Respon Kepuasan Mahasiswa Program Studi Komunikasi Dan Penyiaran Islam Angkatan 2018 Terhadap Pelayanan Staf Di Fakultas Ushuluddin, Adab Dan Dakwah

Service staff, which is a staff who takes care of service tasks in operational activities and provides assistance, support to a leader in carrying out his duties.  In connection with this statement, it means that students feel happy or maybe not happy with the services they get from the expectations of students and the needs of students in higher education during their studies.  Students are said to be customers because they pay for educational services to learn. In everyday life, human needs include health needs, security needs, and educational needs.  The purpose of the researcher is to find out the satisfaction response of students of class 2018 of the Islamic Communication and Broadcasting Study Program to staff services at the Faculty of Ushuluddin, Adab Da'wah and to find out the quality of service received by active students of class 2018 at the Faculty of Ushuluddin, Adab and Da'wah. The method used is the research method.  quantitative research with a survey approach. In this study, there were variables before and after the researcher used a closed questionnaire or an open questionnaire.  But this time in the study using a closed questionnaire so that researchers get results from the respondents themselves in the form of percent figures (%) which resemble mathematical numbers.  So the need for awareness, synergy, and concern for faculty staff towards students who need consultation and clarity regarding their lectures, not discriminating in terms of service, and trying to provide better facilities.Staf pelayanan, yaitu staf yang mengurus tugas pelayanan dalam kegiatan operasional dan memberikan bantuan, dukungan kepada seorang pemimpin dalam melaksanakan tugasnya. Sehubungan dengan pernyataan tersebut, berarti mahasiswa merasa senang atau mungkin tidak senang dengan pelayanan yang mereka dapatkan dari harapan mahasiswa dan kebutuhan mahasiswa di perguruan tinggi selama menempuh studinya. Siswa dikatakan pelanggan karena mereka membayar jasa pendidikan untuk belajar. Dalam kehidupan sehari-hari, kebutuhan manusia meliputi kebutuhan kesehatan, kebutuhan keamanan, dan kebutuhan pendidikan. Tujuan peneliti untuk mengetahui respon kepuasan mahasiswa Prodi Komunikasi dan Penyiaran Islam angkatan 2018 terhadap pelayanan staf di Fakultas Ushuluddin Adab Dakwah dan untuk mengetahui kualitas pelayanan yang diterima mahasiswa aktif. angkatan 2018 di Fakultas Ushuluddin, Adab dan Dakwah. Metode yang digunakan adalah metode penelitian. penelitian kuantitatif dengan pendekatan survey. Dalam penelitian ini terdapat variabel sebelum dan sesudah peneliti menggunakan angket tertutup atau angket terbuka. Namun kali ini dalam penelitian menggunakan angket tertutup sehingga peneliti mendapatkan hasil dari responden itu sendiri berupa angka persen (%) yang menyerupai angka matematis. Sehingga perlu adanya kesadaran, sinergi, dan kepedulian staf fakultas terhadap mahasiswa yang membutuhkan konsultasi dan kejelasan mengenai perkuliahannya, tidak membeda-bedakan dalam hal pelayanan, dan berusaha memberikan fasilitas yang lebih baik

Implications of the CP asymmetry in semileptonic B decay

Recent experimental searches for $A_{SL}$, the CP asymmetry in semileptonic B decay, have reached an accuracy of order one percent. Consequently, they give meaningful constraints on new physics. We find that cancellations between the Standard Model (SM) and new physics contributions to $B^0 - \bar B^0$ mixing cannot be as strong as was allowed prior to these measurements. The predictions for this asymmetry within the SM and within models of minimal flavor violation (MFV) are below the reach of present and near future measurements. Including order $m_c^2/m_b^2$ and $\Lambda_{QCD}/m_b$ corrections we obtain the SM prediction: $-1.3 \times 10^{-3} < A_{SL} < -0.5 \times 10^{-3}$. Future measurements can exclude not only the SM, but MFV as well, if the sign of the asymmetry is opposite to the SM or if it is same-sign but much enhanced. We also comment on the CP asymmetry in semileptonic $B_s$ decay, and update the range of the angle $\beta_s$ in the SM: $0.026 < \sin2\beta_s < 0.048$.Comment: 16 pages, a sign typo in eq.(11) fixed, to appear in Phys. Rev.

The nil Hecke ring and singularity of Schubert varieties

We give a criterion for smoothness of a point in any Schubert variety in any G/B in terms of the nil Hecke ring.Comment: AMSTE

Response to Letter Regarding Article, "Comparison of Transplacental Treatment of Fetal Supraventricular Tachyarrhythmias With Digoxin, Flecainide, and Sotalol: Results of a Nonrandomized Multicenter Study"

Developmen

A Review of Controlling Motivational Strategies from a Self-Determination Theory Perspective: Implications for Sports Coaches

The aim of this paper is to present a preliminary taxonomy of six controlling strategies, primarily based on the parental and educational literatures, which we believe are employed by coaches in sport contexts. Research in the sport and physical education literature has primarily focused on coaches’ autonomysupportive behaviours. Surprisingly, there has been very little research on the use of controlling strategies. A brief overview of the research which delineates each proposed strategy is presented, as are examples of the potential manifestation of the behaviours associated with each strategy in the context of sports coaching. In line with self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2002), we propose that coach behaviours employed to pressure or control athletes have the potential to thwart athletes’ feelings of autonomy, competence,and relatedness, which, in turn, undermine athletes’ self-determined motivation and contribute to the development of controlled motives. When athletes feel pressured to behave in a certain way, a variety of negative consequences are expected to ensue which are to the detriment of the athletes’ well-being. The purpose of this paper is to raise awareness and interest in the darker side of sport participation and to offer suggestions for future research in this area

Status, Testosterone, and Human Intellectual Performance: Stereotype Threat as Status Concern

Results from two experiments suggest that stereotype-threat effects are special cases of a more general process involving the need to maintain or enhance status. We hypothesized that situations capable of confirming a performance stereotype might represent either a threat to status or an opportunity for enhancement of status, depending on the nature of the stereotype. The positive relationship between baseline testosterone and status sensitivity led us to hypothesize that high testosterone levels in males and females would amplify existing performance expectations when gender-based math-performance stereotypes were activated. In Study 1, high-testosterone females performed poorly on a math test when a negative performance stereotype was primed. In Study 2, high-testosterone males excelled on a math test when a positive performance stereotype was primed. The moderating effect of testosterone on performance suggests that a stereotype-relevant situation is capable of conferring either a loss or a gain of status on targets of the stereotype.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers

Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings