ІНДИКАТИВНІ ВИМІРИ ТВОРЧОЇ ДИФУЗІЇ ВИКЛАДАЧА ЕКОНОМІКИ (ЄВРОПЕЙСЬКИЙ ДОСВІД)

Background/Objectives: This study tried to investigate the effects of ‘Physics, Let’s Dance’, as an integrated dance art education program, on the personality and creative thinking ability of elementary school students. Methods/Statistical Analysis: This study selected a total of 30 elementary school students in the 1st and 2nd grade in Seoul Special Metropolitan City. Dance art group (experimental) attended Saturday Culture School ‘Physics, Let’s Dance’ and the control group attended afterschool science experiment class. Both experimental and control group took creative personality test and creative thinking ability test before and after the treatment. Findings: As the study results, first, there was significant difference in both creative personality and creative thinking ability between the art dance group (that attended the integrated subject program of science and art of dance ‘Physics, Let’s Dance’) and the science class group that didn’t ‘Physics, Let’s Dance’. The experimental group that attended ‘Physics, Let’s Dance’ showed significant improvement in creative personality and creative thinking ability than the control group. Second, The experimental group had significantly higher post-test scores than pre-test scores in all the sub-scales of creative thinking ability and creative thinking ability after treatment. Application/Improvements: It should continue to develop various convergence education programs to cultivate the creative abilities and personality of children.

