tasks. Results showed that the two task implementation features (+/-TS and +/-LS) influenced the occurrence of language-related episodes (LREs), accuracy, complexity and quantity of output. The findings on the effects of task structure (TS) revealed that the learners engaged in more LREs and their output was more accurate when task performance was highly structured (+TS). However, task structure did not have a significant effect on the structural and lexical complexity of the output nor on the amount of language produced and equality of participation. The findings on the effects of language support (LS) demonstrated that the participants engaged in more LREs and their language use was more accurate when performing the task with language support (+LS) than without it (-LS). In contrast, they produced more complex language when performing the task without language support (-LS). Without language support (-LS), the learners were also found to produce fewer turns but with more words per turn. The finding for equality of participation was non-significant which suggests that participation was not affected by language support. To summarize, the current study lends qualified empirical support to the Interactionist Approach (Gass & Mackey, 2006) and the trade-off effects proposed by Skehan (1998, 2009) in that cognitively simple tasks promoted more accurate, but less complex production than cognitively complex tasks as they apply to taskbased interactions in a text-SCMC context. Additionally, the finding demonstrates partial support for the Cognition Hypothesis (Robinson, 2001b; 2003b, 2005) in that increasing task complexity along the resource-dispersing dimension decreased the accuracy of language production. The visual salience of language in a text-SCMC setting may be an important explanatory factor in accounting for this finding. The study, therefore, provides evidence that the nature of text-SCMC may be facilitative to L2 learning, particularly as a medium for learning of form during communicative practice.</p>

Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication

<p>This study investigates the influence of two task implementation features, the level of task structure and the use of language support, on learner language production during task-based text synchronous computer-mediated communication (text-SCMC) interactions. The study draws on two theoretical sets of claims concerning the process of second language acquisition (SLA). The first, broadly described as cognitive accounts of language learning, the Cognition Hypothesis (Robinson, 2001b, 2003b, 2005) and the Trade-off Hypothesis (Skehan, 1998, 2009), has generated a large body of research on the role of implementation features (a means of varying task complexity) in influencing learner language production. The second, the Interactionist Approach (Gass & Mackey, 2006) has also claimed the facilitative role of interaction in promoting second language production. Most of the studies in both these areas were conducted in face-to-face settings (e.g. Gilabert, 2007b; Michel, Kuiken & Vedder, 2007; Robinson, 2007b; Tavakoli & Foster, 2008; Tavakoli & Skehan, 2005). Because SCMC is growing more pervasive in academic and professional communication, it is timely for empirical research into the effect of task complexity on interaction and language production to be conducted in this setting (Lee, 2008; Smith, 2008). It is this gap that the current study aims to address. The participants were 96 engineering learners at a technical university in Malaysia in an English for Professional Communication course. Using a 2x2 experimental design, the learners were placed in one of four experimental groups defined by high or low task structure (+TS or -TS), and with or without language support (+LS or -LS). Each group was subdivided into teams of four. In each team, the students engaged in a 45-minute chat session performing a simulation of a decision-making task on an engineering problem. The chat exchanges were captured and then analyzed to determine the role of these task implementation features on the occurrence of focus on form sequences and on the accuracy, complexity, and quantity of language produced during the tasks. Results showed that the two task implementation features (+/-TS and +/-LS) influenced the occurrence of language-related episodes (LREs), accuracy, complexity and quantity of output. The findings on the effects of task structure (TS) revealed that the learners engaged in more LREs and their output was more accurate when task performance was highly structured (+TS). However, task structure did not have a significant effect on the structural and lexical complexity of the output nor on the amount of language produced and equality of participation. The findings on the effects of language support (LS) demonstrated that the participants engaged in more LREs and their language use was more accurate when performing the task with language support (+LS) than without it (-LS). In contrast, they produced more complex language when performing the task without language support (-LS). Without language support (-LS), the learners were also found to produce fewer turns but with more words per turn. The finding for equality of participation was non-significant which suggests that participation was not affected by language support. To summarize, the current study lends qualified empirical support to the Interactionist Approach (Gass & Mackey, 2006) and the trade-off effects proposed by Skehan (1998, 2009) in that cognitively simple tasks promoted more accurate, but less complex production than cognitively complex tasks as they apply to taskbased interactions in a text-SCMC context. Additionally, the finding demonstrates partial support for the Cognition Hypothesis (Robinson, 2001b; 2003b, 2005) in that increasing task complexity along the resource-dispersing dimension decreased the accuracy of language production. The visual salience of language in a text-SCMC setting may be an important explanatory factor in accounting for this finding. The study, therefore, provides evidence that the nature of text-SCMC may be facilitative to L2 learning, particularly as a medium for learning of form during communicative practice.</p>

