Suchergebnisse

The study examined the utilization of farm waste among farmers in Irepodun Local Government Area of Kwara State, Nigeria. Structured interview schedule was used to elicit data from 120 farmers in the study area. Results revealed that more than half (58.4%) of the respondents were crop farmers who grow majorly maize and cassava on a subsistence scale. The major farm wastes generated in the area were maize cobs, husk and stalk (62.5%) and cassava stalk and peels (60%). Majority of the farmers got rid of their farm waste through burning while more than half of the respondents do not utilize the waste they generate from their farms. The major constraints militating against farm waste utilization includes inadequate access to extension services, inadequate awareness of benefits of farm waste, inadequate facilities for processing of farm wastes to other products and low knowledge on usage of farm waste. Logistic regression modelling results revealed that farmers who are more likely to utilize their farm waste efficiently are those with higher level of education and more years of experience in farming. It was therefore recommended that extension agencies should embark on enlightenment campaigns and trainings of farmers on various innovative ways of farm wastes utilization in order to facilitate more efficient and environmental friendly farm waste utilization initiatives in the area.Keywords. Assessment, Farmers, Farm Waste, Kwara State, Utilization.

Character Education Approach and Actualization in PAUD (Study on Inclusive PAUD Organizers in Yogyakarta City). Dissertation: Early Childhood Islamic Education (PIAUD) Concentration Doctoral Program of UIN Sunan Kalijaga. This research is qualitative, taking the background of PAUD organizers in Yogyakarta. Data were collected by conducting observations, interviews, and documentation. The research approach uses a phenomenological approach. Data analysis gives meaning to the data collected, and conclusions are drawn from that meaning. First, the study results show that the character education approach in institutions is carried out using a micro, meso, and macro approach. The micro approach covers critical thinking skills, problem-solving skills, and value facilitation. The meso approach covers inculcation value, environment value, and community value. The macro approach includes the realm of moral values (exemplary teachers and parents) and religious behaviour. Second: The actualization of character education in the Pedagogia UNY Kindergarten and the Pelangi Anak Indonesia Islamic Kindergarten is mainly given by example and habituation. Character education includes 18 pillars of character education following the provisions of the Ministry of National Education, specifically: religious, honest, tolerance, discipline, hard work, creativity, independence, democratic, curiosity, national spirit and love for the homeland, respect for achievement, friendly/communicative, love peace, likes to read, cares about the environment, cares about social, and is responsible. Third: The actualization of character education can be classified into three, specifically: self-awareness (moral knowing), a sense of responsibility for oneself and others (moral feeling), and prosocial behaviour (moral action). Self-awareness actualization includes religious character, honesty, independence, discipline, hard work, and creativity. Actualization of a sense of responsibility for oneself and others includes tolerance for others, love of peace, ...

1. Einstellungen zu Ämtern und Behörden: Einschätzungen des Handlungsbedarfs von Ämtern und Behörden in ausgewählten Bereichen (Kosten einsparen, IT-Sicherheit der Verwaltung stärken, Angebote und Leistungen an die alternde Gesellschaft anpassen, Ausbau des digitalen Dienstleistungsangebotes, erfolgreiche Umsetzung von Großprojekten, Bürger einbinden und beteiligen, mehr Transparenz gegenüber Bürgern und Medien); Befürwortung des digitalen Dienstleistungsangebotes; Beurteilung der Entwicklung des Services der Ämter und Behörden; Zufriedenheit mit ausgewählten Aspekten der Arbeit von Ämtern und Behörden (z.B. Beratung, Erreichbarkeit, Verständlichkeit von Formularen, etc.); Bekanntheit und Nutzung von digitalen Angeboten von Behörden z. B. Funktionen des elektronischen Personalausweises oder die elektronische Steuererklärung via ELSTER, grundsätzliche Einstellungen zu digitalen Dienstleistungsangeboten von Behörden (Offenheit oder Skepsis); Gründe für Skepsis (offen).

2. Einstellungen zum modernen Staat bzw. zur Verwaltung: Wichtigkeit verschiedener Ziele einer modernen Verwaltung (weniger Bürokratie, mehr Transparenz, mehr Effizienz, schnellere Bearbeitung, geringere Kosten, mehr Barrierefreiheit für Behinderte); Einschätzung der Wahrscheinlichkeit des Erreichens dieser Ziele durch den Staat; Einstellungen zu verschiedenen Überlegungen der Bundesregierung im Rahmen der Digitalisierung von Politik und Verwaltung; Bekanntheit und Beurteilung der Ziele der Digitalen Agenda der Bundesregierung; Wichtigkeit von verschiedenen Entwicklungen und Aufgaben des Staates im Rahmen der Digitalisierung wie z. B. eine flächendeckende Grundversorgung mit schnellem Internet oder kostenloses WLAN an allen öffentlichen Plätzen; Befürwortung des Ausbaus und der Erweiterung verschiedener digitaler Beteiligungs- und Kontaktmöglichkeiten und zwischen Bürger und Verwaltung.

3. Einstellungen zu Digitalisierung und Politik: Meinung zu den Folgen der Digitalisierung für die Politik; Nutzung digitaler politischer Partizipationsmöglichkeiten; Einstellungen zu möglichen Folgen auf Politik und Demokratie; persönliches Verhalten im Hinblick auf Datenschutz und Datensicherheit (z.B. Umgang mit persönlichen Daten, Passwörter, etc.); Vertrauen in den Staat und Behörden sowie Großunternehmen beim Umgang mit persönlichen Daten; Selbsteinschätzung des sorgsamen Umgangs mit persönlichen Daten im Internet.