Atom lithography is a technique to structure layers of atoms during deposition, using interactions of near-resonant light fields with neutral atoms. The basic scheme uses a standing wave light field, aligned just above a substrate, while a beam of atoms impinges perpendicularly on the standing wave light field. The interaction of the light field and the atoms focuses the atoms towards the crests or troughs of the standing wave intensity, dependent on the tuning of the light field. The focused atoms are subsequently deposited on the substrate, resulting in an array of lines, whose periodicity is determined by the wavelength of the light field. The standing wave light field can therefore be seen as an array of lenses, focusing the atom beam into an array of lines. The first experiments on atom lithography were performed in the 1990s with sodium and chromium. In this thesis experiments with iron are described, which is a magnetic element and thus allows for the creation of magnetic nanostructures. To focus atom beams into structures using atom lithography, well-colimated atom beams are required. The most common technique to create collimated atom beams is transverse laser cooling, but iron has no closed optical transition suitable for laser cooling. Fortunately Smeets and Te Sligte found that even then atom lithography of iron is possible. If the standing wave light field is considered to be an array of lenses, the focusing of the atom beam on a single lens is determined by the local collimation of the atom beam at that position. This local collimation is determined by the geometry of the beam source and the distance of the beam source to the standing wave lens. Using a small beam source (e.g. 1 mm diameter) positioned far from the standing wave (e.g. 1 m), the geometrically collimated atom beam is suitable for atom lithography. Chapter 3 shows what the implications of geometric collimation are on the structure formation in atom lithography. The geometric effects that locally collimate the atom beam on the sample also introduce local offset angles of the atom beam with respect to the focusing light field. Structure formation has been observed with lines of up to 7 nm high on a background layer of 15 nm average height, over areas of up to 400 µm × 6 mm. This indicates that the offset angles can vary over an 8 mrad range, which is more than an order of magnitude larger than the local angle of collimation. The offset angle influence the local geometry of the deposited structures: an increasing offset angle decreases the local line height, increases the width and creates a skewness in the local line shape. The local geometry of the lines has been modelled with a Monte Carlo particle tracking model and the results were compared to experiments. It was found that the highest and narrowest lines suffer from significant broadening due to surface diffusion in experiments, limiting the achievable structure width of iron on SiOx samples to about 80 nm. We have also found that in atom lithography without laser cooling, each standing wave lens is effectively imaging the source geometry onto the substrate. We therefore propose using structured atom beam sources to image more complex patterns on sub-wavelength scales in a parallel way. The reason to use iron in atom lithography, is the option to create magnetic nanostructures. However, in previous experiments no clear magnetic signature of the atom lithographic structuring of iron was found. Therefore in Chapter 4 firstly the magnetic properties of unstructured layers of iron (Fe), nickel (Ni) and FexNi1-x are investigated. These layers are all ferromagnetic, but with a reduced magnetic moment compared to bulk values due to contaminations and crystal growth effects. As a reference for periodic atom lithography structures, periodic line structures are created with interference lithography in a polymer layer and onto these structures thin layers of FexNi1-x are shadow deposited, thereby creating a layer periodically modulated in both height and elemental composition. This periodic modulation in composition has been observed with SEM-EDX on sub-micron scales. The structures showed a clear magnetic anisotropy with an easy axis along the direction of the lines, in accordance with expectations. In Chapter 5, the magnetic properties of atom lithographic iron line structures are presented. Using MOKE microscopy, direct comparison of structured and unstructured parts of a sample is possible, which allows for the observation of clear magnetic signatures due to the atom lithographic structuring. In layers of an average thickness of about 15 nm, no anisotropy is induced by the line structures, while a magnetic easy axis along the direction of the lines is expected. The line structures introduce an isotropic increase in the coercivity of the layers, indicating that the line structures can be considered as isotropic corrugations instead of directional line structures. For layers of 30 nm average thickness and thus higher line structures, a clear magnetic anisotropy is observed for the highest line structures. This anisotropy can be seen as a magnetic easy axis along the direction of the lines, as expected for line structures. However, we also observe a sharp increase in coercivity for applied fields perpendicular to the lines. This phenomenon is intriguing and may be explained by a pinning of head-to-head domain walls along the direction of the lines. In Chapter 5, we also report on the first results of co-deposition of FexNi1-x, where the Fe is structured into lines using atom lithography, while the Ni is deposited uniformly, thereby creating an alloy of modulating composition. Magnetic analysis of these structures indicates that these structures are anisotropic, both the coercivity and the shape of domain walls is dependent on the angle of the applied field relative to the line structures. Finally in Chapter 6, we investigate the possibilities to focus a thermal beam of atoms into a single 100 nm spot using light fields, thereby creating a nanopencil suitable for deposition of nanostructures. A Monte Carlo particle tracking program was developed to model the all optical focusing or funneling of 10 µm sized atom beams to a 100 nm spot. This model included effects of initial beam divergence, magnetic substructure, laser cooling, and spontaneous as well as stimulated diffusion and it was applied to a number of promising light field configurations. The best results obtained for experimentally realistic settings are a beam focused to a full width at half maximum of FWHM = 0.55 µm in a blue detuned hollow beam where atoms are focused towards the dark center, or a FWHM = 0.31 µm in a red detuned axicon light field, where atoms are focused towards the maximum intensity at the heart line. However, in the latter case the focused beam has a flux only 25 times larger than the background flux, which is unpractical for applications. The limiting factors of all schemes are heating due to stimulated diffusion and the limited interaction time available for a thermal beam of atoms. A nanopencil could be possible if it were based on the focussing of a slow and / or monochromatic atom beam, but this would seriously complicate the practical application of such a device.

Participation in physical activity (PA) is essential for the promotion of physical and mental health outcomes, but children in the UK are not meeting the recommended amounts of PA. Existing literature has linked children’s levels of physical activity to the development of motor competence. Two important components of motor competence are motor proficiency and motor creativity, however limited research has examined their prevalence and relationship in deprived young children. The aim of this study was to examine associations between motor proficiency and motor creativity, as well as to explore gender and age effects on these variables in children aged 5 to 6 years old from areas of high deprivation. This cross-sectional study was realised from the baseline data obtained from a larger project called SAMPLE-PE. A total of 360 children aged 5 to 6 years were recruited, however many children had some missing data and had to be removed from the study. The final sample included 221 children from deprived areas (low SES). The Test of Gross Motor Development (TGMD-3) was used to qualitatively assesses gross motor proficiency in locomotor and ball skills; the test of Stability Skills, was used to measure the stability skill component of motor proficiency. To assess motor creativity the Divergent Movement Ability test (DMA) was used. Associations between motor proficiency and motor creativity were explored using the Pearson’s correlation (bivariate correlations) and the multilevel mixed linear regression. Children’s motor proficiency and motor creativity scores demonstrated a positive but weak relationship. Age was positively related to motor proficiency, indicating that older children demonstrated higher levels of motor proficiency; conversely, age was not associated with total motor creativity. Gender was not associated with total motor proficiency nor total motor creativity. However, gender was associated with all motor proficiency subtests, girls outperformed boys in locomotor and stability skills whereas boys demonstrated higher performance at ball skills. Gender was also associated to motor creativity object control subtest, where boys performed better than girls. The main finding revealed positive but weak associations between motor creativity and motor proficiency. This suggests that these two constructs develop by different means and strategies and are influenced by different biological, psychological and environmental factors. These results suggest that longitudinal research is needed to better understand the nature of the associations between motor creativity and motor proficiency, as well as to understand how motor creativity develops over time and between genders. Future research is needed on the influence of socioeconomic status on the relationship between motor creativity and motor proficiency.

