School psychologists' unique expertise and skill set position them to successfully champion and lead staff well-being initiatives. The Educator Well-Being Program provides school psychologists the tools to lead and engage educators in identifying the root causes of their stress and design well-being strategies to implement in their schools.
Pandemi Covid-19, membawa perubahan dalam berbagai bidang hidup manusia secara global. Dunia pendidikan turut mengalami imbasnya, sehingga belajar secara daring atau dalam jaringan menjadi satu pilihan yang tidak bisa dielakkan. Teknologi komunikasi berkontribusi secara siknifikan dalam mengatasi situasi belajar selama pandemi ini. Tetapi perangkat teknologi yang baik, tidak cukup untuk menyelesaikan masalah dalam bidang pendidikan, karena akibat pandemi baik orang tua dan anak samasama mengalami tekanan secara psikologis. Tekanan ini membuat timbulnya masalah dalam komunikasi antara orang tua atau pendamping dan anak. Ada banyak peristiwa yang terjadi, sebagai akibat perubahan yang drastis, orang tua harus siap bersinergi dengan guru dalam mengajar anak selama masa pandemi ini. Orang tua harus terlibat aktif berada di antara anak dan guru supaya proses belajar berjalan. Untuk situasi ini maka dari pihak orang tua atau pendamping harus memiliki kemampuan berkomunikasi secara empatik sehingga bisa membantu anak belajar daring dengan lebih baik. Penelitian ini dilakukan dengan menggunakan kajian literature, dengan mengggunakan beragam sumber yang relevan untuk kasus yang diteliti dan menganalisa berbagai data yang diperoleh. Temuan dari penelitian ini adalah sebagai berikut, bahwa sesuai dengan dengan UU Nomor 52 Tahun 2009, tentang Perkembangan Kependudukan dan Pembangunan Keluarga, maka orang tua harus membangun komunikasi dengan anak. Komunikasi empati menjadi sebuah keharusan untuk dipraktekkan dalam pendampingan anak belajar secara daring, sehingga anak-anak bisa melewati masa pandemi ini dengan baik dan terhindar dari masalah psikososial.[The COVID-19 pandemic has brought changes in many aspects of living globally. It also impacts the education world, leading to the inevitable choice of online learning. Communication technology contributes significantly to cope with learning issues during the pandemic. However, devices with great technology are not sufficient in solving educational concerns as parents and children both suffer from stress. This causes problems in communication between parents (or other companions) and hildren. Drastic changes have driven parents to collaborate with teachers to educate children in the pandemic. Parents must actively engage between teachers and children to ensure a smooth learning process. In this situation, parents or companions must own empathetic communication skills to help children learn better online. This research employs the literature review from various relevant sources and data to the case studied. The finding from this research is that parents should communicate with children as suggested by Law Number 52 of 2009 on the Development of Population and Family. Empathetic communication should be applied when accompanying them in online learning so that they may cope well with the pandemic without any psychosocial issues]
Kemajuan teknologi di bidang penyiaran televisi telah menyebabkan digitalisasi televisi di seluruh dunia menjadi suatu keniscayaan. Migrasi analog ke digital tidak hanya menciptakan konten dan penyediaan layanan multimedia yang lebih tajam dan bervariasi, tetapi juga penggunaan spektrum frekuensi yang lebih efisien. Dengan demikian, migrasi analog ke digital akan menguntungkan berbagai pihak seperti regulator, lembaga penyiaran, penyedia jaringan dan masyarakat sebagai konsumen. International Telecommunication Union (ITU) menetapkan batas akhir (deadline) analog switch off (ASO) bagi seluruh negara di dunia pada tahun 2015. Sebagai anggota ITU, Indonesia menetapkan ASO dan beralih secara total ke televisi digital tahun 2018. Faktanya, hingga tahun 2019, migrasi televisi analog ke digital secara total belum terealisasi. Tulisan ini bertujuan untuk mendeskripsikan bagaimana migrasi televisi analog ke digital di Indonesia dari persfektif mediamorphosis dan faktor-faktor apa yang menyebabkan mundurnya penerapan televisi digital secara total di Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus. Hasil penelitian menunjukkan bahwa faktor regulasi penyiaran menjadi faktor utama mundurnya penerapan televisi digital di Indonesia . [ The development of technology in TV broadcasting has created inevitable television digitalization all over the world. The migration from analog to digital not only creates the more