Demographie: Alter; Geschlecht; Haushaltsgröße und Haushaltszusammensetzung (Anzahl der Personen im Haushalt ab 18 Jahren und der schulpflichtigen Kinder); Familienstand; höchster Bildungsabschluss; Erwerbstätigkeit; berufliche Stellung; Parteisympathie; Haushaltsnettoeinkommen (gruppiert); Selbsteinschätzung der Schichtzugehörigkeit; privater Internetzugang zu Hause; Art dieses Internetzugangs; Kontakthäufigkeit mit Ämtern und Behörden pro Jahr; generelle Einschätzung zum digitalen Wandel (eher Chancen oder eher Risiken).

Zusätzlich verkodet wurde: Befragten-ID, Ortsgröße (BIK, politische Gemeindegrößenklassen); Bundesland; Gewichtungsfaktor.

AbstractFollowing decades-long inertia, many countries started reforming vocational education and training (VET). Yet, respective reform processes that entail certain traits of the German dual system face challenges linked to domestic constraints. Focusing on secondary education and drawing on the Turkish case, this article examines VET's transformation from a centralized, school-based, state-dominated system to a system based on school–industry collaboration. It suggests that effective adoption of VET reforms may be facilitated by bipartite coordination between government and employers' organizations representing small- and medium-sized enterprises (SMEs). It unveils how such coordination led an institutional transformation, fostered by a broad cross-class VET coalition formed in a polarized fashion. Highlighting the role of political ownership and organizational capacity in VET reforms, it traces how the Justice and Development Party (AKP) accommodated SMEs' demands, while sidelining labor. The article undertakes a power-distributional analysis tackling political conflicts and coalitions as drivers of institutional change and continuity.

Peace is an active and dynamic state in which one gets the opportunity to move forward towards the development without confusion. Peace entails the absence of conflicts, disputes, dissensions, fight and struggle. Harmony, cooperation, love, integration are the chief characteristics of the state of peace. Peace is a dynamic state and not a situation of the status quo. In a state of peace, man aspects the reality of VasudhaivKutumbakam. Within a state of peace, efforts are made for healthy coexistence to extend the welfare of the people. Peace is an active and dynamic state in which there is call to go forward. It is the pathway to progress without any fear and confusion. Education, likewise is the process that helps in making ones life purposeful. All constructive and welfare conditions that may be required for the purpose are also inherent in this process. The ultimate goal of education according to many philosophies including Vedic-Hindu is the attainment of Mukti or Moksha or Nirvana, which is considered as the highest stage of peace. Therefore, we can say that education and peace are interlinked. They are inseparable from each other. From this emerges the concept of peace education. * Assistant Professor, Khalsa College of Education, Amritsar

Dedication -- Acknowledgments -- Contents -- Chapter 1: Neuroethics and Higher Education -- Language of Disability -- Diversity in Higher Education -- Higher Education in the Twenty-First Century -- Book Roadmap -- Cast of Characters -- Discussion Questions -- Bibliography -- Chapter 2: History of Higher Education in the USA -- History of Higher Education -- Education and Disability Policy -- Judging Accessibility -- Ableism and Ethics in Higher Education -- Ethics for Students -- Conclusion -- Discussion Questions -- Bibliography -- Chapter 3: Tending the Gate: Admitting Students

The premise that globalization is a process in which capital limits, escapes, or overtakes the nation-state is challenged in terms of both historical accuracy (whether the nation-state was ever able to control capital) & authorship (whether nation-states are involved in or bypassed by this process of reorganization). The evidence indicates that the nature of state intervention has changed considerably, yet the role of the state has not necessarily diminished. In the case of the North American Free Trade Agreement (NAFTA), Canada, Mexico, & the US are the authors of a regime that defines & guarantees, via international treaties with constitutional effect, the global & domestic rights of capital. The potential for a more progressive competitive alternative is also considered. 12 References. M. Maguire

This paper seeks to address the problem of expansion of the system of higher and technical education from the perspective of democratising the system and improving the access to higher education for the people as a whole. It analyses how the policymakers are failing to do justice to the dimension of a sustained and meaningful expansion of the system of higher education in India. The pressure of rising demand from the socially and educationally backward classes is also largely traced to the desire of these classes to be a part of the new economy. The policymakers must keep in mind that the pressures from the upper sections of these classes are basically generated owing to the decline of profitable opportunities in the older sectors of agriculture and traditional occupations. They should plan for the system of education to make its contribution to the sectoral revival. Though the Nehruvian framework cannot be absolved of its limitations and negative contributions to the system of higher education, the paper argues that the growing trends of privatisation and commercialisation has damaged the agenda of equity as well as quality of education and has aggravated the crisis in higher education in India. The new institutions have failed to make their contributions to nation building and to self-reliant development. The aggravation of the crisis is reflected not only in the crisis of funding and governance but also in the crisis of purpose and credibility of education being imparted by the institutions of higher and technical education in India. Today the solution lies in addressing squarely the problems through the formulation of a vision and strategy that would enable the policymakers to democratise the higher and technical education system in the interest of the society as a whole.

"Much of the existing research on parental involvement and higher education choice examines the difference between the working class and the middle class, but little literature looks at different factions within the social classes. This book discusses higher education choice in China, particularly through the examination of social issues such as social stratification, parental involvement, and gender and educational inequality. Drawing from an empirical study based on Bourdieu's theory, the book explores both inter-class and intra-class differences in China, providing an insight into how social class differences influence a number of issues, including:educational equality the role parents, especially mothers, play in higher education decision-making the relationship between traditional cultural norms gendered relationships within Chinese families.The sociology of higher education choices are derived through feedback from various sources, including both parents and students themselves. The book will be key reading for postgraduates and researchers in the fields of sociology, sociology of education, Chinese studies and Asian studies"--