What's the relationship between the new communicative technology and the society? Instead of a macro perspective, this article tries to use a micro perspective to analyze human-computer interaction. By the micro analysis, I answer the question of how to design human-computer interface. This article focuses on a new technology, the Skype's webcam, and uses affordance theory to examine biological and cultural constraints and creativities. The examination focuses on the nonverbal communicative element-gaze. How do people change their visual perception and the rules of interaction? How do people create embodied interaction and new rules? The data transcribes the conversation and gaze in the use of Skype. The research finds that special media space influences people's visual perception and changes the ways of communication. The human- computer interaction designers should be concerned about these issues. Finally, this article tries to answer the basic question of communication, i.e., where the meaning is from. Language is no longer the privileged communicative element in new technology. Verbal and nonverbal elements intertwine with each other in the symphony of meanings. No element is more important than another. This article emphasizes the importance of nonverbal communicative element in human-computer interaction interface design.

The purpose of this study is to investigate the relationships among creative thinking ability, creative personality, and intrinsic/extrinsic motivation type. For the above purpose, the following research questions were considered in this study: is there any significant difference in the children’s creative thinking ability and creative personality by the children’s motivation type, two separate dimensions rather than one bipolar? In this study there were 127 young children subjects under age five from 10 kindergarten classes. Data gathered were analyzed for the verification of the hypothesis of this subject for using SPSS 18.0 program. The results of this study were as follows: First, there were significant positive relationships between the intrinsic motivation and the creative personality of the young children but there were no statistically significant relations between the intrinsic/extrinsic motivation and the creative thinking ability. Second, the intrinsic-high/extrinsic-high motivation group was higher than any other types of motivation groups in creative personality.

Pattern foster parent is the overall interaction of parents with children, where parents stimulate their children by changing attitudes, behavior, attention, rules, discipline, reward and funismant, knowledge and response to the wishes of his son, as well as the values that are considered appropriate by the parents, so that children can be independent, grow and develop in a healthy and optimal. The role of democratic parenting applied parents make children become people who are willing to accept criticism and respect for others, have high self-confidence and is able to be responsible for their social life. Potential is the basic capabilities of a person who is still hidden and has the possibility to be developed if it is supported by the participation of the environment, exercise and adequate facilities, while there are four kinds of potential possessed by humans, namely, intellectual potential emotionally, spiritually and physically to be able to develop the potential of innovative ideas is needed, therefore i oneself and one's creativity can flourish if it is accompanied by various supporting factors such as family, school, environment and technology. Recognizing the potential of their children is one of the old rang effort in facilitating the development of children There are three models of counseling approaches that can be studied as a support and knowledge for the natural parents guide their children including counseling directive, non-directive counseling and eclectic approach. Keywords: t he role of parents , democratic parenting , p otential p attern creativity

