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This study focused on Character and Fun lecturing at STAI-PTIQ Banda Aceh. The method used is qualitative descriptive approach. The subjects were 12 lecturers and three elements of leadership that are chosen by purposive sampling. The data collection techniques used is a triangulation technique. While the data were analyzed inductively so that the research results further emphasize the significance of the generalization. The results of the study revealed that; (1) Teaching skills of lecturers at STAI-PTIQ Banda Aceh supported character and fun lecture; (2) Most professors used cooperative lecturing model for the implementation of characters and fun lecture; (3) Some lecturers used a variety of media; and (4) conducive lecture situation was obtained by conducting a positive atmosphere lectures, both physical and nonphysical and democratic approach.

A polemic is presented, arguing that the traditional lecture (in which the teacher speaks all or most of the time) is both educationally ineffective and in part a political authoritarian act. For those teachers and students who accept this interpretation two suggested directions are outlined. One is to change the form of the lecture to include more student centred activities. Alternatively staff can develop courses with few or no lectures. In conclusion I argue that aspects of the politics of higher education obstruct teachers and students who wish to teach and learn in these more effective ways.

Ove the last few days, I gave two talks on immigration in Switzerland. Here are some reflections on that experience.

Carter, Jimmy: Speech. - S. 7-8. Questions and answers. - S. 9-10. Salad, Abdi-Gasim: Lecture. - S. 11-14. Questions and answers. - S. 15-21. Waldheim, Kurt: Lecture. - S. 23-35. Questions and answers. - S. 36-39. Iliesco, Ion: Speech. - S. 41-45. Questions and answers. - S. 46-50. Rene, France Albert: Speech. - S. 51-52. Question and answers. - S. 53-56

Different disciplines have explored the concept of lecturing from different perspectives. However, adapting some modern methods of lecturing in Nigerian universities have not been systematically studied. Therefore, this paper examines critically the modern methods of lecturing in our modern days tertiary institutions in Nigeria.In agreement with other researches, this paper notes that there are many challenges facing the methods of teaching in Nigerian Universities today. Triangulation method was used to gather information for this paper, and both primary and secondary sources were used to obtain information for this article. The findings of this paper show that the traditional lecture method will not lead to much educational achievements unless it is combined with interactive engagements with the students and prompt feedback from the tutorsThe paper recommends that if Government could live up to her expectation by provision of basic amenities and state-of-the-arts teaching facilities to the tertiary institutions, the phenomenon could be reduced. A concerted effort is therefore needed among all stake holders in the education sector for the task of promoting effective teaching in our tertiary institutions. Article DOI: https://dx.doi.org/10.20319/pijss.2018.42.360377 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

This paper articulates the separate accounts of facial education and lecturing found in A Thousand Plateaus in order to theorize a new concept of lecturing for a post-digital university. Many accounts of Deleuze and Guattari in educational theory turn away from lecturing as hierarchical and striated, yet this approach denies Deleuze and Guattari's deterritorialization of the practice through their description of a lecture by the character Professor Challenger. When read alongside their plateau on facialization, Challenger's unusual performance can be interpreted as an interruption of the abstract machine of facialization that animates traditional accounts of lecturing. The article concludes with implications for a de-faced form of lecturing for a post-digital university.