Employee engagement and assurance implementation are crucial for the effective functioning of universities and other tertiary institutions in Higher Education. This article examines social exchange theory as its main theoretical framework and practical employee engagement applications in quality assurance policies within higher education institutions. Analyzing current literature and case studies explores how these concepts are applied to enhance university operations and improve overall performance. The study further identifies best practices, challenges, and the impact of engagement strategies. It explores quality assurance measures on employee performance and institutional success. The empirical data is taken from a doctoral study approved by UNCST reference SS-4248. A total of 182 participants were enrolled for the study where 141 responded to the self-administered questionnaire and 41 responded to the qualitative interviewee schedule from six Ugandan universities. The study findings show that there are several factors influencing employees’ engagement in active production hence leading to higher performance in the production and management of an organisation. Influencing factors are those factors that affect some features of target objects. The legality or constitutionality of a policy challenged in such circumstances remains eminent. Technological changes alter the feasibility or relevance of an institution hence a new perception may be developed with employees’ engagement assisted with technology and the administrative will of the top management of an institution. It is also important to note that discoveries alter public support hence economic and political conditions will change. However, there are several causes of policy failures; poor understanding of the problem, insufficient knowledge of the implementation context, unclear and even contradictory goals, and absence of political backing. As policy failure increases, in such circumstances any degree of successful implementation is unlikely to be observed. Therefore, the political environment must be supported by an economic environment that rewards participating entities in policy formulation and implementation stages of national reforms.

Equitable education is very important in the delivery of education in this country. One of the government's efforts to accelerate the distribution of education is the establishment of the zoning system contained in Permendikbud No. 14 of 2018, namely the Acceptance of New Students (PPDB) which emphasizes the distance or radius between student homes and schools, so who is closer to the school he is more entitled to get educational services from the school. This research was conducted with the aim of describing and analyzing the implementation of zoning policies in the distribution of education. This research uses a qualitative research method with descriptive research type. The results showed that the implementation of the school zoning system was not yet fully implemented. It is seen that more negative impacts are felt by those involved in implementing this policy than positive impacts.

The Allada plateau, a major pineapple producer in Benin, is affected by increasingly pronounced climate variability, manifested among other things by seasonal fluctuation, a variation in the level of sunshine, but also by rainfall and thermal variations, which negatively affect the quantity and quality of pineapple produced according to the perceptions of the actors in the pineapple production value chain. This study identifies the climate risks faced by actors in the pineapple production value chain according to their perceptions. The data used are primary and secondary data collected from actors in the pineapple production chain of the Allada plateau on the climate risks perceived by the actors and their impact on pineapple production. In total, 235 producers were surveyed in the five pineapple-producing municipalities on the Allada plateau. Individual interviews using questionnaires and focus group interviews using participatory tools from the Vulnerability and Adaptive Capacity Analysis (CVCA) Framework developed by CARE were used to identify the climate risks faced by the actors. The use of descriptive statistics (mean, frequency, tables and graphs) allowed the processing and analysis of data relating to the perceptions of actors in the production value chain, their impacts and their adaptation measures. From the analysis of data from the field surveys of this study, it emerges that the climatic risks faced by the actors in the pineapple production value chain are drought, flooding, late and heavy rains and excessive heat. The causes related to the occurrence of these climate risks according to the actors are among others: disobedience to the deities, non-compliance with social norms, deforestation and the increase in greenhouse gases. Thus, to face the impacts of these climate risks, strategies for prevention and management of climate risks such as crop diversification, fallow, mixed crops, but the impacts of these climate risks still remain. It is therefore necessary to conduct studies to identify and propose appropriate strategies for the prevention and management of climate risks implemented by the actors in the production value chain of the Allada Plateau.

In the world of education, efforts to improve quality should always be carried out, both conventionally and innovatively. To be able to improve the quality of education, it is necessary to improve and improve the teaching and learning process. Likewise with education in pesantren, where pesantren must also always be open to the times, but cannot be separated from its spirit as a pesantren which is a place for regeneration of ulama' which is not identical to the book of turats (yellow book). From various efforts so that students in addition to having to be able to understand the yellow book, are also required to know others. Therefore, one of them can be done by managing the yellow book curriculum based on learning acceleration so that learning objectives are achieved effectively and efficiently. The objectives of this study are: (1) knowing curriculum management, (2) knowing the yellow book reading curriculum based on accelerated learning. This research on curriculum management based on accelerated learning uses a qualitative approach, the subjects in this study are informants, supervisors, and students at Pondok Modern Darul Khoirot Tirtoyudo, Malang. The data collection techniques used are observation, interviews, and documentation. The study yielded findings. First, the management of the yellow reading curriculum at Pondok Modern Darul Khoirot Tirtoyudo Malang is effective with indicators, among others, planning carried out by the manager, acceptance of new participants, implementation that runs with maksimal and the output produced is also fairly good. Second, the yellow book reading curriculum based on accelerated learning that is carried out is also efficient by looking at the achievements that should be achieved within one year or two semesters, after implementing it only takes one semester, even though students are able to apply the provisions in Nahwu and Shorof.