In the information systems development (ISD) context, project teams are expected to find creative solutions to the problems encountered in the planning, development, and execution of projects. To efficiently leverage individual knowledge, team members must develop team cognition structures that facilitate their knowledge activities. This research examines the roles of team cognition and problem solving in successful ISD project teams. Data from 96 software development teams from four universities were obtained and analyzed. Relying on a multi-level conceptualization of team cognition, problem solving, and team creativity, our findings suggest that team cognition and problem solving on the relationship between task interdependence and team creativity are significant during software development, which means team cognition and problem solving can adequately account for how task interdependence influences team creativity as a mediator. Especially, process-based creativity is enhanced when team members have higher levels of team cognition or stronger problem solving abilities. It is concluded that in the context of ISD projects, team cognition (i.e., shared mental models, specialization, credibility, coordination) and problem solving (i.e., problem solving self-efficacy, problem solving skills) largely determine the extent of process-based creativity. The results are discussed in terms of the role of team cognition and problem solving in achieving such team creativity.

Many design projects, including human-centered design (HCD) projects, incorporate multiple teams cooperating within what is referred to as a Multiteam System (MTS) environment. These teams mutually rely on resources and processes provided by other teams. As an MTS increases in complexity, knowledge is distributed to more individuals. While effectively distributed knowledge increases creativity and productivity, it is also can hinder team effectiveness. Team members may fail to exchange relevant information or to integrate pertinent information into reasoning for design decisions. Our research addresses information sharing among teams and individuals in HCD by examining interactions between and within the MTS (i.e., instructional team, novice designer or student team, and stakeholder team) in an interdisciplinary design course. Specifically, we used a thematic analysis of design reviews to investigate the influence of information requests toward the quality of the information exchanged, the influence of meeting structure and flow on design team interactions and meeting outcomes, and the influence of information sharing on cooperation within the HCD process. The findings align with previous studies about information sharing in a MTS and also contribute to a broad understanding of how an integrated interpretation of information sharing can influence a cooperative design process, such as HCD. Our analysis also suggests that designers must promote a cooperative decision-making process by eliciting open and unique information relevant to the design goals. Finally, design educators can support the development of novice engineers by improving their understanding of how to elicit information from, and share information, with other teams and stakeholders.

Including others in a playful activity fundamentally changes the concept of play into social play. This thesis focuses on social play in digital gaming. Previous studies have revealed the crucial part of social interaction in play, as the intrinsic need to belong seems to be the core motivation for engaging in such activities. Besides interacting with the game and focusing on the game content, gamers are confronted with emotions, behaviours, opinions and performances of others that can easily be perceived when playing side by side (co-located co-play). However, the widespread penetration of the Internet also allows for social play without the restriction of co-players having to be in the same room (mediated co-play). In online co-play settings a smaller amount of social information can be exchanged compared to co-located co-play. These settings therefore differ in the way gamers can interact with each other, which has an influence on how digital gaming is experienced. Focus groups, contextual inquiries, and four experimental studies were employed to uncover which aspects of social play in digital gaming make mediated and co-located co-play feel different. The first study was conducted to explore the motivations of gamers to physically meet others to play digital games, compared to meeting them online. Based on interpersonal communications, focus groups and contextual inquiries, findings revealed that the appeal of co-located above online co-play results from the sociable, warm, sensitive, personal and intimate interactions that are possible when playing side-byside. Furthermore, co-located co-play offers the possibility to experience social fun before and after game play, which often is not afforded in online co-play. The first lab experiment was conducted to empirically demonstrate to what extent player experience is influenced by the way co-players are present; e.g. as a virtual (human controlled), mediated or co-located co-player. Results on self-reports indicated that playing sidebyside significantly adds to the enjoyment and involvement in games compared to playing against a virtual (i.e. computer controlled) or distant co-player. These results could be explained by introducing the concept of social presence, which is defined as the feeling of being together with another individual. Results demonstrated that social presence mediated the enjoyment in social play. In the second and third lab experiment the possibilities for verbal and non-verbal interaction were manipulated between coplayers in co-located co-play. One experiment investigated this for competitive play; a the other for collaborative play. Self-reports showed that interactions through auditory cues positively influenced player experience. Interestingly, the presence of visual cues of one’s co-player had no significant influence on play. Observation data of players confirmed that audio cues (e.g., talking, laughing) were far more often used than visual cues (e.g., eye contact, making gestures); visual cues were only used before and after play. Furthermore, we demonstrated that social presence – due to interaction by audio cues – mediates the enjoyment in social play. A final lab experiment was conducted to investigate the importance of the connection between players through the game for our results in the previous chapters. In this experiment players were colocated, but not always played together and/or were not always able to see each other’s scores. Results showed that a subjective shared experience increases the strength of the social connection between players, and positively affects feelings of social presence, enjoyment and involvement. Similar to the previous findings, social presence mediated the increase in feelings of enjoyment and involvement. In sum, our set of studies offered empirical support for when, why and how social interaction influences players’ experience in co-play settings. Furthermore, the results indicate the importance of social presence as a mediating factor of enjoyment and involvement in social play. This provides new theoretical insights for communication experiences in other media, and social presence in general. Furthermore, findings may be useful to game designers who may want to enhance players’ experiences in during digital play.

