Exploration and Analysis on the Discourse Power of Network Moral Education

Network moral education has three connotations including discourse right, discourse power and discourse effectiveness, and four characteristics including interactivity, diversity, symbolism and implicity. These characteristics to a certain extent make the position and function between the subject and object of network education change, resulting in the discourse power and discourse effectiveness out of sync. Therefore, when solving these problems, we should take the ideological beliefs as the leading point, use the new media technology means, take the discourse power construction as the starting point, occupy the discourse highland and manifest the representation. At the same time, we should take life practice as the standard, change the discourse, break the implicity, and put the initiative of network moral education in the hands of educators.

DAMPAK PERUBAHAN ORGANISASI PEMERINTAH TERHADAP KOMUNIKASI ORGANISASI

This study aims to see the impact of organizational change on communication organization, organizational climate, and organizational commitment on organizational perfomance within the Ministry Research Technology and Higher Education. Change of organization can have an impact on communication organization. This research uses research methods qualitative and post-positivist approaches. Respondent research as many as eleven sources consisting of eight resources persons are Kemenristekdikti employees and three sources outside of stakeholders. There is also a vision and mission from Kemenristekdikti as a reference for various work activities. As a consequence of the elaboration of this vision and mission, required planning and implementation of strategic steps a structured and measurable incorporation of Kemenristekdikti. In this case organizational communication is an aspect important in organizational change to produce a good working relationship with fellow employees. Because organizational communication can form a climate organizational communication, which will have an impact towards organizational commitment that also delivers impact on organizational performance.

Will Legal Education Change Post-2020?

The famed book review issue of the Michigan Law Review feels like a reminder of better days. As this issue goes to print, a shocking 554,103 people have died of COVID-19 in the United States alone, the country seems to have begun a long-overdue national reckoning on race, climate change and economic inequality continue to ravage the country, and our Capitol was stormed by insurrectionists with the encouragement of the president of the United States. In the usual year, a scholar would happily pick up this volume and delight in its contents. This year, one marvels at the scholars who managed to finish their reviews on time. The editors have asked me to reflect on how 2020, particularly the pandemic, will change legal education. Like most institutions, law schools have undergone a stress test over the past year. During the early days of the pandemic, every school put a centuries-old teaching tradition online, often within the space of a single week. Most thought that the pace of change would slow down in April. It didn’t. For months, COVID generated crisis after crisis. Schools had to deal with budgetary shortfalls, a stock market crash, job losses, postponements of the bar exam, the loss of virtually all of their international students, and the terrible hardships that COVID caused for students, staff, and faculty. To top it all off, any school that—like Yale—brought its students back in the fall for in-person learning had to invent new forms of teaching for the classroom and an entirely new set of communal rules for campus interactions. Even though the pandemic has not yet lifted, one can already make out the ways in which law schools’ adaptations to the pandemic will eventually be structured into legal education’s gene sequence.

Education, Change and the Longue Durée: The Fate of the Book

The physical form of the book known as the codex has been described as nothing less than “the most powerful object of our time,” as the “concrete form” of “the Western episteme.” The book, in other words, is an epochally and epistemologically foundational medium. The book’s physical nature, its typical contents, the habits and practices associated with its use, and the way that these are acquired, can thus be said to together constitute the paradigm for knowing. This article begins with an examination of book culture—one which provides long-familiar demarcations of knowledge and ignorance, development and depravation that are starting to lose their force. Appealing to the notion of the longue durée, this paper then turns to the history and contemporaneity of the book in educational discourse. In concluding, it considers what the changing educational significance of the book can tell us about change in education itself, and what this ongoing change might mean for us today.