The rapid evolution of visual aesthetics driven by AI, shared globally through the internet and social media, has dramatically accelerated what once took centuries to develop. This article explores the unique visual tropes emerging from AI-generated content, characterized by surreal, uncanny, and often unsettling imagery. Examples range from the Dor Brothers' stylized narrative videos to horrifying depictions of transformations, such as people morphing into motorcycles. The article contextualizes this aesthetic within historical developments in creative experimentation, drawing parallels with David Bowie's unconventional approach to sound creation in the 1970s. It also considers how AI-driven art, free from copyright constraints in places like China, is expanding creative possibilities, challenging conventional media, and even fueling new forms of nostalgia. The mainstream adoption of AI aesthetics in pop culture, as seen in Kendrick Lamar’s AI-generated music samples and the unsettling visual style of Secret Invasion, is contrasted with the deeper implications of AI as both a tool and a creative collaborator. With AI-generated content transitioning from raw, uncanny outputs to more refined, nostalgic forms, this article argues that AI aesthetics will continue to shape how we define creativity and artistic ownership, reflecting broader societal anxieties and shifting cultural norms.

The integration of AI-powered coding assistants, such as Cursor AI, GitHub Copilot, and Replit’s Ghostwriter AI, represents a transformative shift in programming education, particularly for non-STEM students. These tools democratize coding by enabling natural language code generation, intelligent error correction, and context-aware assistance within familiar coding environments. This article explores how these technologies empower educators across disciplines to introduce basic and advanced coding concepts to humanities students, a demographic traditionally underserved in programming education. By leveraging AI, instructors can teach non-STEM students the foundational principles of coding and guide them through the development of sophisticated projects, such as building APIs for literary analysis or creative world-building. These endeavors, once reserved for advanced digital humanities research, now become accessible within the framework of undergraduate humanities courses. The article examines the practical applications of AI-assisted coding in humanities education, demonstrating how these tools facilitate a deeper engagement with digital methodologies, thus expanding the horizons of what is possible in these fields. Additionally, it discusses the potential for AI-powered assistants to address the unique needs of non-STEM learners, offering a tailored educational experience that aligns with their academic and creative pursuits. This approach not only enriches the humanities curriculum but also fosters interdisciplinary collaboration, preparing students for a future where coding literacy is an essential skill across all domains.

This study investigates the causes of students' failure in high school examinations in Hargeisa, Somaliland. Utilizing a descriptive cross-sectional research design, data were gathered from 142 respondents through structured questionnaires. The research focused on identifying key factors that contribute to poor academic performance, including student-related factors such as discipline and truancy, teacher-related factors like teaching quality and classroom attendance, and school-related factors including administration quality and availability of physical facilities. The findings indicate that while student- and teacher-related factors had a moderate impact, school-related factors played a more significant role in influencing exam performance. Specific causes of failure include inadequate preparation time, high stress levels, poor study habits, and lack of access to educational resources. Statistical analyses, including Chi-square, ANOVA, and regression tests, were used to explore relationships between socio-economic background and performance, identifying school-related factors as the strongest predictor of academic success. The study recommends improving school infrastructure, enhancing teacher training, and increasing access to learning materials to reduce failure rates.

Objective: This investigation focuses on the impact of classroom practices that may influence a student’s ability to conduct research and thus affect their ability to demonstrate increases in content knowledge through inquiry. Methods: Data for this study was selected from The National Assessment of Education Progress (NAEP). The NAEP Data Explorer was used for data analysis. Overall science scale scores from the 2019 eighth-grade science assessment for specific questions related to instructional methods for scientific research are examined. Because more than one variable is examined, the NDE is used to create descriptive cross-tabulated tables, and t-tests are run to determine significance. Results: The findings include: (1) The frequency with which students used technology in the classroom has no effect on science achievement scores. (2) Intermittent use of scientific inquiry shows bigger gains in science achievement than consistent use. (3) A high frequency of opportunities to combine information from multiple sources has no significant impact on science achievement. Conclusion: High frequency use of technology, inquiry methods, or online searches does not correlate with high gains in science achievement. Adequate prior knowledge, instruction in query development, and appropriate scaffolding are necessary to ensure that students can construct meaning and build knowledge while using technology for online tasks.

Bangladesh is the last country on the Indian Subcontinent to which Islam was reached. There are so many misconstrued Islamic thoughts throughout the world. But for manipulating societal thought, Islam had been highly misconstrued in the Indian sub-continent and Bangladesh is no exception to that. Islamic society of Bangladesh relies on so many myths and misleading Islamic rules, which don't have any actual link to the Shariah and are merely invented by manipulative minds who invented such provisions only for their advantage. These inventions mostly impacted the women of the Islamic society of Bangladesh. Even though some had also affected the men also. This article will try to find out some of those misconstrued Islamic myths and how the society had accepted such and will also focus on relevant statutory provisions. This study will suggest some pro-women and gender-friendly provisions, which will be in conformity with Shariah and which may be incorporated in the statutory act.

This study aimed to reveal the extent to which secondary school principals in Haifa District in the Palestinian interior practice servant leadership and its relationship to the level of motivation of teachers, and the correlational descriptive approach was used. The study relied on two questionnaires in data collection, the first for the degree to which secondary school principals practice servant leadership, and the second for the level of teacher`s motivation. The study population consisted of all secondary school teachers in Haifa District in the Palestinian interior, numbering (3287) teachers, and the study sample consisted of (410) teachers, and the results showed that the degree of practice of secondary school principals in Haifa District in the Palestinian interior for the altruistic dimension has come in the first rank and with a high degree of evaluation, followed by loved dimension and has a high degree of evaluation, followed by humility dimension and has come with a high degree of appreciation, while the results showed that there were no statistically significant differences in the dimensions of servant leadership due to the variables of gender, experience, and scientific qualification, and the results showed that the level of motivation among teachers came at a high level in all Items, and there were statistically significant differences due to the gender variable and the differences came in favor of females. The results also showed a positive correlation between servant leadership among principals and motivation among teachers.