KONTRIBUSI PEMIMPIN TERHADAP KEPUASAN KERJA KARYAWAN [LEADER'S CONTRIBUTION TO EMPLOYEE'S JOB SATISFACTION]

<p>This study aims to determine the effect of the leader-subordinate relationship, task structure, and strength of the leader's position on job satisfaction of Bank X employees in Jakarta and South Tangerang. This research is a quantitative research with survey using online questionnaire with Likert scale with 105 respondents who are employees of Bank X in Jakarta and South Tangerang. The results of this study indicate that the leadership-subordinate relationship, task structure, and strength of the leader's position altogether affect job satisfaction of Bank X’s employees in Jakarta and South Tangerang. Partially, the task structure and strength of the leader's position variables affect job satisfaction, while the leader-subordinate relationship has no effect on job satisfaction. This study emphasizes the relationship between the leader and subordinates, task structure and strength of the leader's position in order to be maintained so that employee productivity can increase in the company.</p><p><strong>BAHASA INDONESIA ABSTRACT:</strong></p><p>Penelitian ini bertujuan untuk mengetahui pengaruh hubungan pimpinan-bawahan, struktur tugas, dan kekuatan posisi pemimpin dengan kepuasan kerja karyawan Bank X di Jakarta dan Tangerang Selatan. Penelitian ini merupakan penelitian kuantitatif dengan survei menggunakan kuesioner <em>online</em> dengan skala Likert kepada 105 responden yang merupakan karyawan Bank X di Jakarta dan Tangerang Selatan. Hasil penelitian ini menunjukkan bahwa hubungan pimpinan-bawahan, struktur tugas, dan kekuatan posisi pemimpin secara bersama-sama berpengaruh terhadap kepuasan kerja karyawan Bank X di Jakarta dan Tangerang Selatan. Secara parsial, variabel struktur tugas dan kekuatan posisi pemimpin berpengaruh kepada kepuasan kerja sedangkan hubungan pimpinan-bawahan tidak berpengaruh terhadap kepuasan kerja. Penelitian ini menekankan hubungan antara pimpinan dengan bawahan, struktur tugas dan kekuatan posisi pemimpin agar tetap terjaga sehingga produktivitas karyawan dapat meningkat dalam perusahaan.</p>

Abstract representations emerge naturally in neural networks trained to perform multiple tasks

Humans and other animals demonstrate a remarkable ability to generalize knowledge across distinct contexts and objects during natural behavior. We posit that this ability depends on the geometry of the neural population representations of these objects and contexts. Specifically, abstract, or disentangled, neural representations -- in which neural population activity is a linear function of the variables important for making a decision -- are known to allow for this kind of generalization. Further, recent neurophysiological studies have shown that the brain has sufficiently abstract representations of some sensory and cognitive variables to enable generalization across distinct contexts. However, it is unknown how these abstract representations emerge. Here, using feedforward neural networks, we demonstrate a simple mechanism by which these abstract representations can be produced: The learning of multiple distinct classification tasks. We demonstrate that, despite heterogeneity in the task structure, abstract representations that enable reliable generalization can be produced from a variety of different inputs -- including standard nonlinearly mixed inputs, inputs that mimic putative representations from early sensory areas, and even simple image inputs from a standard machine learning data set. Thus, we conclude that abstract representations of sensory and cognitive variables emerge from the multiple behaviors that animals exhibit in the natural world, and may be pervasive in high-level brain regions. We make several specific predictions about which variables will be represented abstractly as well as show how these representations can be detected.