Purpose: Improving creativity is an increasingly important national goal in Taiwan for meeting the challenges of knowledge-based economies. In recent years, numerous competitions for encouraging creativity were funded by public and private sectors, and several government programs targeted the cultivation of innovative power. The interest in multilevel research has just begun in Taiwan. The objectives of this research are twofold. Researchers of organizational behavior and administrative school management have increasingly emphasized the importance of multilevel research. Furthermore, psychologists from various fields have recently highlighted the importance of creativity in educational settings. Recent studies have also indicated that factors other than intelligence such as personality traits (e.g., intrinsic motivation and subject knowledge) or teachers' traits such as creativity teaching are predictors of students' creativities. Studies regarding creativity have identified critical individual and contextual variables that contribute to creative performance. However, the psychological mechanisms through which these factors influence creative performance were not systematically investigated. In this study, the influences of intrinsic motivation and subject knowledge are individual-level variables, and creativity teaching is a group-level variable when examining the creativity of students. Thus, the purpose of this study is to analyze elementary school students' creativities using multilevel analysis. Methods: The sample used in the study consists of 333 teachers and 3330 students from 43 elementary schools in Taiwan. Hierarchical linear modeling (HLM) was used to test the moderating effect of creativity teaching for teachers because the individual level and teacher level are analyzed in this study. Findings: Findings showed that the intrinsic motivation, subject knowledge, and promotion of creative intentions directly affected the creativity of students. Conversely, the promotion of creative intentions had positive moderating effects on the relationship between intrinsic motivation and creativity. Furthermore, the promotion of creative intentions had negative moderating effects on the relationship between subject knowledge and creativity. Conclusions/Implications: The important relationship factors were the intrinsic motivation, subject knowledge, and the promotion of creative intentions. Furthermore, the promotion of creative intentions had different moderation roles. These findings have important implications for families, teachers, and especially for those immediately involved in nurturing the creativity of children such as parents and teachers. This study provides several discussions and suggestions based on these results.

