Academic literature on the topic 'Space Environment Services Center (U.S.)'

Rapid urbanization rates impact significantly on the nature of Land Cover patterns of the environment, which has been evident in the depletion of vegetal reserves and in general modifying the human climatic systems (Henderson, et al., 2017; Kumar, Masago, Mishra, & Fukushi, 2018; Luo and Lau, 2017). This study explores remote sensing classification technique and other auxiliary data to determine LULCC for a period of 50 years (1967-2016). The LULCC types identified were quantitatively evaluated using the change detection approach from results of maximum likelihood classification algorithm in GIS. Accuracy assessment results were evaluated and found to be between 56 to 98 percent of the LULC classification. The change detection analysis revealed change in the LULC types in Minna from 1976 to 2016. Built-up area increases from 74.82ha in 1976 to 116.58ha in 2016. Farmlands increased from 2.23 ha to 46.45ha and bared surface increases from 120.00ha to 161.31ha between 1976 to 2016 resulting to decline in vegetation, water body, and wetlands. The Decade of rapid urbanization was found to coincide with the period of increased Public Private Partnership Agreement (PPPA). Increase in farmlands was due to the adoption of urban agriculture which has influence on food security and the environmental sustainability. The observed increase in built up areas, farmlands and bare surfaces has substantially led to reduction in vegetation and water bodies. The oscillatory nature of water bodies LULCC which was not particularly consistent with the rates of urbanization also suggests that beyond the urbanization process, other factors may influence the LULCC of water bodies in urban settlements. Keywords: Minna, Niger State, Remote Sensing, Land Surface Characteristics References Akinrinmade, A., Ibrahim, K., & Abdurrahman, A. (2012). Geological Investigation of Tagwai Dams using Remote Sensing Technique, Minna Niger State, Nigeria. Journal of Environment, 1(01), pp. 26-32. Amadi, A., & Olasehinde, P. (2010). Application of remote sensing techniques in hydrogeological mapping of parts of Bosso Area, Minna, North-Central Nigeria. International Journal of Physical Sciences, 5(9), pp. 1465-1474. Aplin, P., & Smith, G. (2008). Advances in object-based image classification. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 37(B7), pp. 725-728. Ayele, G. T., Tebeje, A. K., Demissie, S. S., Belete, M. A., Jemberrie, M. A., Teshome, W. M., . . . Teshale, E. Z. (2018). Time Series Land Cover Mapping and Change Detection Analysis Using Geographic Information System and Remote Sensing, Northern Ethiopia. Air, Soil and Water Research, 11, p 1178622117751603. Azevedo, J. A., Chapman, L., & Muller, C. L. (2016). Quantifying the daytime and night-time urban heat island in Birmingham, UK: a comparison of satellite derived land surface temperature and high resolution air temperature observations. Remote Sensing, 8(2), p 153. Blaschke, T., Hay, G. J., Kelly, M., Lang, S., Hofmann, P., Addink, E., . . . van Coillie, F. (2014). Geographic object-based image analysis–towards a new paradigm. ISPRS Journal of Photogrammetry and Remote Sensing, 87, pp. 180-191. Bukata, R. P., Jerome, J. H., Kondratyev, A. S., & Pozdnyakov, D. V. (2018). Optical properties and remote sensing of inland and coastal waters: CRC press. Camps-Valls, G., Tuia, D., Bruzzone, L., & Benediktsson, J. A. (2014). Advances in hyperspectral image classification: Earth monitoring with statistical learning methods. IEEE signal processing magazine, 31(1), pp. 45-54. Chen, J., Chen, J., Liao, A., Cao, X., Chen, L., Chen, X., . . . Lu, M. (2015). Global land cover mapping at 30 m resolution: A POK-based operational approach. ISPRS Journal of Photogrammetry and Remote Sensing, 103, pp. 7-27. Chen, M., Mao, S., & Liu, Y. (2014). Big data: A survey. Mobile networks and applications, 19(2), pp. 171-209. Cheng, G., Han, J., Guo, L., Liu, Z., Bu, S., & Ren, J. (2015). Effective and efficient midlevel visual elements-oriented land-use classification using VHR remote sensing images. IEEE transactions on geoscience and remote sensing, 53(8), pp. 4238-4249. Cheng, G., Han, J., Zhou, P., & Guo, L. (2014). Multi-class geospatial object detection and geographic image classification based on collection of part detectors. ISPRS Journal of Photogrammetry and Remote Sensing, 98, pp. 119-132. Coale, A. J., & Hoover, E. M. (2015). Population growth and economic development: Princeton University Press. Congalton, R. G., & Green, K. (2008). Assessing the accuracy of remotely sensed data: principles and practices: CRC press. Corner, R. J., Dewan, A. M., & Chakma, S. (2014). Monitoring and prediction of land-use and land-cover (LULC) change Dhaka megacity (pp. 75-97): Springer. Coutts, A. M., Harris, R. J., Phan, T., Livesley, S. J., Williams, N. S., & Tapper, N. J. (2016). Thermal infrared remote sensing of urban heat: Hotspots, vegetation, and an assessment of techniques for use in urban planning. Remote Sensing of Environment, 186, pp. 637-651. Debnath, A., Debnath, J., Ahmed, I., & Pan, N. D. (2017). Change detection in Land use/cover of a hilly area by Remote Sensing and GIS technique: A study on Tropical forest hill range, Baramura, Tripura, Northeast India. International journal of geomatics and geosciences, 7(3), pp. 293-309. Desheng, L., & Xia, F. (2010). Assessing object-based classification: advantages and limitations. Remote Sensing Letters, 1(4), pp. 187-194. Dewan, A. M., & Yamaguchi, Y. (2009). Land use and land cover change in Greater Dhaka, Bangladesh: Using remote sensing to promote sustainable urbanization. Applied Geography, 29(3), pp. 390-401. Dronova, I., Gong, P., Wang, L., & Zhong, L. (2015). Mapping dynamic cover types in a large seasonally flooded wetland using extended principal component analysis and object-based classification. Remote Sensing of Environment, 158, pp. 193-206. Duro, D. C., Franklin, S. E., & Dubé, M. G. (2012). A comparison of pixel-based and object-based image analysis with selected machine learning algorithms for the classification of agricultural landscapes using SPOT-5 HRG imagery. Remote Sensing of Environment, 118, pp. 259-272. Elmhagen, B., Destouni, G., Angerbjörn, A., Borgström, S., Boyd, E., Cousins, S., . . . Hambäck, P. (2015). Interacting effects of change in climate, human population, land use, and water use on biodiversity and ecosystem services. Ecology and Society, 20(1) Farhani, S., & Ozturk, I. (2015). Causal relationship between CO 2 emissions, real GDP, energy consumption, financial development, trade openness, and urbanization in Tunisia. Environmental Science and Pollution Research, 22(20), pp. 15663-15676. Feng, L., Chen, B., Hayat, T., Alsaedi, A., & Ahmad, B. (2017). The driving force of water footprint under the rapid urbanization process: a structural decomposition analysis for Zhangye city in China. Journal of Cleaner Production, 163, pp. S322-S328. Fensham, R., & Fairfax, R. (2002). Aerial photography for assessing vegetation change: a review of applications and the relevance of findings for Australian vegetation history. Australian Journal of Botany, 50(4), pp. 415-429. Ferreira, N., Lage, M., Doraiswamy, H., Vo, H., Wilson, L., Werner, H., . . . Silva, C. (2015). Urbane: A 3d framework to support data driven decision making in urban development. Visual Analytics Science and Technology (VAST), 2015 IEEE Conference on. Garschagen, M., & Romero-Lankao, P. (2015). Exploring the relationships between urbanization trends and climate change vulnerability. Climatic Change, 133(1), pp. 37-52. Gokturk, S. B., Sumengen, B., Vu, D., Dalal, N., Yang, D., Lin, X., . . . Torresani, L. (2015). System and method for search portions of objects in images and features thereof: Google Patents. Government, N. S. (2007). Niger state (The Power State). Retrieved from http://nigerstate.blogspot.com.ng/ Green, K., Kempka, D., & Lackey, L. (1994). Using remote sensing to detect and monitor land-cover and land-use change. Photogrammetric engineering and remote sensing, 60(3), pp. 331-337. Gu, W., Lv, Z., & Hao, M. (2017). Change detection method for remote sensing images based on an improved Markov random field. Multimedia Tools and Applications, 76(17), pp. 17719-17734. Guo, Y., & Shen, Y. (2015). Quantifying water and energy budgets and the impacts of climatic and human factors in the Haihe River Basin, China: 2. Trends and implications to water resources. Journal of Hydrology, 527, pp. 251-261. Hadi, F., Thapa, R. B., Helmi, M., Hazarika, M. K., Madawalagama, S., Deshapriya, L. N., & Center, G. (2016). Urban growth and land use/land cover modeling in Semarang, Central Java, Indonesia: Colombo-Srilanka, ACRS2016. Hagolle, O., Huc, M., Villa Pascual, D., & Dedieu, G. (2015). A multi-temporal and multi-spectral method to estimate aerosol optical thickness over land, for the atmospheric correction of FormoSat-2, LandSat, VENμS and Sentinel-2 images. Remote Sensing, 7(3), pp. 2668-2691. Hegazy, I. R., & Kaloop, M. R. (2015). Monitoring urban growth and land use change detection with GIS and remote sensing techniques in Daqahlia governorate Egypt. International Journal of Sustainable Built Environment, 4(1), pp. 117-124. Henderson, J. V., Storeygard, A., & Deichmann, U. (2017). Has climate change driven urbanization in Africa? Journal of development economics, 124, pp. 60-82. Hu, L., & Brunsell, N. A. (2015). A new perspective to assess the urban heat island through remotely sensed atmospheric profiles. Remote Sensing of Environment, 158, pp. 393-406. Hughes, S. J., Cabral, J. A., Bastos, R., Cortes, R., Vicente, J., Eitelberg, D., . . . Santos, M. (2016). A stochastic dynamic model to assess land use change scenarios on the ecological status of fluvial water bodies under the Water Framework Directive. Science of the Total Environment, 565, pp. 427-439. Hussain, M., Chen, D., Cheng, A., Wei, H., & Stanley, D. (2013). Change detection from remotely sensed images: From pixel-based to object-based approaches. ISPRS Journal of Photogrammetry and Remote Sensing, 80, pp. 91-106. Hyyppä, J., Hyyppä, H., Inkinen, M., Engdahl, M., Linko, S., & Zhu, Y.-H. (2000). Accuracy comparison of various remote sensing data sources in the retrieval of forest stand attributes. Forest Ecology and Management, 128(1-2), pp. 109-120. Jiang, L., Wu, F., Liu, Y., & Deng, X. (2014). Modeling the impacts of urbanization and industrial transformation on water resources in China: an integrated hydro-economic CGE analysis. Sustainability, 6(11), pp. 7586-7600. Jin, S., Yang, L., Zhu, Z., & Homer, C. (2017). A land cover change detection and classification protocol for updating Alaska NLCD 2001 to 2011. Remote Sensing of Environment, 195, pp. 44-55. Joshi, N., Baumann, M., Ehammer, A., Fensholt, R., Grogan, K., Hostert, P., . . . Mitchard, E. T. (2016). A review of the application of optical and radar remote sensing data fusion to land use mapping and monitoring. Remote Sensing, 8(1), p 70. Kaliraj, S., Chandrasekar, N., & Magesh, N. (2015). Evaluation of multiple environmental factors for site-specific groundwater recharge structures in the Vaigai River upper basin, Tamil Nadu, India, using GIS-based weighted overlay analysis. Environmental earth sciences, 74(5), pp. 4355-4380. Koop, S. H., & van Leeuwen, C. J. (2015). Assessment of the sustainability of water resources management: A critical review of the City Blueprint approach. Water Resources Management, 29(15), pp. 5649-5670. Kumar, P., Masago, Y., Mishra, B. K., & Fukushi, K. (2018). Evaluating future stress due to combined effect of climate change and rapid urbanization for Pasig-Marikina River, Manila. Groundwater for Sustainable Development, 6, pp. 227-234. Lang, S. (2008). Object-based image analysis for remote sensing applications: modeling reality–dealing with complexity Object-based image analysis (pp. 3-27): Springer. Li, M., Zang, S., Zhang, B., Li, S., & Wu, C. (2014). A review of remote sensing image classification techniques: The role of spatio-contextual information. European Journal of Remote Sensing, 47(1), pp. 389-411. Liddle, B. (2014). Impact of population, age structure, and urbanization on carbon emissions/energy consumption: evidence from macro-level, cross-country analyses. Population and Environment, 35(3), pp. 286-304. Lillesand, T., Kiefer, R. W., & Chipman, J. (2014). Remote sensing and image interpretation: John Wiley & Sons. Liu, Y., Wang, Y., Peng, J., Du, Y., Liu, X., Li, S., & Zhang, D. (2015). Correlations between urbanization and vegetation degradation across the world’s metropolises using DMSP/OLS nighttime light data. Remote Sensing, 7(2), pp. 2067-2088. López, E., Bocco, G., Mendoza, M., & Duhau, E. (2001). Predicting land-cover and land-use change in the urban fringe: a case in Morelia city, Mexico. Landscape and urban planning, 55(4), pp. 271-285. Luo, M., & Lau, N.