Archive for month: November, 2024

The goal of this study is to ascertain if PT. Elang Prima Retailindo’s unauthorized commercial use of the SKJ88 song gives the copyright holders legal protection. A normative legal research technique that takes a statutory and conceptual approach is used. According to the study findings, the goal of legal protection for the copyright holders of the SKJ88 song is to safeguard the authors and copyright holders whose work was utilized for commercial reasons by PT. Elang Prima Retailindo without their consent. The implementation of the UUHC is expected to provide clarity regarding the status of creations, so that creators and copyright holders no longer need to worry about the protection of their works. Legal protection in this case involves both internal and external protection. Article 80 Paragraph (1) of the Copyright Law governs internal protection for the copyright proprietor of the SKJ88 song, whose work was exploited for commercial reasons by PT. Elang Prima Retailindo without authorization. However, internal protection is not realized because there is no agreement between the two parties. External legal protection for the copyright holder of the SKJ88 song, whose work is used without permission for commercial purposes by PT. Elang Prima Retailindo, is regulated in Article 27 Paragraph (2) of the Copyright Law, Article 64 Paragraph (2), Article 96 Paragraph (1), Articles 112 to 120 of the Copyright Law, and Article 18 of Government Regulation Number 56 of 2021.

The development of technology in the era of the industrial revolution 4.0 requires teachers to use technology in classroom learning. However, there are difficulties for teachers in applying the application, namely: (1) teachers have difficulty in adapting to technological developments; (2) classroom learning must be adaptive; (3) teachers have difficulty adapting to technology; and (4) teachers have difficulty in utilizing existing technology. One of the applications used by teachers in sharing good practices is that teachers must use the Merdeka Mengajar Platform (PMM), this application is a development provided by the Ministry of Education, as one of the suggestions prepared by the government in implementing classroom learning. The facts show that there are still many teachers who have not been able to adapt to this PPM, especially in the findings in social studies learning in elementary schools in Pandawan. in the subject of Social Sciences (IPS) in elementary schools, the use of PMM is still not optimal. Therefore, the purpose of this study is to determine the ability of teachers in using PMM in social studies subjects in Elementary Schools in Pandawan District and to identify the obstacles faced by teachers in using the Merdeka Mengajar Platform. The research method used in this study is a quantitative-exploratory study to describe the ability of teachers in utilizing the Merdeka Mengajar Platform (PMM) in social studies subjects in Cluster 3, Pandawan District. Data collection was carried out through observation, interviews, and documentation. Data were analyzed systematically using qualitative data analysis techniques, including data preparation, building data understanding, data coding, descriptions and themes, and presentation of findings. The results of the study showed that the majority of teachers have been able to utilize the basic features of PMM, but there are still several obstacles that need to be overcome. The results of the study showed that the majority of teachers have been able to utilize the basic features of PMM, but there are still several obstacles that need to be overcome. Based on the results of this study, it can be concluded that the potential of PMM in improving the quality of social studies learning in Elementary Schools is very good. However, the success of PMM implementation still faces several obstacles that need to be overcome such as limited internet access, lack of technological knowledge, time constraints and lack of motivation. The recommendations proposed, such as ongoing training, improving infrastructure related to internet access, and establishing a teacher community, are expected to overcome existing obstacles and maximize the potential of PMM in improving the quality of learning.

In South Africa, where women make up more than half of the population but are still underrepresented in higher education. Within engaged scholarship initiatives, black female academics encounter intersecting challenges that are shaped by factors such as gender, race, class, and other aspects of identity. These difficulties are exacerbated by the prevalence of Gender-Based Violence (GBV) and overlapping roles, such as caring for the home and providing care for others. Furthermore, in South African universities women are regarded as a niche area in the academic community. The study aims to explore how different sides of identity interact and influence experiences in academic engagement, highlighting the challenges and possibilities Black women face in higher education. To obtain insights from Black female academics in South African universities, this study used a qualitative research methodology. The results highlight the complex interactions between intersectional identities in Black female academics’ engaged scholarship initiatives. Findings further reveal the difficulties they encounter, such as managing their academic obligations with caregiving and household duties and their academic goals. The study also emphasizes how marginalized women’s studies programs are in South African universities, which speaks to larger concerns about the acceptance and validation of women’s voices and viewpoints in higher education. The study recommends the creation of a more equitable and inclusive academic environment for Black female academics in South Africa based on the findings. Among these are, putting in place programs and policies to assist work-life balance and cater to the unique needs of Black women in higher education, boosting the integration of gender perspectives across disciplines, and increasing the visibility and acknowledgment of women’s studies programs in South African universities, and supplying Black female academics with mentors and support systems to help them overcome intersectional obstacles and progress in their academic careers.

This research aims to explore the opportunities and challenges faced by generation Z in the context of the knowledge worker phenomenon, as well as identify potential gaps in skills that may affect their readiness for knowledge-based work. While generation Z is recognised as digital natives with strong technological capabilities, there is a potential gap between their technical skills and the non-technical skills required in knowledge-based work. These gaps include interpersonal skills, effective communication, as well as problem-solving and strategic decision-making. This research is important to provide in-depth insights into how generation Z can capitalise on the opportunities available and overcome the challenges they face in the knowledge worker era.

This research uses a quantitative descriptive approach with literature studies and surveys. The sample consisted of 100 students of the Faculty of Economics and Business (FEB) of Yogyakarta State University (UNY) who were selected by purposive sampling. Data were collected through survey questionnaires and literature studies and analysed using descriptive statistics and synthesis of findings from the literature.

The research revealed that Generation Z has a competitive advantage in terms of technological skills and adaptability to change. However, there is a significant gap in non-technical skills such as communication and problem solving. Recommendations to address this gap include developing a more holistic education and training curriculum, which not only focuses on technical skills but also interpersonal and managerial skills that are essential in a knowledge-based work environment.

This essay examines the impact of China’s Provincial Quotas Policy (PQP) on the equality of opportunity for high school students to enter the same university. It begins by introducing key definitions such as the National Higher Education Entrance Examination (Gaokao), the “985” and “211” Projects, batches of university admissions, and PQP. Subsequently, it presents the debates surrounding PQP. Opponents argue that it leads to an uneven distribution of enrollment quotas, regional inequities, and issues like “Gaokao migration.” Supporters contend that it has mitigated the widening gap in access opportunities and reduced the gender gap. Through an analysis of the Gaokao Enrollment Rate (GER) and case studies of the Beijing Institute of Technology (BIT) and Beijing Foreign Studies University (BFSU), it is found that the allocation of university enrollment slots in each province does not proportionally align with the number of applicants or the population. Using SPSS to analyze the factors influencing the formation of PQP, it is determined that factors such as GDP, population, the number of high school graduates, and the number of local high schools play significant roles. The significance of the data is discussed in relation to Gaokao and social mobility, as well as the connection between Gaokao and the Hukou policy. Finally, the complements to PQP, including special admission schemes and awarded points for minority candidates, are introduced. The conclusion is that while there are efforts to address the inequality, if the issue of geographic stratification remains unresolved, educational inequality in China may persist.