In this thesis I use conversation analytic (CA) and discursive psychological (DP) principles to examine the ways in which groups of people watch situation comedy shows (sitcoms) together. More specifically, this thesis addresses three aims, the first of which is to explore how people watch, engage with, and understand sitcoms together in a domestic setting. My second aim is to examine the ways in which laughter is utilised by sitcom viewers. Finally, this thesis also aims to explore the ways in which people interact with each other whilst watching TV. To address these aims, almost twelve hours of video and audio recordings were made of groups of people watching sitcoms together in their homes as part of their usual TV watching routines, with 25 participants in total. The only inclusion criteria for this research was that participants would be watching a sitcom with another person as part of their usual TV watching routine. This ensured that recordings could be made of naturally occurring sitcom watching, that is, sitcom watching happening outside the artificial setting of a laboratory or requiring the intervention of a researcher. As such, recordings made via unobtrusive video cameras offer an insight into how individuals ‘do’ sitcom watching in their own homes. The main findings from this thesis demonstrate that sitcom watching audiences are not just passive receptors of the show that is playing out on-screen, but that they are engaged in a range of hitherto undiscovered interactional business. This interactional business deals with i) the ways that laughter is deployed by viewers, ii) the ways in which certain types of humorous content is oriented and attended to by viewers, iii) how individuals respond to each other’s responses to the sitcom, and how co-viewers work collaboratively to understand on-screen content. More specifically, in Chapter 3 I offer a close inspection of the laughter produced by the sitcom viewers and demonstrate how multifaceted and diverse the laughs produced by these individuals are. This is discussed in relation to how laughter is transcribed for research and this chapter offers suggestions for how we can better capture the performative qualities of laughter in the transcripts we create for CA/DP research. Continuing with the topic of laughter, Chapter 4 builds upon the observations of Chapter 3 and outlines how laughter is deployed by individuals in ways that are sensitive to the material to which the laughter is responsive to. I show how laughter can be designed and utilised by speakers to accomplish a range of social actions, such as displaying shock or disgust. Here, the CA/DP concepts of accountability and stance will be discussed and the role in which laughter plays in managing will be examined. In Chapter 5, I explore the ways in which sitcom watching is a collaborative accomplishment and how issues of understanding what is happening on-screen are facilitated through interaction between co-viewers. My specific focus here is on the ways in which viewers ‘get’ the jokes in sitcoms, the role that laughter plays in this, and how this is tied to issues of accountability management. Finally, the last chapter of this thesis discusses the implications of my findings in relation to current understanding of laughter, TV audiences, transcription of talk, and humour more generally. I demonstrate how watching sitcoms together is a social activity which individuals work together to accomplish. In addition, more general concerns about naturally occurring data and the adequacy of video recordings to capture this are considered in relation to the sitcom watching dataset. Also, the ways in which this present work contributes to discussions about the taken for granted nature of everyday life and the social organization that underpins it, will also be discussed here.

Social activities are responsible for an important portion of trips and they constitute the fastest growing segment of travel. Moreover, social activities and mobility are important aspects of people’s quality of life. Therefore, social activities are important for transport planners to take into account. As social activities involve meeting with other persons at a certain time and location, the spatial-choice behavior for social activities is critical for successful urban design and planning. Over the last decades, researchers have attempted to explain individual (social) travel behavior as a result of socio-demographic and land-use variables. However, recently, it has been acknowledged that other variables that offer opportunities for social mobility have to be added. As social travel demand is derived from a wish or need to perform activities with other people, it is important to incorporate social networks into the study. Moreover, social activities are likely to be influenced by the use of new information and communication technologies (ICT’s), as these ICT’s offer new possibilities for the maintenance of social networks that are becoming more geographically spread. Knowledge about the relationship between ICT’s, social networks and social activity-travel behavior is rather limited. In order to assess future transportation needs for social activities, research is needed. The aim of this dissertation is therefore to study the way in which social activity-travel patterns are influenced by people’s personal characteristics, properties of the built environment, ICT-use and social networks. To that end, a data collection instrument was designed. The instrument consists of a two-day paper-and-pencil social interaction diary a questionnaire on personal characteristics and a follow-up questionnaire on personal social network members. The social interaction diary captured data on ICT-mediated social interactions, as well as face-to-face social activities and travel for these activities. In addition, the social interaction diary was used to collect data on the people with whom the respondents interacted during those two days, including age, gender, social category, distance and frequency of communication with different modes. In addition to the social interaction diary a questionnaire was designed to gather data on the respondents’ personal and residential characteristics. To allow the estimation of the impact of the built environment a requirement for the data collection was to secure sufficient variation in characteristics of the built environment. To this end, the sample was stratified by urban density. The data were collected between January and March 2008 in the region of Eindhoven, among 747 respondents, aged 15 or over. To capture the respondents’ social networks, a follow-up questionnaire was used, which was mailed to a subsampleof the respondents. In this social network questionnaire, respondents were asked to record information on all their social network members, including gender, age, social category, how long they have known each other, distance to their homes and the frequency of interaction with each alter by different modes (face-to-face, telephone, SMS, e-mail, IM). The social network questionnaire was completed by 116 respondents. Quantitative analyses were performed on the data. The analyses focus on exploring and testing multivariate relationships in the data. Analyses were carried out to examine the effects of personal characteristics and properties of the built environment on size and composition of social networks; contact frequency and choice between different communication modes, and social activity-travel patterns. The analyses also explored to what extent and how the nature and strength of the relationship between personal characteristics and properties of the built environment and social activity-travel patterns is mediated by ICT-mediated communication and characteristics of social networks. Regression and discrete choice models were used to predict one dependent variable as a function of one or more independent variables. To analyze simultaneously the direct and indirect dependencies between use of communication technology, social networks and activity-travel patterns, a structural equation approach was used. Because the data have a hierarchical structure (individuals (egos) have multiple alters or interactions), multi-level analysis was used. The estimation results of the models allow us to reconstruct the generation of social activities and travel demand for social purposes. The empirical results suggest that the built environment, ICT-use and social networks all play an important role in the generation of social activity-travel and have to be taken into account in transport policy.