-C. (2017). Heat waves in southern China: Synoptic behavior, long-term change, and urbanization effects. Journal of Climate, 30(2), pp. 703-720. Mahboob, M. A., Atif, I., & Iqbal, J. (2015). Remote sensing and GIS applications for assessment of urban sprawl in Karachi, Pakistan. Science, Technology and Development, 34(3), pp. 179-188. Mallinis, G., Koutsias, N., Tsakiri-Strati, M., & Karteris, M. (2008). Object-based classification using Quickbird imagery for delineating forest vegetation polygons in a Mediterranean test site. ISPRS Journal of Photogrammetry and Remote Sensing, 63(2), pp. 237-250. Mas, J.-F., Velázquez, A., Díaz-Gallegos, J. R., Mayorga-Saucedo, R., Alcántara, C., Bocco, G., . . . Pérez-Vega, A. (2004). Assessing land use/cover changes: a nationwide multidate spatial database for Mexico. International Journal of Applied Earth Observation and Geoinformation, 5(4), pp. 249-261. Mathew, A., Chaudhary, R., Gupta, N., Khandelwal, S., & Kaul, N. (2015). Study of Urban Heat Island Effect on Ahmedabad City and Its Relationship with Urbanization and Vegetation Parameters. International Journal of Computer & Mathematical Science, 4, pp. 2347-2357. Megahed, Y., Cabral, P., Silva, J., & Caetano, M. (2015). Land cover mapping analysis and urban growth modelling using remote sensing techniques in greater Cairo region—Egypt. ISPRS International Journal of Geo-Information, 4(3), pp. 1750-1769. Metternicht, G. (2001). Assessing temporal and spatial changes of salinity using fuzzy logic, remote sensing and GIS. Foundations of an expert system. Ecological modelling, 144(2-3), pp. 163-179. Miller, R. B., & Small, C. (2003). Cities from space: potential applications of remote sensing in urban environmental research and policy. Environmental Science & Policy, 6(2), pp. 129-137. Mirzaei, P. A. (2015). Recent challenges in modeling of urban heat island. Sustainable Cities and Society, 19, pp. 200-206. Mohammed, I., Aboh, H., & Emenike, E. (2007). A regional geoelectric investigation for groundwater exploration in Minna area, north west Nigeria. Science World Journal, 2(4) Morenikeji, G., Umaru, E., Liman, S., & Ajagbe, M. (2015). Application of Remote Sensing and Geographic Information System in Monitoring the Dynamics of Landuse in Minna, Nigeria. International Journal of Academic Research in Business and Social Sciences, 5(6), pp. 320-337. Mukherjee, A. B., Krishna, A. P., & Patel, N. (2018). Application of Remote Sensing Technology, GIS and AHP-TOPSIS Model to Quantify Urban Landscape Vulnerability to Land Use Transformation Information and Communication Technology for Sustainable Development (pp. 31-40): Springer. Myint, S. W., Gober, P., Brazel, A., Grossman-Clarke, S., & Weng, Q. (2011). Per-pixel vs. object-based classification of urban land cover extraction using high spatial resolution imagery. Remote Sensing of Environment, 115(5), pp. 1145-1161. Nemmour, H., & Chibani, Y. (2006). Multiple support vector machines for land cover change detection: An application for mapping urban extensions. ISPRS Journal of Photogrammetry and Remote Sensing, 61(2), pp. 125-133. Niu, X., & Ban, Y. (2013). Multi-temporal RADARSAT-2 polarimetric SAR data for urban land-cover classification using an object-based support vector machine and a rule-based approach. International journal of remote sensing, 34(1), pp. 1-26. Nogueira, K., Penatti, O. A., & dos Santos, J. A. (2017). Towards better exploiting convolutional neural networks for remote sensing scene classification. Pattern Recognition, 61, pp. 539-556. Oguz, H., & Zengin, M. (2011). Analyzing land use/land cover change using remote sensing data and landscape structure metrics: a case study of Erzurum, Turkey. Fresenius Environmental Bulletin, 20(12), pp. 3258-3269. Pohl, C., & Van Genderen, J. L. (1998). Review article multisensor image fusion in remote sensing: concepts, methods and applications. International journal of remote sensing, 19(5), pp. 823-854. Price, O., & Bradstock, R. (2014). Countervailing effects of urbanization and vegetation extent on fire frequency on the Wildland Urban Interface: Disentangling fuel and ignition effects. Landscape and urban planning, 130, pp. 81-88. Prosdocimi, I., Kjeldsen, T., & Miller, J. (2015). Detection and attribution of urbanization effect on flood extremes using nonstationary flood‐frequency models. Water resources research, 51(6), pp. 4244-4262. Rawat, J., & Kumar, M. (2015). Monitoring land use/cover change using remote sensing and GIS techniques: A case study of Hawalbagh block, district Almora, Uttarakhand, India. The Egyptian Journal of Remote Sensing and Space Science, 18(1), pp. 77-84. Rokni, K., Ahmad, A., Solaimani, K., & Hazini, S. (2015). A new approach for surface water change detection: Integration of pixel level image fusion and image classification techniques. International Journal of Applied Earth Observation and Geoinformation, 34, pp. 226-234. Sakieh, Y., Amiri, B. J., Danekar, A., Feghhi, J., & Dezhkam, S. (2015). Simulating urban expansion and scenario prediction using a cellular automata urban growth model, SLEUTH, through a case study of Karaj City, Iran. Journal of Housing and the Built Environment, 30(4), pp. 591-611. Santra, A. (2016). Land Surface Temperature Estimation and Urban Heat Island Detection: A Remote Sensing Perspective. Remote Sensing Techniques and GIS Applications in Earth and Environmental Studies, p 16. Shrivastava, L., & Nag, S. (2017). MONITORING OF LAND USE/LAND COVER CHANGE USING GIS AND REMOTE SENSING TECHNIQUES: A CASE STUDY OF SAGAR RIVER WATERSHED, TRIBUTARY OF WAINGANGA RIVER OF MADHYA PRADESH, INDIA. Shuaibu, M., & Sulaiman, I. (2012). Application of remote sensing and GIS in land cover change detection in Mubi, Adamawa State, Nigeria. J Technol Educ Res, 5, pp. 43-55. Song, B., Li, J., Dalla Mura, M., Li, P., Plaza, A., Bioucas-Dias, J. M., . . . Chanussot, J. (2014). Remotely sensed image classification using sparse representations of morphological attribute profiles. IEEE transactions on geoscience and remote sensing, 52(8), pp. 5122-5136. Song, X.-P., Sexton, J. O., Huang, C., Channan, S., & Townshend, J. R. (2016). Characterizing the magnitude, timing and duration of urban growth from time series of Landsat-based estimates of impervious cover. Remote Sensing of Environment, 175, pp. 1-13. Tayyebi, A., Shafizadeh-Moghadam, H., & Tayyebi, A. H. (2018). Analyzing long-term spatio-temporal patterns of land surface temperature in response to rapid urbanization in the mega-city of Tehran. Land Use Policy, 71, pp. 459-469. Teodoro, A. C., Gutierres, F., Gomes, P., & Rocha, J. (2018). Remote Sensing Data and Image Classification Algorithms in the Identification of Beach Patterns Beach Management Tools-Concepts, Methodologies and Case Studies (pp. 579-587): Springer. Toth, C., & Jóźków, G. (2016). Remote sensing platforms and sensors: A survey. ISPRS Journal of Photogrammetry and Remote Sensing, 115, pp. 22-36. Tuholske, C., Tane, Z., López-Carr, D., Roberts, D., & Cassels, S. (2017). Thirty years of land use/cover change in the Caribbean: Assessing the relationship between urbanization and mangrove loss in Roatán, Honduras. Applied Geography, 88, pp. 84-93. Tuia, D., Flamary, R., & Courty, N. (2015). Multiclass feature learning for hyperspectral image classification: Sparse and hierarchical solutions. ISPRS Journal of Photogrammetry and Remote Sensing, 105, pp. 272-285. Tzotsos, A., & Argialas, D. (2008). Support vector machine classification for object-based image analysis Object-Based Image Analysis (pp. 663-677): Springer. Wang, L., Sousa, W., & Gong, P. (2004). Integration of object-based and pixel-based classification for mapping mangroves with IKONOS imagery. International journal of remote sensing, 25(24), pp. 5655-5668. Wang, Q., Zeng, Y.-e., & Wu, B.-w. (2016). Exploring the relationship between urbanization, energy consumption, and CO2 emissions in different provinces of China. Renewable and Sustainable Energy Reviews, 54, pp. 1563-1579. Wang, S., Ma, H., & Zhao, Y. (2014). Exploring the relationship between urbanization and the eco-environment—A case study of Beijing–Tianjin–Hebei region. Ecological Indicators, 45, pp. 171-183. Weitkamp, C. (2006). Lidar: range-resolved optical remote sensing of the atmosphere: Springer Science & Business. Wellmann, T., Haase, D., Knapp, S., Salbach, C., Selsam, P., & Lausch, A. (2018). Urban land use intensity assessment: The potential of spatio-temporal spectral traits with remote sensing. Ecological Indicators, 85, pp. 190-203. Whiteside, T. G., Boggs, G. S., & Maier, S. W. (2011). Comparing object-based and pixel-based classifications for mapping savannas. International Journal of Applied Earth Observation and Geoinformation, 13(6), pp. 884-893. Willhauck, G., Schneider, T., De Kok, R., & Ammer, U. (2000). Comparison of object oriented classification techniques and standard image analysis for the use of change detection between SPOT multispectral satellite images and aerial photos. Proceedings of XIX ISPRS congress. Winker, D. M., Vaughan, M. A., Omar, A., Hu, Y., Powell, K. A., Liu, Z., . . . Young, S. A. (2009). Overview of the CALIPSO mission and CALIOP data processing algorithms. Journal of Atmospheric and Oceanic Technology, 26(11), pp. 2310-2323. Yengoh, G. T., Dent, D., Olsson, L., Tengberg, A. E., & Tucker III, C. J. (2015). Use of the Normalized Difference Vegetation Index (NDVI) to Assess Land Degradation at Multiple Scales: Current Status, Future Trends, and Practical Considerations: Springer. Yu, Q., Gong, P., Clinton, N., Biging, G., Kelly, M., & Schirokauer, D. (2006). Object-based detailed vegetation classification with airborne high spatial resolution remote sensing imagery. Photogrammetric Engineering & Remote Sensing, 72(7), pp. 799-811. Zhou, D., Zhao, S., Zhang, L., & Liu, S. (2016). Remotely sensed assessment of urbanization effects on vegetation phenology in China's 32 major cities. Remote Sensing of Environment, 176, pp. 272-281. Zhu, Z., Fu, Y., Woodcock, C. E., Olofsson, P., Vogelmann, J. E., Holden, C., . . . Yu, Y. (2016). Including land cover change in analysis of greenness trends using all available Landsat 5, 7, and 8 images: A case study from Guangzhou, China (2000–2014). Remote Sensing of Environment, 185, pp. 243-257.

