A database of global coastal conditions

Remote sensing satellite imagery has the potential to monitor and understand dynamic environmental phenomena by retrieving information about Earth’s surface. Marine ecosystems, however, have been studied with less intensity than terrestrial ecosystems due, in part, to data limitations. Data on sea surface temperature (SST) and Chlorophyll-a (Chlo-a) can provide quantitative information of environmental conditions in coastal regions at a high spatial and temporal resolutions. Using the exclusive economic zone of coastal regions as the study area, we compiled monthly and annual statistics of SST and Chlo-a globally for 2003 to 2020. This ready-to-use dataset aims to reduce the computational time and costs for local-, regional-, continental-, and global-level studies of coastal areas. Data may be of interest to researchers in the areas of ecology, oceanography, biogeography, fisheries, and global change. Target applications of the database include environmental monitoring of biodiversity and marine microorganisms, and environmental anomalies.

Leading Changes: Why Transformation Explanation Fails

This critique is for the article entitled of “Leading changes: why transformation explanation fails” written by Dr. Mark Hughes, who constructs it to illustrate why identification of leadership errors in Kotter’s model fails to explain the failure in transformation efforts. Kotter’s model of change has developed from a business perspective, for this, the power is concentrated in the top management hands, so it forces people to follow the change or leave the organization. Unlike Kotter, Hughes was able to recognize the changeable world when he looks for organization and leadership changes. Also, Hughes concludes that the Kotter’s model does not encourage change rather calls for improvement and has suggested evaluating of his eight-step model especially he does not share his work methods. On the relationship side, Kotter was able to understand the map of relationships inside organizations and how to use it. Change is about influence and both leadership and change is about relationships. Hughes focuses on the reasons behind the change “why” and the goal of change “target”, while Kotter emphasizes on how the top management should carry the change. Hughes is more a scientist, but Kotter is more practical.

Penerapan Media Pembelajaran Video Animasi Untuk Meningkatkan Keterampilan Memperkenalkan Anggota Keluarga Dalam Pembelajaran Bahasa Indonesia Pada Peserta Didik Kelas I SDI Alfattah Kecamatan Banjarsari Kota Surakarta Tahun Pelajaran 2020/2021

Nurul Alimah 20036102710124, Application of Animated Video Learning Media to Improve Skills to Introduce Family Members in Learning Indonesian to Class I Students of SDI Al Fattah Surakarta. This research is a classroom action research which aims to determine whether the use of animated video learning media can improve the skills to introduce family members in Indonesian language learning to the students of Class IB SDI Al Fattah Surakarta. The change target variable is the result of students' skills, while the action variable is the animated video media. The classroom action research consisted of three cycles. Each cycle consists of 4 stages, namely: planning, implementing actions, observing, and reflecting. The research subjects were 20 students of class 1B. Data collection techniques using tests, observation, and documentation. The data analysis technique used a qualitative analysis model. Based on the results of the study, it can be concluded that there is an increase in the skills to introduce family members in Indonesian language learning after implementing class actions with the application of animated video media. This can be shown by increasing the skills of students from cycle I to cycle III. In the first cycle the percentage reached 65% KKM. In the second cycle the percentage of achieving KKM was 85%. In the third cycle the percentage reached 95% KKM. Keywords: classroom action research, video animation media, skills, introducing family members

Key Drivers of Optimal Special Education Needs Provision: An English Study

The aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy.This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN.Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies.The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.