This study aimed to develop a blended learning model in vocational education. This research used the stages of ADDIE model. The research was carried out at Universitas Negeri Padang, Indonesia. The instruments used were questionnaires, observation sheets, and cognitive, affective, and psychomotor tests. The results were (1) Blended learning models include: (a) the philosophical component of essentialism and pragmatism; (b) learning theory: behaviorism, cognitivism, and connectivism (c) the 4C component of communication, collaboration, cooperation, and creativity; (d) component of the industrial revolution 4.0: includes learning with digital elements with data literacy, technological literacy, and human literacy. (2) The blended learning model is centered on learning done offline and online makes it has a clear proportion of learning patterns. The flexibility of learning anytime and anywhere through face-to-face communication, as well as online interactions using online chats and forums to explore critical thinking through discussion. It also includes elements of students to be creative and innovative in projects and project improvement, as well as online teaching materials that are made interesting by the presence of multimedia components (text, images, and videos). (3) The result product is in the form of a model book, lecturer manuals and student guides, and textbooks, which are declared valid and practical so that the blended learning model can be applied in learning. (4) The achievements found are related to cognitive, affective, psychomotor and 4C abilities.

This study aims to find out the optimization of open green space as a public space in Taman Ayodia Kota Jakarta Selatan. In this context, researchers utilize the concept of optimization, open green space, and construction administration. By using qualitative methods, researchers are then free to the perception of informants consisting of Kepala Sudin Pertamanan dan Pemakaman Kota Jakarta Selatan as well as the visitors of Taman Ayodia. The results show that the function of open green space in the location of the research turned out to be not optimal because there are several factors that affected it, that the parks still needs additions and improvements, in addition to various less activity. So open green space becomes the container of the social interaction of citizens that can create creativity and motor activity of visitors, required periodic and ongoing socialization. Keywords: optimization of the function of the Green open space, and public spaces.

In English learning process forces teacher and students mix language, especially when teacher give instructions to students in ice breaking session. Limited vocabulary and limited expression makes students use two language in deliver their opinion. In this study, the writer addressed three research questions; 1) what types of code-mixing are used by the teacher and students in classroom interaction of ice breaking session?; 2) what are the functions of code mixing used the teacher and students in classroom interaction of ice breaking session?; 3) what are teacher’s perspectives on using code mixing in the classroom interaction of ice breaking session?. The purpose of this study was to find out the types, functions and teacher’s perspective in using code mixing in classroom interaction. The result of this study showed that insertion was realized in 51 (30.4%) clauses, alternation was realized in 33 (19.6%) clauses, and congruent lexicalization was realized in 1 (0.6%) clause. Moreover, the writer found that 5 (2.9%) clauses indicated as quotation, for addressee specification those were 12 (7.1%) clauses. Moreover, 20 (11.9%) clauses as repetition, 7 (4.2%) clauses indicated as interjection. Next, message qualification had 1 (0.6%­) clause, and personalization & objectification had 4 (2.4%) clauses. The last function is facility of expression, those had 35 (20.8%) clauses. The perceptions of teacher in using code mixing are helping the students in comprehending the material and easing to catch the topic, enhancing learning such introducing new words, helping students to express themselves better, and helping to avoid misunderstandings .