Context. Star-forming galaxies emit bright molecular and atomic lines in the submillimeter and far-infrared (FIR) domains. However, it is not always clear which gas heating mechanisms dominate and which feedback processes drive their excitation. Aims. The Sgr B2 complex is an excellent template to spatially resolve the main OB-type star-forming cores from the extended cloud environment and to study the properties of the warm molecular gas in conditions likely prevailing in distant extragalactic nuclei. Methods. We present 168 arcmin2 spectral images of Sgr B2 taken with Herschel/SPIRE-FTS in the complete ~450−1545 GHz band. We detect ubiquitous emission from mid-J CO (up to J = 12−11), H2O 21,1−20,2, [C I] 492, 809 GHz, and [N II] 205 μm lines. We also present velocity-resolved maps of the SiO (2−1), N2H+, HCN, and HCO+ (1−0) emission obtained with the IRAM 30 m telescope. Results. The cloud environment (~1000 pc2 around the main cores) dominates the emitted FIR (~80%), H2O 752 GHz (~60%) mid-J CO (~91%), [C I] (~93%), and [N II] 205 μm (~95%) luminosity. The region shows very extended [N II] 205 μm emission (spatially correlated with the 24 and 70 μm dust emission) that traces an extended component of diffuse ionized gas of low ionization parameter (U ≃ 10−3) and low LFIR / MH2 ≃ 4−11 L⊙M⊙−1 ratios (scaling as ∝Tdust6). The observed FIR luminosities imply a flux of nonionizing photons equivalent to G0 ≈ 103. All these diagnostics suggest that the complex is clumpy and this allows UV photons from young massive stars to escape from their natal molecular cores. The extended [C I] emission arises from a pervasive component of neutral gas with nH ≃ 103 cm−3. The high ionization rates in the region, produced by enhanced cosmic-ray (CR) fluxes, drive the gas heating in this component to Tk ≃ 40−60 K. The mid-J CO emission arises from a similarly extended but more pressurized gas component (Pth / k ≃ 107 K cm−3): spatially unresolved clumps, thin sheets, or filaments of UV-illuminated compressed gas (nH ≃ 106 cm−3). Specific regions of enhanced SiO emission and high CO-to-FIR intensity ratios (ICO / IFIR ≳ 10−3) show mid-J CO emission compatible with C-type shock models. A major difference compared to more quiescent star-forming clouds in the disk of our Galaxy is the extended nature of the SiO and N2H+ emission in Sgr B2. This can be explained by the presence of cloud-scale shocks, induced by cloud-cloud collisions and stellar feedback, and the much higher CR ionization rate (>10−15 s−1) leading to overabundant H3+ and N2H+. Conclusions. Sgr B2 hosts a more extreme environment than star-forming regions in the disk of the Galaxy. As a usual template for extragalactic comparisons, Sgr B2 shows more similarities to nearby ultra luminous infrared galaxies such as Arp 220, including a “deficit” in the [C I] / FIR and [N II] / FIR intensity ratios, than to pure starburst galaxies such as M 82. However, it is the extended cloud environment, rather than the cores, that serves as a useful template when telescopes do not resolve such extended regions in galaxies.

Objective – Banks are financial intermediaries which are vital to support the economy of a country. Banks can be interpreted as the financial institutions whose activities are collecting funds from the community, distributing the funds back to the community, and providing other banking services. The development and improvement of service quality from the banks should be the center of public attention. This is because of the tight competition in terms of quality of the services, products, and marketing strategies undertaken by the banks. In an environment of tight competition, the top priorities of service companies such as banks are customer satisfaction and excellent service quality in order to improve customer loyalty and word-of-mouth behavior. This research aims to study, analyze, and explore the effect of product, service, and customer satisfaction on word-of-mouth (WOM) behavior at PT Bank Jakarta. Methodology/Technique –The models used in this research is a descriptive and associative model using SPSS 19. This study uses a simple random sampling technique with a total sample of 80 people. The research instrument used as a measuring tool in this study is a questionnaire consisting of 40 statements. Findings & Novelty – The result of this research show that product (X1), service (X2), and customer satisfaction (X3) simultaneously affect word-of-mouth behavior (Y). The results conclude that PT Bank Windu Kentjana International Tbk Jakarta should improve the quality of its products and services delivered to its customers and prospective customers in order to build their loyalty and improve their word-of-mouth. Type of Paper: Empirical Keywords: Product; Service; Customer Satisfaction; Word of Mouth Behavior. Reference to this paper should be made as follows: Lestari, S. D.; Mariah, Iswanti, H.; Riyanto. U. 2019. The Effect of Product, Service, and Customer Satisfaction on Word-of-Mouth Behavior, J. Mgt. Mkt. Review 4 (2): 149 – 157 https://doi.org/10.35609/jmmr.2019.4.2(7) JEL Classification: M30, M31, M39.

The euphoria greeting the election of Barack Hussein Obama as the forty-fourth president of the United States seized the popular imagination in Africa, much as it did in the U. S. There was hope and enormous goodwill on the continent, derived from President Obama's special tie to Africa—the dreams from his father that he has translated so eloquently. There was hope that the Obama administration would initiate new policies based on mutual respect, multilateral collaboration, and an awareness that there will be no security unless there is common security—and also that security must be broadly defined, extending beyond the military to include the environment, the economy, and health, as well as political and social rights. Yet as many anticipated, given the enormous and wide-ranging problems confronting the new administration, Africa has not been front and center on its agenda. Although President Obama visited Egypt in June and Ghana in July 2009, only a few months into his presidency, Africa has not become a centerpiece of his foreign policy.In his much-publicized speech in Accra, President Obama lauded Ghana for its “repeated peaceful transfers of power,” declared that “development depends on good governance,” and urged Africans to take responsibility for their continent: “to hold [their] leaders accountable, and to build institutions that serve the people.” He pledged that the United States would support their efforts and committed his administration to opening the doors to African goods and services in ways that previous administrations have not. He pledged $63 billion to a new, comprehensive global health strategy that would promote public health systems and combat HIV/AIDS, malaria, tuberculosis, polio, and other devastating diseases. In the months that followed, he pledged to double American foreign aid to $50 billion a year and to develop a multilateral program to combat hunger.

Abstract. Recently two gridded sea surface salinity (SSS) products that cover the Arctic Ocean have been derived from the European Space Agency (ESA)'s Soil Moisture and Ocean Salinity (SMOS) mission: one developed by the Barcelona Expert Centre (BEC) and the other developed by the Ocean Salinity Expertise Center of the Centre Aval de Traitement des Données SMOS at IFREMER (The French Research Institute for Exploitation of the Sea) (CEC). The uncertainties of these two SSS products are quantified during the period of 2011–2013 against other SSS products: one data assimilative regional reanalysis; one data-driven reprocessing in the framework of the Copernicus Marine Environment Monitoring Services (CMEMS); two climatologies – the 2013 World Ocean Atlas (WOA) and the Polar science center Hydrographic Climatology (PHC); and in situ datasets, both assimilated and independent. The CMEMS reanalysis comes from the TOPAZ4 system, which assimilates a large set of ocean and sea-ice observations using an ensemble Kalman filter (EnKF). Another CMEMS product is the Multi-OBservations reprocessing (MOB), a multivariate objective analysis combining in situ data with satellite SSS. The monthly root mean squared deviations (RMSD) of both SMOS products, compared to the TOPAZ4 reanalysis, reach 1.5 psu in the Arctic summer, while in the winter months the BEC SSS is closer to TOPAZ4 with a deviation of 0.5 psu. The comparison of CEC satellite SSS against in situ data shows Atlantic Water that is too fresh in the Barents Sea, the Nordic Seas, and in the northern North Atlantic Ocean, consistent with the abnormally fresh deviations from TOPAZ4. When compared to independent in situ data in the Beaufort Sea, the BEC product shows the smallest bias (< 0.1 psu) in summer and the smallest RMSD (1.8 psu). The results also show that all six SSS products share a common challenge: representing freshwater masses (< 24 psu) in the central Arctic. Along the Norwegian coast and at the southwestern coast of Greenland, the BEC SSS shows smaller errors than TOPAZ4 and indicates the potential value of assimilating the satellite-derived salinity in this system.