discerning and vary content and multimedia service provider, but also a more efficient usage of frequency spectrum. Hence, this migration will benefit many parties; regulators, broadcast institution, network provider and society as consumers. International Telecommunication Union (ITU) has confirmed the deadline for analog switch off (ASO) by 2015 applied to all countries. As part of ITU, Indonesia has also set its deadline to totally shift to digital television by 2018. However, the fact tells otherwise that the migration from analog to digital has not established until 2019. This paper aims to describe how the alteration from analog to digital television in Indonesia occurs from the perspective of mediamorphosis as well as the factors that affect Indonesia’s setbacks in applying the total migration. This research uses qualitative approach with a case study method. The result shows that the main factor that affects the deterioration of the application of digital television in Indonesia is the broadcast regulations itself. ]
I. INTRODUCTION The 2004 reauthorization1 of Individuals with Disabilities Education Act (IDEA) legislation left unchanged brief provision according parents right to obtain independent educational (IEE) as one of their notable2 procedural safeguards without further specifications such as a definition or standards.3 The 2006 IDEA regulations4 repeated various specifications of 1999 version with only one change - limiting parents to only one IEE at each time school district conducts evaluation with which a parent disagreed.5 In addition to defining IEE as an evaluation conducted by a qualified examiner who is not employed by [district],6 regulations contain following pertinent provision regarding IEEs at no cost to parent: (1) A parent has right to [TEE] at if parent disagrees with evaluation obtained by agency, subject to [following] conditions. (2) If a parent requests [G??] at expense, must, without unnecessary delay, either (i) File a due process complaint to request a hearing to show that its evaluation is appropriate; or (ii) Ensure that [TEE] is provided at expense, unless demonstrates in [an impartial hearing under IDEA] . . . that evaluation obtained by parent did not meet criteria.7 Regarding agency for IEEs at expense, regulations provide that the criteria under which evaluation is obtained, including location of evaluation and qualifications of examiner, must be same as criteria that [district]8 uses when it initiates evaluation, to extent those criteria are consistent with parent's right to [IEE].9 This regulatory language effectively forms following framework of procedural then substantive standards for LEEs at expense,10 akin to provisions for tuition reimbursement:11 (1) parent must disagree; (2) district must file without unnecessary delay; (3) district must show its evaluation is appropriate; and (4) district must show that LEE is not appropriate. The purpose of this Artide is to synthesize legal boundaries concerning these four standards for LEEs at expense.12 The source material consists primarily of court decisions available via Lexis and Westlaw databases and via LDELR13 with U.S. Department of Education (USDE) policy interpretations serving as a secondary supplement.14 However, given this ample higher authority, scope does not include hearing or review officer decisions under LDEA: because legal literature lacks such a synthesis, and because most hearing or review officers' decisions concerning LEEs do not cite these primary sources, hearing and review officers are among groups that will benefit from this article.15 Further, coverage does not extend to technical matters related to IEEs at expense,16 such as standing to pursue reimbursement for IEE17 or to IEE reimbursement under other provisions in IDEA18 or under other laws, such as Section 50419 and state laws for gifted students.20 Finally, scope does not include related question of meaning of public expense regarding parents' insurance.21 Some of case law did not carefully adhere to pertinent regulation, providing summary and suspect rationales. For example, in a 1997 decision, a federal district court in Pennsylvania denied IEE reimbursement based on purportedly well-settled [proposition] that reimbursement is only appropriate where evaluations result in a change in IEP22 Thus, courts too will benefit from a comprehensive and current canvassing of judicial and USDE interpretations concerning IEEs. II. PARENT DISAGREEMENT The federal appellate courts have moderated role of this procedural standard rather than interpreting notification of parental disagreement as absolute prerequisite for IEE reimbursement. …