The purpose of research to determine and contribute in more efficient services to geoinformation stakeholders, as well as to give positive impact on increasing income in geo business sector, voluntary based web system for online usage of geoinformation in Kosovo has been developed. The method used was puting in to one place many sourcec via WMS and WFS services, by creating thematic SDI, in order to have online system with dynamic data comming from official databases with update from last day on 5 pm. System is open for usage by all interested parts, however official registration is required. It contains geoinformation from many databases such as cadastral, orthophoto, municipal, and basemaps from open layers. The results show that the system is extendable and it is permanently including new datasets based on the user requirements. All available data is linked via web services, which gives an opportunity to users to use the updated version of datasets as they are published by responsible institution via www (world wide web). Keywords: web map, geoportal, geoinformation, web services, Kosovo References Alameh. N, (2010). Service chaining of interoperable Geographic Information Web Services. Global Science and Technology. Greenbelt, USA. Brimicombe, A.J. (2002). GIS-where are the frontiers now. GIS 2002. Bahrain. Bryukhanova, E. A., Krupochkin, Y. P., & Rygalova, M. V. (2018). Geoinformation technologies in the reconstruction of the social space of siberian cities at the turn of the 19–20th centuries (case study of the city of tobolsk). Journal of Siberian Federal University - Humanities and Social Sciences, 11(8), 1229-1242. doi:10.17516/1997-1370-0303 Chaudhuri, S. (2015). Application of Web Based Geographical Information Systems in e-business. Maldives. Davis, C.A. and Alves L.L. (2007). Geospatial web services, Vicosa, Brazil. ESRI. (2003). Spatial Data Standards and GIS interoperability. White paper. ESRI. CA. USA. Ferdousi, . and Al-Faisal, A. (2018). Urban and regional planning. Rajshahi University of Engineering and Technology. Rajshahi. Bangladesh. Gitis, V., Derendyaev, A., & Weinstock, A. (2016). Web-based GIS technologies for monitoring and analysis of spatio-temporal processes. International Journal of Web Information Systems, 12(1), 102-124. doi:10.1108/IJWIS-10-2015-0032 Glasze, G., & Perkins, C. (2015). Social and political dimensions of the OpenStreetMap project: Towards a critical geographical research agenda doi:10.1007/978-3-319-14280-7_8 Henzen, C. (2018). Building a framework of usability patterns for web applications in spatial data infrastructures. ISPRS International Journal of Geo-Information, 7(11) doi:10.3390/ijgi7110446 Idrizi, B. (2009). Developing of National Spatial Data Infrastructure of Macedonia according to global standardization (GSDI and INSPIRE) and local status. Conference of Nikodinovski. Skopje. Macedonia. Idrizi, B. (2018). General Conditions of Spatial Data Infrastructure. International Journal on Natural and Engineering Sciences. Turkey. Idrizi, B. Sulejmani, V. Zimeri, Z. (2018). Multi-scale map for three levels of spatial planning data sets for the municipality of Vitia in Kosova. 7th ICC&GIS conference. Sozopol. Bulgaria. Mwange, C., Mulaku, G. C., & Siriba, D. N. (2018). Reviewing the status of national spatial data infrastructures in africa. Survey Review, 50(360), 191-200. doi:10.1080/00396265.2016.1259720 Nikolov, B. P., Zharkikh, J. I., Soloviev, A. A., Krasnoperov, R. I., & Agayan, S. M. (2015). Integration of data mining methods for earth science data analysis in GIS environment. Russian Journal of Earth Sciences, 15(4) doi:10.2205/2015ES000559 Sahin, K. and Gumusay, M.U. (2008). Service oriented architecture based web services for geographic information systems. The international archives of the remote sensing, photogrammetry and spatial information sciences. Vol XXXVII. Beijing. China. Sayar, A. (2008). GIS service oriented architecture. Community grids laboratory. IN, USA. Shi, S. (2015). Design and development of an online geoinformation service delivery of geospatial models in the united kingdom. Environmental Earth Sciences, 74(10), 7069-7080. doi:10.1007/s12665-015-4243-8 Siles, G., Charland, A., Voirin, Y., & Bénié, G. B. (2019). Integration of landscape and structure indicators into a web-based geoinformation system for assessing wetlands status. Ecological Informatics, 52, 166-176. doi:10.1016/j.ecoinf.2019.05.011 Ummadi, P. (2008). Standards and Interoperability in GIS, Michigan State University. MI, USA. Vorobev, A. V., & Shakirova, G. R. (2016). Web-based geoinformation system for exploring geomagnetic field, its variations and anomalies doi:10.1007/978-3-319-29589-3_2 Walter, V., & Sörgel, U. (2018). Implementation, results, and problems of paid crowd-based geospatial data collection. PFG - Journal of Photogrammetry, Remote Sensing and Geoinformation Science, 86(3-4), 187-197. doi:10.1007/s41064-018-0058-z Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 6. https://doi.org/10.1007/s11125-020-09464-3 Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Cakrawala Pendidikan ,. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Dong, Y., Dong, Y., Mo, X., Hu, Y., Qi, X., Jiang, F., Jiang, Z., Jiang, Z., Tong, S., Tong, S., & Tong, S. (2020). Epidemiology of COVID-19 among children in China. Pediatrics, 145(6). https://doi.org/10.1542/peds.2020-0702 Eliza, D. (2013). Penerapan Model Pembelajaran Kontekstual Learning (CTL) Berbasis Centra di Taman Kanak-Kanak. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 93–106. Fadlilah, azizah nurul. (2021). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

1. Introduction This Special Issue (Part 2) expands upon the theme “Building Local Capacity for Long-term Disaster Resilience” presented in Special Issue Part 1 (JDR Volume 5, Number 2, April 2010) by examining the evolving concept of disaster resilience and providing additional reflections upon various aspects of its meaning. Part 1 provided a mixed set of examples of resiliency efforts, ranging from administrative challenges of integrating resilience into recovery to the analysis of hazard mitigation plans directed toward guiding local capability for developing resiliency. Resilience was broadly defined in the opening editorial of Special Issue Part 1 as “the capacity of a community to: 1) survive a major disaster, 2) retain essential structure and functions, and 3) adapt to post-disaster opportunities for transforming community structure and functions to meet new challenges.” In this editorial essay we first explore in Section 2 the history of resilience and then locate it within current academic and policy debates. Section 3 presents summaries of the papers in this issue. 2. Why is Resilience a Contemporary Theme? There is growing scholarly and policy interest in disaster resilience. In recent years, engineers [1], sociologists [2], geographers [3], economists [4], public policy analysts [5, 6], urban planners [7], hazards researchers [8], governments [9], and international organizations [10] have all contributed to the literature about this concept. Some authors view resilience as a mechanism for mitigating disaster impacts, with framework objectives such as resistance, absorption, and restoration [5]. Others, who focus on resiliency indicators, see it as an early warning system to assess community resiliency status [3, 8]. Recently, it has emerged as a component of social risk management that seeks to minimize social welfare loss from catastrophic disasters [6]. Manyena [11] traces scholarly exploration of resilience as an operational concept back at least five decades. Interest in resilience began in the 1940s with studies of children and trauma in the family and in the 1970s in the ecology literature as a useful framework to examine and measure the impact of assault or trauma on a defined eco-system component [12]. This led to modeling resilience measures for a variety of components within a defined ecosystem, leading to the realization that the systems approach to resiliency is attractive as a cross-disciplinary construct. The ecosystem analogy however, has limits when applied to disaster studies in that, historically, all catastrophic events have changed the place in which they occurred and a “return to normalcy” does not occur. This is true for modern urban societies as well as traditional agrarian societies. The adoption of “The Hyogo Framework for Action 2005-2015” (also known as The Hyogo Declaration) provides a global linkage and follows the United Nations 1990s International Decade for Natural Disaster Reduction effort. The 2005 Hyogo Declaration’s definition of resilience is: “The capacity of a system, community or society potentially exposed to hazards to adapt by resisting or changing in order to reach and maintain an acceptable level of functioning and structure.” The proposed measurement of resilience in the Hyogo Declaration is determined by “the degree to which the social system is capable of organizing itself to increase this capacity for learning from past disasters for better future protection and to improve risk reduction measures.” While very broad, this definition contains two key concepts: 1) adaptation, and 2) maintaining acceptable levels of functioning and structure. While adaptation requires certain capacities, maintaining acceptable levels of functioning and structure requires resources, forethought, and normative action. Some of these attributes are now reflected in the 2010 National Disaster Recovery Framework published by the U.S. Federal Emergency Management Agency (FEMA) [13]. With the emergence of this new thinking on resilience related to disasters, it is now a good time to reflect on the concept and assess what has recently been said in the literature. Bruneau et al. [1] offer an engineering sciences definition for community seismic resilience: “The ability of social units (e.g., organizations, communities) to mitigate hazards, contain the effects of disasters when they occur, and carry out recovery activities in ways that minimize social disruption and mitigate the effects of future earthquakes.” Rose [4] writes that resiliency is the ability of a system to recover from a severe shock. He distinguishes two types of resilience: (1) inherent – ability under normal circumstances and (2) adaptive – ability in crisis situations due to ingenuity or extra effort. By opening up resilience to categorization he provides a pathway to establish multi-disciplinary approaches, something that is presently lacking in practice. Rose is most concerned with business disruption which can take extensive periods of time to correct. In order to make resource decisions that lower overall societal costs (economic, social, governmental and physical), Rose calls for the establishment of measurements that function as resource decision allocation guides. This has been done in part through risk transfer tools such as private insurance. However, it has not been well-adopted by governments in deciding how to allocate mitigation resources. We need to ask why the interest in resilience has grown? Manyena [11] argues that the concept of resilience has gained currency without obtaining clarity of understanding, definition, substance, philosophical dimensions, or applicability to disaster management and sustainable development theory and practice. It is evident that the “emergency management model” does not itself provide sufficient guidance for policymakers since it is too command-and-control-oriented and does not adequately address mitigation and recovery. Also, large disasters are increasingly viewed as major disruptions of the economic and social conditions of a country, state/province, or city. Lowering post-disaster costs (human life, property loss, economic advancement and government disruption) is being taken more seriously by government and civil society. The lessening of costs is not something the traditional “preparedness” stage of emergency management has concerned itself with; this is an existing void in meeting the expanding interests of government and civil society. The concept of resilience helps further clarify the relationship between risk and vulnerability. If risk is defined as “the probability of an event or condition occurring [14]#8221; then it can be reduced through physical, social, governmental, or economic means, thereby reducing the likelihood of damage and loss. Nothing can be done to stop an earthquake, volcanic eruption, cyclone, hurricane, or other natural event, but the probability of damage and loss from natural and technological hazards can be addressed through structural and non-structural strategies. Vulnerability is the absence of capacity to resist or absorb a disaster impact. Changes in vulnerability can then be achieved by changes in these capacities. In this regard, Franco and Siembieda describe in this issue how coastal cities in Chile had low resilience and high vulnerability to the tsunami generated by the February 2010 earthquake, whereas modern buildings had high resilience and, therefore, were much less vulnerable to the powerful earthquake. We also see how the framework for policy development can change through differing perspectives. Eisner discusses in this issue how local non-governmental social service agencies are building their resilience capabilities to serve target populations after a disaster occurs, becoming self-renewing social organizations and demonstrating what Leonard and Howett [6] term “social resilience.” All of the contributions to this issue illustrate the lowering of disaster impacts and strengthening of capacity (at the household, community or governmental level) for what Alesch [15] terms “post-event viability” – a term reflecting how well a person, business, community, or government functions after a disaster in addition to what they might do prior to a disaster to lessen its impact. Viability might become the definition of recovery if it can be measured or agreed upon. 3. Contents of This Issue The insights provided by the papers in this issue contribute greater clarity to an understanding of resilience, together with its applicability to disaster management. In these papers we find tools and methods, process strategies, and planning approaches. There are five papers focused on local experiences, three on state (prefecture) experiences, and two on national experiences. The papers in this issue reinforce the concept of resilience as a process, not a product, because it is the sum of many actions. The resiliency outcome is the result of multiple inputs from the level of the individual and, at times, continuing up to the national or international organizational level. Through this exploration we see that the “resiliency” concept accepts that people will come into conflict with natural or anthropogenic hazards. The policy question then becomes how to lower the impact(s) of the conflict through “hard or soft” measures (see the Special Issue Part 1 editorial for a discussion of “hard” vs. “soft” resilience). Local level Go Urakawa and Haruo Hayashi illustrate how post-disaster operations for public utilities can be problematic because many practitioners have no direct experience in such operations, noting that the formats and methods normally used in recovery depend on personal skills and effort. They describe how these problems are addressed by creating manuals on measures for effectively implementing post-disaster operations. They develop a method to extract priority operations using business impact analysis (BIA) and project management based business flow diagrams (BFD). Their article effectively illustrates the practical aspects of strengthening the resiliency of public organizations. Richard Eisner presents the framework used to initiate the development and implementation of a process to create disaster resilience in faith-based and community-based organizations that provide services to vulnerable populations in San Francisco, California. A major project outcome is the Disaster Resilience Standard for Community- and Faith-Based Service Providers. This “standard” has general applicability for use by social service agencies in the public and non-profit sectors. Alejandro Linayo addresses the growing issue of technological risk in cities. He argues for the need to understand an inherent conflict between how we occupy urban space and the technological risks created by hazardous chemicals, radiation, oil and gas, and other hazardous materials storage and movement. The paper points out that information and procedural gaps exist in terms of citizen knowledge (the right to know) and local administrative knowledge (missing expertise). Advances and experience accumulated by the Venezuela Disaster Risk Management Research Center in identifying and integrating technological risk treatment for the city of Merida, Venezuela, are highlighted as a way to move forward. L. Teresa Guevara-Perez presents the case that certain urban zoning requirements in contemporary cities encourage and, in some cases, enforce the use of building configurations that have been long recognized by earthquake engineering as seismically vulnerable. Using Western Europe and the Modernist architectural movement, she develops the historical case for understanding discrepancies between urban zoning regulations and seismic codes that have led to vulnerable modern building configurations, and traces the international dissemination of architectural and urban planning concepts that have generated vulnerability in contemporary cities around the world. Jung Eun Kang, Walter Gillis Peacock, and Rahmawati Husein discuss an assessment protocol for Hazard Mitigation Plans applied to 12 coastal hazard zone plans in the state of Texas in the U.S. The components of these plans are systematically examined in order to highlight their respective strengths and weaknesses. The authors describe an assessment tool, the plan quality score (PQS), composed of seven primary components (vision statement, planning process, fact basis, goals and objectives, inter-organizational coordination, policies & actions, and implementation), as well as a component quality score (CQS). State (Prefecture) level Charles Real presents the Natural Hazard Zonation Policies for Land Use Planning and Development in California in the U.S. California has established state-level policies that utilize knowledge of where natural hazards are more likely to occur to enhance the effectiveness of land use planning as a tool for risk mitigation. Experience in California demonstrates that a combination of education, outreach, and mutually supporting policies that are linked to state-designated natural hazard zones can form an effective framework for enhancing the role of land use planning in reducing future losses from natural disasters. Norio Maki, Keiko Tamura, and Haruo Hayashi present a method for local government stakeholders involved in pre-disaster plan making to describe performance measures through the formulation of desired outcomes. Through a case study approach, Nara and Kyoto Prefectures’ separate experiences demonstrate how to conduct Strategic Earthquake Disaster Reduction Plans and Action Plans that have deep stakeholder buy-in and outcome measurability. Nara’s plan was prepared from 2,015 stakeholder ideas and Kyoto’s plan was prepared from 1,613 stakeholder ideas. Having a quantitative target for individual objectives ensures the measurability of plan progress. Both jurisdictions have undertaken evaluations of plan outcomes. Sandy Meyer, Eugene Henry, Roy E. Wright and Cynthia A. Palmer present the State of Florida in the U.S. and its experience with pre-disaster planning for post-disaster redevelopment. Drawing upon the lessons learned from the impacts of the 2004 and 2005 hurricane seasons, local governments and state leaders in Florida sought to find a way to encourage behavior that would create greater community resiliency in 2006. The paper presents initial efforts to develop a post-disaster redevelopment plan (PDRP), including the experience of a pilot county. National level Bo-Yao Lee provides a national perspective: New Zealand’s approach to emergency management, where all hazard risks are addressed through devolved accountability. This contemporary approach advocates collaboration and coordination, aiming to address all hazard risks through the “4Rs” – reduction, readiness, response, and recovery. Lee presents the impact of the Resource Management Act (1991), the Civil Defence Emergency Management Act (2002), and the Building Act (2004) that comprise the key legislation influencing and promoting integrated management for environment and hazard risk management. Guillermo Franco and William Siembieda provide a field assessment of the February 27, 2010, M8.8 earthquake and tsunami event in Chile. The papers present an initial damage and life-loss review and assessment of seismic building resiliency and the country’s rapid updating of building codes that have undergone continuous improvement over the past 60 years. The country’s land use planning system and its emergency management system are also described. The role of insurance coverage reveals problems in seismic coverage for homeowners. The unique role of the Catholic Church in providing temporary shelter and the central government’s five-point housing recovery plan are presented. A weakness in the government’s emergency management system’s early tsunami response system is noted. Acknowledgements The Editorial Committee extends its sincere appreciation to both the contributors and the JDR staff for their patience and determination in making Part 2 of this special issue possible. Thanks also to the reviewers for their insightful analytic comments and suggestions. Finally, the Committee wishes to again thank Bayete Henderson for his keen and thorough editorial assistance and copy editing support.

Supplemental Instruction (SI) has been a successful implementation into institutions worldwide. It serves as a means of reducing attrition and increasing the overall learning of course material. The City College of New York (CCNY) has recently implemented SI to General Chemistry I courses to examine whether or not SI would help students succeed in the course and understand and grasp the course material better. SI was made available several times a week during flexible times to students who are struggling in the course. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end of each of the semesters to SI participants in an anonymous fashion. Furthermore, we compared the grades and performance of students participating in SI with those who did not. The collected data enabled us to examine the impact of implementing Supplemental Instruction (SI) in General Chemistry I at CCNY. Our data show that SI was beneficial, contributed to improving students’ understanding of course material, and increased their success rate. About 80 percent of students who failed the first exam and participated in SI obtained a passing grade compared to 11 percent of those who did not.Keywords: supplemental instruction, chemistry education research, student learningINTRODUCTION Supplemental instruction is derived from the term developmental education and stems from a branch of Learning Assistance Centers or LACS [1]. To better understand the origins of Supplemental Instruction, we must first understand the framework that set up this type of education. Developmental education originates in the 1600s and focuses mainly on the assumption that each student has multifaceted talents that can be developed academically, opposed to focusing on the deficits of a student [1]. The main goal was to naturally adapt the students’ population to higher education through means of social and academic domains allowing the students to grow in multiple dimensions in their academic skills [1].Developmental education later paved the way for academic programs such as Learning Assistance Centers (LACs). It was viewed as an extension of the classroom and did not discriminate between faculty and students, and within the student population did not discriminate between students who performed to standard and those who performed below par. LACs were for everyone who wanted to be academically enriched [1]. As a new program, LACs had six main objectives: “higher course grades for participating students; central location for students to receive tutorial assistance; a referral source to other helping agencies; a comprehensive library of basic study aids; a training agency for paraprofessionals, peer counselors, and tutors; and a center for faculty development.” [1]. These goals made it very clear that this service was not to be mislabeled as remedial, which was a main topic of interest when it comes to implementing new services, like this one, in schools. LACs are essentially a tool used to attain higher education, not provide a remedial course. Another important reason as to why LACs were adopted into other higher education institutions is to increase student retention [1]. LACs jump-started improved learning across campuses not only in the United States but across the world.In the 1990’s developmental or remedial courses were not allowed to be offered at public four-year universities, thus making supplemental instruction a very attractive candidate to solving the issue with students’ academic integrity and attrition [1]. College faculty members were drawn to SI due to its minute fiscal commitment and that it strongly promoted individual self-learning for the students, this meant less time spent teaching for instructors [1].SI or supplemental instruction is as it states - supplemental instruction offered to the students enrolled in a course. SI gives the students the opportunity to work in a cooperative setting on problems and is supported by peer instructors [2]. SI works to increase academic performance and retention but utilizing both collaborative studying in addition to independent studying and analysis of study strategies. SI sessions are offered for traditionally difficult high risk course; ‘historically difficult’ courses are also identified by analyzing the grade distribution of courses throughout each academic division, “courses in which 30% or more of the students receive D or F grades or withdraw, become targets” [3]. One of the main factors that attribute to the individuality of SI programs is that it focuses on historically difficult courses [4] and large classes where students have little opportunity for interaction with the professor or other students [5]. Labeling a course as historically difficult allows you to categorize the class as challenging without placing blame on the professor or the students.SI sessions are scheduled on a weekly basis and all students enrolled in the course are encouraged to join. SI sessions act as a continuation of the lesson learned during in-class lecture with the instructor. Being that SI sessions are not tied down to class time, students can attend whenever and however many times they wish without the restriction of a required course preventing them. Constant feedback will be given based on the student’s grasp of the material taught in class, thus giving them ample time and motivation to alter their study methods to adapt, if need be. Research on SI suggests that problem-solving skills and study strategies learned in SI courses are transferable to other courses which leads to improved performance [6]. Supplemental instruction sessions are typically led by an SI leader, who would be a former student that succeeded in the same course, however it is not uncommon for a professor to join an SI session for a course. SI may improve students’ retention and graduation because it offers the students the opportunity to network socially which speeds up the acclimatization to the college experience [7].SI provides a way to combine “how do I teach myself this” with “what do I need to know”. While SI helps students gain a more thorough understanding of the material, it also helps students to condition themselves and alters their thinking to accommodate for the type of information they are processing. SI differs from a remedial tutoring course because it is created based on the course versus the students [1]. This potentially makes attending SI sessions more attractive to students who are afraid or shy to ask for help.SI is not a remedial course, it is considered a mediator connecting the gap between the new information presented to students and the students current knowledge and practices, “SI bridges the gap between the current knowledge base and the acquisition of new knowledge by focusing on the refinement of the learning skills indispensable for acquiring new knowledge” [8]. Successfully implemented SI programs were able to track those students who attended and the impact it made towards their grade, for data that was collected institutionally [9]. SI can be effectively used to develop study skills, increase motivation and improve performance in participants [10].According to Wolfe, “…there appear to be benefits of SI in courses where students are being newly introduced to chemical concepts and methods, but these benefits seem to drop off when students are more experienced with the material.” [5]. The results further go on to conclude that SI is most beneficial to entry level science courses such as, General Chemistry I and Organic Chemistry I. It seems as though SI is a great addition into institutions to overall help attrition rates and more generally help students improve within their courses. More research has been done to give us a wider range of knowledge on SI within Chemistry courses [9]. SI can be used to address the continuous decline of fundamental chemical knowledge noticed in recent college graduates [11].In large lecture classes, there is a disconnect between the lecturer and the student. Supplemental Instruction (SI) is often offered in a more intimate setting where the SI instructors can have one-on-one time with students to individually hone in on their specific problems, whether it is conceptual or problem-solving. As for learning environment, SI is usually held in a smaller more accommodating room where it is a less intimidating more inviting space. This setting provides a social interaction component in which usual Chemistry lectures don’t provide. In addition to the more personal tutoring time available, students are also encouraged to interact in a common social setting. This allows for an opportunity of collaborative learning and may help foster a sense of community [12].The attraction to SI in a college setting is due to its short and long-term effects. The short-term effects of SI sessions are to instill a deeper understanding of the coursework within students. Whereas the long-term goals are two-fold, the academic goal is to change the way students learn, study, and understand information so that the knowledge stays with them. Students who participate in SI earn higher grades not only the course but in subsequent semesters, which is due to improved study habits and is considered a long-term positive outcome of SI [13]. The second long-term goal is to develop better social interaction skills within these students.Many public institutions have implemented SI and thus have uncovered several significant findings. Findings that were previously mentioned pertaining to the outcomes of SI includes achieving higher percentages of passing grades [1, 14]. Some studies also found higher graduation rates among participants [1]. Despite their better performance, SI takers often score lower on academic success predictors such as the SAT and ACT exams [14]; increases in performance, therefore, appear to not occur because stronger students use SI. SI helps promote problem-solving skills because it involves the learner in the construction of knowledge and information processing based on their prior experiences which could contribute to cognitive development [15-16]. Furthermore, SI has been shown to improve motivation and enhance study habits and understanding difficult concepts [17]. Participants in SI have been found to have better control on their achievement, self-esteem, and confidence [18]. SI has also been found to higher academic self-efficacy and grades [19]. Studies have reported that students who participated in SI in introductory courses in Biology or Chemistry courses tended to continue onto upper level courses in the field; SI has a positive effect on students’ enrollment in upper level courses [20-21]. We should note that Rabitoy and co-authors reported that SI enhanced students’ achievement in STEM fields and this was greater for females and students of color [22]. METHODS While researching the topic of SI as a whole, we were able to uncover many studies that were in favor of this new implementation in institutions. Our research study is unique because it targets only at risk students and provides an added value to the curriculum. SI was implemented into The City College of New York (CCNY) as a test run in the Department of Chemistry and Biochemistry. The CCNY is an urban minority serving institute that offers a diverse selection of classes, which vary from the arts to the sciences and everything in between. We wanted to try implementing SI into the sciences to see if at risk science students can benefit from it. Grasping the S in stem, our main goal is to use the successful methods of SI to see what benefits it can bring to general science courses.Beginning during the Spring semester of 2018, SI was implemented at The CCNY’s General Chemistry I course which is composed of lecture, lab, and Peer-Led Team Learning (PLTL) workshop. PLTL is implemented as an integrated part of the course [23]. In the General Chemistry course, after exam one was distributed and grades were given back, an announcement was made introducing SI. The lecture professor would encourage students who received a failing grade, classified as a grade below a 65 out of 100 on exam one, to attend SI as means of improving in the course. This makes our study unique since we are only targeting students who are struggling the course and are not likely to earn a passing grade. It is noteworthy that PLTL offers a collaborative learning experience for all students. SI instructors targeted weaknesses in study habits, socialization, conceptual-understanding, and problem-solving skills.SI was made available for five days a week and on those days, SI was scheduled around classes times which makes it easier for students with busy schedules involving work and class to attend. During SI sessions there are instructors that have been hand-picked by instructors from a cohort of recitation leaders and who have successfully completed the course and have received a grade of A in the course. SI attendance was not mandatory.Throughout the first session available after the Supplemental Instruction announcement was made to the lecture class, those who chose to attend, because SI was not mandatory and it was strongly recommended for struggling students. Students brought their first exam with them to be discussed. This initial discussion is a one-on-one between the student and instructor, which serves as a more social component to learning whereas that isn’t available during class time. The first exam was then discussed so that the instructor can now sift through the student’s strengths and weaknesses to later target them in the weeks to come. The overall composition of our Supplementary Instruction sessions was influenced by the previous studies done and researched, hand-picking methods that seemed to work and leaving off ones that were less successful. SI sessions included cooperative learning activities, and addressed students’ misconceptions and difficulties, explored difficult concepts in depth, and enhanced problem-solving skills [24].Every week during Supplementary Instruction sessions students were encouraged to come back to further work through their weaknesses. During this trial specifically, it was noticed by the SI instructors that a lot of students actually struggle with basic problem-solving skills and reasoning. To help combat this, worksheets were made each week based on the lecture topics covered in class, based on problem-solving to help build their skills. Aside from doing the worksheets, students were encouraged to bring in topics or questions they have on the material so the SI instructors can further clarify and explain. Furthermore, students came to SI with questions that they were struggling with. Students provided questions for the SI instructor to explain which created a mutually beneficial relationship [11, 25].Our research question is: How does Supplemental Instruction in General Chemistry I impact students’ learning, conceptual understanding, retention, and attitudes?In order to properly assess how beneficial SI is to the way students learn Chemistry, data were collected at the end of the Spring and Fall of 2018 semesters, as well as Spring 2019. We used a combination Likert-type and open-ended questionnaire, as well as, grade comparisons. The Likert-type section included a five-point scale, where (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree. For each question, the average was taken which helps make sense of the data. For the open ended questions, questions 1 through 3, we created and used a rubric to score the questions on a scale from 1 to 5 similar to what was mentioned above. For question 4, we compiled the answers and created pie charts based on the type and number of responses.As previously stated, at the end of the semester surveys were printed and distributed to each SI session. Students that attended SI were all encouraged to participate in this survey. A total of 44 out of 60 students were available and willing to participate in the optional survey.RESULT AND DISCUSSION Graphical depictions of each Likert-type question along with average responses are shown in Figure 1. FIGURE 1. Averages for the answers for each of the Likert-type questionnaire. Our data clearly shows that students overall had a positive learning experience with SI. The students agree that SI improved their basic problem-solving skills, understanding of concepts covered, and attaining a better grade in the course. Furthermore, SI participation encouraged students to practice problems and tackle their weaknesses in the course. SI participants believe that the SI instructors targeted their weak areas and helped them improve. Finally, students felt that SI was worth the time and effort they put into it and that it was beneficial and contributed to improvements in grades.FIGURE 2. Averages of the short-answer responses were numerically scaled using a rubric.Figure 2 shows that students overall had a positive learning experience with SI and that it helped them better understand the concepts. Furthermore, the participants would enthusiastically would recommend SI to other Chemistry students.FIGURE 3. The pie chart above shows the beneficial components of SI to studentsFigure 3 shows the parts of SI that students found beneficial. Overall, there were many useful features of the SI program that facilitated students’ learning and succeeding in the course. The students appreciated the time spent on problem-solving, the flexibility of the offerings – refers to the times and days, the individualized learning experience, and the one-on-one support, guidance, and tutoring. From the Likert-type questions given in part one of the survey, responses were broken down for each given question in order to visualize the impact of SI for the students/participants. The average of the responses can be seen above and was about 4.8. The corresponding results can be viewed above as shown in Figure 1. To turn our attention to Figure 1 ‘SI has helped me to improve my basic problem solving skills’, upon meeting with the SI instructor team at The CCNY we were made aware that students have trouble with basic problem-solving which leads to the disconnect in understanding how to build upon this knowledge. When students lack this basic skill, it is difficult for them to move on and build upon this skill as the course progresses, which ultimately leads to their failure to meet the level of understanding for each lecture exam. From the responses, we can see that majority of the students feel as though their problem solving skills have developed as a result of participating in SI. Questions 6-8 deal with an overall belief about the experience of SI participation. Based on Figure 1, SI helped students better understand the course material, and had an overall positive response as 100% of students felt like they did have a better understanding of the course material after attending SI. Students overwhelmingly agree that SI is very beneficial to the way they learn Chemistry. Our data show that SI is well received by the participants which is consistent with other researchers [11]. Short answer questions 1-3 were made in order to have a more in-depth understanding of the student experience with SI this past semester. These questions were formed as short answer so students were more inclined to share their opinions of SI. The collected data shows that the students strongly agree that SI has been very beneficial for ways unique to each student. Some students enjoyed the SI instructors and their way of teaching and helping the students understand the material. While others enjoyed how personal the experience was. It wasn’t a ‘one size fits all’ experience but an experience that was personalized to each student’s needs, strengths, and weaknesses. Short answers for question 4 also had very personalized responses. Question 4 in particular – ‘What features of SI did you find to be most beneficial to you?’ was very helpful in understanding what students appreciate most about SI, and served as a standard to which should be upheld. Responses ranged from the flexible times SI was offered to the small class setting which is extremely different than the lecture, and more comfortable. Students also enjoyed and benefited from the one-on-one attention they received in SI session. For that reason, students would make time to attend the SI section of their ‘favorite instructor’. Furthermore, the individualized learning experience was appealing to SI participants. The overall goal is to get each student to understand complex concepts and if one instructor can better help someone to reach this goal; SI is a success. The overall responses show that SI is very beneficial and contributed a great deal to the way that students learn Chemistry. One main issue we have encountered during this initial phase of implementation is low number of students who self-select to participate in SI. Only about 10 percent of students who failed the first exam, participated in SI. One reason could be that students might not buy into the philosophy of SI. A second reason might be that students do not think that SI would help them better understand the content and succeed on the course. A third reason could be due to lack of motivation in these students. Another reason could be attributed to the lack of maturity in students who are taking General Chemistry I. We use the term ‘lack of maturity’ loosely in this sense to mean the lack of knowledge of how to conduct oneself in a college setting [26]. Most commonly, freshman students come straight from high school where they have not yet acquired good study techniques or methods which work best for them. These reasons combined with the hardship required to understand such complex concepts that they’re learning for the very first time can deter students. Our data show that students who participated in SI after failing the first exam achieved a success rate of about 80%. Students who failed the first exam and did not participate in SI had an 11% chance of passing the course. This data is consistent with several research in the field indicating that students who participate in SI have a higher chance of successfully completing the course with a passing grade [14, 27]. We feel these data make powerful statement for the added value of SI in General Chemistry courses and its impact on students learning and attitudes.CONCLUSION In conclusion, our research study on SI provided valuable data into students’ learning and conceptual understanding of content in General Chemistry. Furthermore, our findings provide insights into students’ attitudes about SI implementation and its benefits to the participants. Our research data supports the introduction of SI into General Chemistry courses and provides students with learning skills, socialization competencies, problem-solving skills, and the knowledge required to successfully complete the course. We believe that our data supports the notion that SI had a significantly affected the participants grades in a positive manner and it should be noted that that majority of SI participants earned a passing grade in the course. Our results and data on the implementation of SI in General Chemistry courses improved students’ attitudes towards the subject matter, learning, socialization, and study habits. We are confident we can reach a larger population and improve our recruitment so more students can experience SI and increase their chances of successful completion of the course. As an implication for curriculum, we would recommend supplemental instruction for all introductory courses STEM fields. ACKNOWLEDGMENT We also would like to thank the Department of Psychology at the CCNY and CUNY Coordinated Undergraduate Education (CUE) for funding our Supplemental Instruction program.

IntroductionCoffee, as a stimulant, and the spaces in which it is has been consumed, have long played a vital role in fostering communication, creativity, and sociality. This article explores the interrelationship of café space, communication, creativity, and materialism. In developing these themes, this article is structured in two parts. The first looks back to the coffee houses of the seventeenth and eighteenth centuries to give a historical context to the contemporary role of the café as a key site of creativity through its facilitation of social interaction, communication and information exchange. The second explores the continuation of the link between cafés, communication and creativity, through an instance from the mid-twentieth century where this process becomes individualised and is tied more intrinsically to the material surroundings of the café itself. From this, we argue that in order to understand the connection between café space and creativity, it is valuable to consider the rich polymorphic material and aesthetic composition of cafés. The Social Life of Coffee: London’s Coffee Houses While the social consumption of coffee has a long history, here we restrict our focus to a discussion of the London coffee houses of the seventeenth and eighteenth centuries. It was during the seventeenth century that the vogue of these coffee houses reached its zenith when they operated as a vibrant site of mercantile activity, as well as cultural and political exchange (Cowan; Lillywhite; Ellis). Many of these coffee houses were situated close to the places where politicians, merchants, and other significant people congregated and did business, near government buildings such as Parliament, as well as courts, ports and other travel route hubs (Lillywhite 17). A great deal of information was shared within these spaces and, as a result, the coffee house became a key venue for communication, especially the reading and distribution of print and scribal publications (Cowan 85). At this time, “no coffee house worth its name” would be without a ready selection of newspapers for its patrons (Cowan 173). By working to twenty-four hour diurnal cycles and heightening the sense of repetition and regularity, coffee houses also played a crucial role in routinising news as a form of daily consumption alongside other forms of habitual consumption (including that of coffee drinking). In Cowan’s words, “restoration coffee houses soon became known as places ‘dasht with diurnals and books of news’” (172). Among these was the short-lived but nonetheless infamous social gossip publication, The Tatler (1709-10), which was strongly associated with the London coffee houses and, despite its short publication life, offers great insight into the social life and scandals of the time. The coffee house became, in short, “the primary social space in which ‘news’ was both produced and consumed” (Cowan 172). The proprietors of coffee houses were quick to exploit this situation by dealing in “news mongering” and developing their own news publications to supplement their incomes (172). They sometimes printed news, commentary and gossip that other publishers were not willing to print. However, as their reputation as news providers grew, so did the pressure on coffee houses to meet the high cost of continually acquiring or producing journals (Cowan 173; Ellis 185-206). In addition to the provision of news, coffee houses were vital sites for other forms of communication. For example, coffee houses were key venues where “one might deposit and receive one’s mail” (Cowan 175), and the Penny Post used coffeehouses as vital pick-up and delivery centres (Lillywhite 17). As Cowan explains, “Many correspondents [including Jonathan Swift] used a coffeehouse as a convenient place to write their letters as well as to send them” (176). This service was apparently provided gratis for regular patrons, but coffee house owners were less happy to provide this for their more infrequent customers (Cowan 176). London’s coffee houses functioned, in short, as notable sites of sociality that bundled together drinking coffee with news provision and postal and other services to attract customers (Cowan; Ellis). Key to the success of the London coffee house of the seventeenth and eighteenth centuries was the figure of the virtuoso habitué (Cowan 105)—an urbane individual of the middle or upper classes who was skilled in social intercourse, skills that were honed through participation in the highly ritualised and refined forms of interpersonal communication, such as visiting the stately homes of that time. In contrast to such private visits, the coffee house provided a less formalised and more spontaneous space of sociality, but where established social skills were distinctly advantageous. A striking example of the figure of the virtuoso habitué is the philosopher, architect and scientist Robert Hooke (1635-1703). Hooke, by all accounts, used the opportunities provided by his regular visits to coffee houses “to draw on the knowledge of a wide variety of individuals, from servants and skilled laborers to aristocrats, as well as to share and display novel scientific instruments” (Cowan 105) in order to explore and develop his virtuoso interests. The coffee house also served Hooke as a place to debate philosophy with cliques of “like-minded virtuosi” and thus formed the “premier locale” through which he could “fulfil his own view of himself as a virtuoso, as a man of business, [and] as a man at the centre of intellectual life in the city” (Cowan 105-06). For Hooke, the coffee house was a space for serious work, and he was known to complain when “little philosophical work” was accomplished (105-06). Sociality operates in this example as a form of creative performance, demonstrating individual skill, and is tied to other forms of creative output. Patronage of a coffee house involved hearing and passing on gossip as news, but also entailed skill in philosophical debate and other intellectual pursuits. It should also be noted that the complex role of the coffee house as a locus of communication, sociality, and creativity was repeated elsewhere. During the 1600s in Egypt (and elsewhere in the Middle East), for example, coffee houses served as sites of intensive literary activity as well as the locations for discussions of art, sciences and literature, not to mention also of gambling and drug use (Hattox 101). While the popularity of coffee houses had declined in London by the 1800s, café culture was flowering elsewhere in mainland Europe. In the late 1870s in Paris, Edgar Degas and Edward Manet documented the rich café life of the city in their drawings and paintings (Ellis 216). Meanwhile, in Vienna, “the kaffeehaus offered another evocative model of urban and artistic modernity” (Ellis 217; see also Bollerey 44-81). Serving wine and dinners as well as coffee and pastries, the kaffeehaus was, like cafés elsewhere in Europe, a mecca for writers, artists and intellectuals. The Café Royal in London survived into the twentieth century, mainly through the patronage of European expatriates and local intellectuals such as Wyndham Lewis, Ezra Pound, T. S. Elliot, and Henri Bergson (Ellis 220). This pattern of patronage within specific and more isolated cafés was repeated in famous gatherings of literary identities elsewhere in Europe throughout the twentieth century. From this historical perspective, a picture emerges of how the social functions of the coffee house and its successors, the espresso bar and modern café, have shifted over the course of their histories (Bollerey 44-81). In the seventeenth and eighteenth centuries, the coffee house was an important location for vibrant social interaction and the consumption and distribution of various forms of communication such as gossip, news, and letters. However, in the years of the late nineteenth and early twentieth centuries, the café was more commonly a site for more restricted social interaction between discrete groups. Studies of cafés and creativity during this era focus on cafés as “factories of literature, inciters to art, and breeding places for new ideas” (Fitch, The Grand 18). Central in these accounts are bohemian artists, their associated social circles, and their preferred cafés de bohème (for detailed discussion, see Wilson; Fitch, Paris Café; Brooker; Grafe and Bollerey 4-41). As much of this literature on café culture details, by the early twentieth century, cafés emerge as places that enable individuals to carve out a space for sociality and creativity which was not possible elsewhere in the modern metropolis. Writing on the modern metropolis, Simmel suggests that the concentration of people and things in cities “stimulate[s] the nervous system of the individual” to such an extent that it prompts a kind of self-preservation that he terms a “blasé attitude” (415). This is a form of “reserve”, he writes, which “grants to the individual a [certain] kind and an amount of personal freedom” that was hitherto unknown (416). Cafés arguably form a key site in feeding this dynamic insofar as they facilitate self-protectionism—Fitch’s “pool of privacy” (The Grand 22)—and, at the same time, produce a sense of individual freedom in Simmel’s sense of the term. That is to say, from the early-to-mid twentieth century, cafés have become complex settings in terms of the relationships they enable or constrain between living in public, privacy, intimacy, and cultural practice. (See Haine for a detailed discussion of how this plays out in relation to working class engagement with Paris cafés, and Wilson as well as White on other cultural contexts, such as Japan.) Threaded throughout this history is a clear celebration of the individual artist as a kind of virtuoso habitué of the contemporary café. Café Jama Michalika The following historical moment, drawn from a powerful point in the mid-twentieth century, illustrates this last stage in the evolution of the relationship between café space, communication, and creativity. This particular historical moment concerns the renowned Polish composer and conductor Krzysztof Penderecki, who is most well-known for his avant-garde piece Threnody to the Victims of Hiroshima (1960), his Polymorphia (1961), and St Luke Passion (1963-66), all of which entailed new compositional and notation techniques. Poland, along with other European countries devastated by the Second World War, underwent significant rebuilding after the war, also investing heavily in the arts, musical education, new concert halls, and conservatoria (Monastra). In the immediate post-war period, Poland and Polish culture was under the strong ideological influence exerted by the Soviet Union. However, as Thomas notes, within a year of Stalin’s death in 1953, “there were flickering signs of moderation in Polish culture” (83). With respect to musical creativity, a key turning point was the Warsaw Autumn Music Festival of 1956. “The driving force” behind the first festival (which was to become an annual event), was Polish “composers’ overwhelming sense of cultural isolation and their wish to break the provincial nature of Polish music” at that time (Thomas 85). Penderecki was one of a younger generation of composers who participated in, and benefited from, these early festivals, making his first appearance in 1959 with his composition Strophes, and successive appearances with Dimensions of Time and Silence in 1960, and Threnody in 1961 (Thomas 90). Penderecki married in the 1950s and had a child in 1955. This, in combination with the fact that his wife was a pianist and needed to practice daily, restricted Penderecki’s ability to work in their small Krakow apartment. Nor could he find space at the music school which was free from the intrusion of the sound of other instruments. Instead, he frequented the café Jama Michalika off the central square of Krakow, where he worked most days between nine in the morning and noon, when he would leave as a pianist began to play. Penderecki states that because of the small space of the café table, he had to “invent [a] special kind of notation which allowed me to write the piece which was for 52 instruments, like Threnody, on one small piece of paper” (Krzysztof Penderecki, 2000). In this, Penderecki created a completely new set of notation symbols, which assisted him in graphically representing tone clustering (Robinson 6) while, in his score for Polymorphia, he implemented “novel graphic notation, comparable with medical temperature charts, or oscillograms” (Schwinger 29) to represent in the most compact way possible the dense layering of sounds and vocal elements that is developed in this particular piece. This historical account is valuable because it contributes to discussions on individual creativity that both depends on, and occurs within, the material space of the café. This relationship is explored in Walter Benjamin’s essay “Polyclinic”, where he develops an extended analogy between the writer and the café and the surgeon and his instruments. As Cohen summarises, “Benjamin constructs the field of writerly operation both in medical terms and as a space dear to Parisian intellectuals, as an operating table that is also the marble-topped table of a café” (179). At this time, the space of the café itself thus becomes a vital site for individual cultural production, putting the artist in touch with the social life of the city, as many accounts of writers and artists in the cafés of Paris, Prague, Vienna, and elsewhere in Europe attest. “The attraction of the café for the writer”, Fitch argues, “is that seeming tension between the intimate circle of privacy in a comfortable room, on the one hand, and the flow of (perhaps usable) information all around on the other” (The Grand 11). Penderecki talks about searching for a sound while composing in café Jama Michalika and, hearing the noise of a passing tram, subsequently incorporated it into his famous composition, Threnody (Krzysztof Penderecki, 2000). There is an indirect connection here with the attractions of the seventeenth century coffee houses in London, where news writers drew much of their gossip and news from the talk within the coffee houses. However, the shift is to a more isolated, individualistic habitué. Nonetheless, the aesthetic composition of the café space remains essential to the creative productivity described by Penderecki. A concept that can be used to describe this method of composition is contained within one of Penderecki’s best-known pieces, Polymorphia (1961). The term “polymorphia” refers not to the form of the music itself (which is actually quite conventionally structured) but rather to the multiple blending of sounds. Schwinger defines polymorphia as “many formedness […] which applies not […] to the form of the piece, but to the broadly deployed scale of sound, [the] exchange and simultaneous penetration of sound and noise, the contrast and interflow of soft and hard sounds” (131). This description also reflects the rich material context of the café space as Penderecki describes its role in shaping (both enabling and constraining) his creative output. Creativity, Technology, Materialism The materiality of the café—including the table itself for Penderecki—is crucial in understanding the relationship between the forms of creative output and the material conditions of the spaces that enable them. In Penderecki’s case, to understand the origins of the score and even his innovative forms of musical notation as artefacts of communication, we need to understand the material conditions under which they were created. As a fixture of twentieth and twenty-first century urban environments, the café mediates the private within the public in a way that offers the contemporary virtuoso habitué a rich, polymorphic sensory experience. In a discussion of the indivisibility of sensation and its resistance to language, writer Anna Gibbs describes these rich experiential qualities: sitting by the window in a café watching the busy streetscape with the warmth of the morning sun on my back, I smell the delicious aroma of coffee and simultaneously feel its warmth in my mouth, taste it, and can tell the choice of bean as I listen idly to the chatter in the café around me and all these things blend into my experience of “being in the café” (201). Gibbs’s point is that the world of the café is highly synaesthetic and infused with sensual interconnections. The din of the café with its white noise of conversation and overlaying sounds of often carefully chosen music illustrates the extension of taste beyond the flavour of the coffee on the palate. In this way, the café space provides the infrastructure for a type of creative output that, in Gibbs’s case, facilitates her explanation of expression and affect. The individualised virtuoso habitué, as characterised by Penderecki’s work within café Jama Michalika, simply describes one (celebrated) form of the material conditions of communication and creativity. An essential factor in creative cultural output is contained in the ways in which material conditions such as these come to be organised. As Elizabeth Grosz expresses it: Art is the regulation and organisation of its materials—paint, canvas, concrete, steel, marble, words, sounds, bodily movements, indeed any materials—according to self-imposed constraints, the creation of forms through which these materials come to generate and intensify sensation and thus directly impact living bodies, organs, nervous systems (4). Materialist and medium-oriented theories of media and communication have emphasised the impact of physical constraints and enablers on the forms produced. McLuhan, for example, famously argued that the typewriter brought writing, speech, and publication into closer association, one effect of which was the tighter regulation of spelling and grammar, a pressure toward precision and uniformity that saw a jump in the sales of dictionaries (279). In the poetry of E. E. Cummings, McLuhan sees the typewriter as enabling a patterned layout of text that functions as “a musical score for choral speech” (278). In the same way, the café in Penderecki’s recollections both constrains his ability to compose freely (a creative activity that normally requires ample flat surface), but also facilitates the invention of a new language for composition, one able to accommodate the small space of the café table. Recent studies that have sought to materialise language and communication point to its physicality and the embodied forms through which communication occurs. As Packer and Crofts Wiley explain, “infrastructure, space, technology, and the body become the focus, a move that situates communication and culture within a physical, corporeal landscape” (3). The confined and often crowded space of the café and its individual tables shape the form of productive output in Penderecki’s case. Targeting these material constraints and enablers in her discussion of art, creativity and territoriality, Grosz describes the “architectural force of framing” as liberating “the qualities of objects or events that come to constitute the substance, the matter, of the art-work” (11). More broadly, the design features of the café, the form and layout of the tables and the space made available for individual habitation, the din of the social encounters, and even the stimulating influences on the body of the coffee served there, can be seen to act as enablers of communication and creativity. Conclusion The historical examples examined above indicate a material link between cafés and communication. They also suggest a relationship between materialism and creativity, as well as the roots of the romantic association—or mythos—of cafés as a key source of cultural life as they offer a “shared place of composition” and an “environment for creative work” (Fitch, The Grand 11). We have detailed one example pertaining to European coffee consumption, cafés and creativity. While we believe Penderecki’s case is valuable in terms of what it can tell us about forms of communication and creativity, clearly other cultural and historical contexts may reveal additional insights—as may be found in the cases of Middle Eastern cafés (Hattox) or the North American diner (Hurley), and in contemporary developments such as the café as a source of free WiFi and the commodification associated with global coffee chains. Penderecki’s example, we suggest, also sheds light on a longer history of creativity and cultural production that intersects with contemporary work practices in city spaces as well as conceptualisations of the individual’s place within complex urban spaces. References Benjamin, Walter. “Polyclinic” in “One-Way Street.” One-Way Street and Other Writings. Trans. Edmund Jephcott and Kingsley Shorter. London: Verso, 1998: 88-9. Bollerey, Franziska. “Setting the Stage for Modernity: The Cosmos of the Coffee House.” Cafés and Bars: The Architecture of Public Display. Eds. Christoph Grafe and Franziska Bollerey. New York: Routledge, 2007. 44-81. Brooker, Peter. Bohemia in London: The Social Scene of Early Modernism. Houndmills, Hamps.: Palgrave Macmillan, 2007. Cohen, Margaret. Profane Illumination: Walter Benjamin and the Paris of Surrealist Revolution. Berkeley: U of California P, 1995. Cowan, Brian. The Social Life of Coffee: The Emergence of the British Coffeehouse. New Haven: Yale UP, 2005. Ellis, Markman. The Coffee House: A Cultural History. London: Weidenfeld & Nicholson, 2004. Fitch, Noël Riley. Paris Café: The Sélect Crowd. Brooklyn: Soft Skull Press, 2007. -----. The Grand Literary Cafés of Europe. London: New Holland Publishers (UK), 2006. Gibbs, Anna. “After Affect: Sympathy, Synchrony, and Mimetic Communication.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory J. Siegworth. Durham: Duke University Press, 2010. 186-205. Grafe, Christoph, and Franziska Bollerey. “Introduction: Cafés and Bars—Places for Sociability.” Cafés and Bars: The Architecture of Public Display. Eds. Christoph Grafe and Franziska Bollerey. New York: Routledge, 2007. 4-41. Grosz, Elizabeth. Chaos, Territory, Art: Deleuze and the Framing of the Earth. New York: Columbia UP, 2008. Haine, W. Scott. The World of the Paris Café. Baltimore: Johns Hopkins UP, 1996. Hattox, Ralph S. Coffee and Coffeehouses: The Origins of a Social Beverage in the Medieval Near East. Seattle: U of Washington P, 1985. Hurley, Andrew. Diners, Bowling Alleys and Trailer Parks: Chasing the American Dream in the Postwar Consumer Culture. New York: Basic Books, 2001. Krzysztof Penderecki. Dir. Andreas Missler-Morell. Spektrum TV production and Telewizja Polska S.A. Oddzial W Krakowie for RM Associates and ZDF in cooperation with ARTE, 2000. Lillywhite, Bryant. London Coffee Houses: A Reference Book of Coffee Houses of the Seventeenth, Eighteenth, and Nineteenth Centuries. London: George Allen & Unwin, 1963. McLuhan, Marshall. Understanding Media: The Extensions of Man. London: Abacus, 1974. Monastra, Peggy. “Krzysztof Penderecki’s Polymorphia and Fluorescence.” Moldenhauer Archives, [US] Library of Congress. 12 Jan. 2012 ‹http://memory.loc.gov/ammem/collections/moldenhauer/2428143.pdf› Packer, Jeremy, and Stephen B. Crofts Wiley. “Introduction: The Materiality of Communication.” Communication Matters: Materialist Approaches to Media, Mobility and Networks. New York, Routledge, 2012. 3-16. Robinson, R. Krzysztof Penderecki: A Guide to His Works. Princeton, NJ: Prestige Publications, 1983. Schwinger, Wolfram. Krzysztof Penderecki: His Life and Work. Encounters, Biography and Musical Commentary. London: Schott, 1979. Simmel, Georg. The Sociology of Georg Simmel. Ed. and trans. Kurt H. Wolff. Glencoe, IL: The Free P, 1960. Thomas, Adrian. Polish Music since Szymanowski. Cambridge: Cambridge UP, 2005. White, Merry I. Coffee Life in Japan. Berkeley: U of California P, 2012. Wilson, Elizabeth. “The Bohemianization of Mass Culture.” International Journal of Cultural Studies 2.1 (1999): 11-32.

In this case study, the authors describe the library’s physical and programmatic designs, focusing in particular on the Knowledge Market as the heart of student-centered learning in this new environment. They tie the library’s design and Knowledge Market programming to the Association of American Colleges and University’s (AAC&U) Liberal Education and America’s Promise (LEAP) Goals, which form the basis of Grand Valley State University’s general education program. By describing the Knowledge Market’s space and the collaborative programming offered within it by the University Libraries, Writing Center, Speech Communication Center, and other student support services, they will show how the Knowledge Market disrupts the traditional notion of the library and traditional methods of learning.