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Information and Communication Technology (ICT) has defined its own way of doing things, it has also provided the knowledge and skills required for such activities. This has brought a transformation in every human activity including the education system. E-learning is now the modern and better way of carrying out instructional process. The tertiary education institution which is vested with the responsibility of producing the manpower needed to run the society ought to follow the trend to catch up with the technology-fused, knowledge-based global society. E-learning is about using technology for instructional purposes whether totally or in part, to complement the conventional methods. E-learning has the potentials to take care of the population explosion in the Nigerian tertiary education institution; being able to carry diverse learners along, overcome the challenges of incessant strike actions by allowing the learners the opportunity to carry on with their studies at their own pace and convenience using personal technology devices. In that way, it takes care of individual learners needs, irrespective of their locations. Though there are challenges in the use of e-learning in the tertiary education institution, as it is still in the teething stage in Nigeria, they can be overcome if the political will is there to make the right policies and plans to implement them. The paper therefore suggests that government, at all levels should play their role consciously, NGO and multinationals should collaborate with the government to make the e-learning policies and plans to work by providing and maintaining them, training and retraining of staff should be given due attention for them to be abreast with the best practices in e-learning strategies, there should be willingness and conscious efforts by tertiary education institutions education givers to use e-learning strategies in the instructional process amongst others.

Information and Communication Technology (ICT) has defined its own way of doing things, it has also provided the knowledge and skills required for such activities. This has brought a transformation in every human activity including the education system. E-learning is now the modern and better way of carrying out instructional process. The tertiary education institution which is vested with the responsibility of producing the manpower needed to run the society ought to follow the trend to catch up with the technology-fused, knowledge-based global society. E-learning is about using technology for instructional purposes whether totally or in part, to complement the conventional methods. E-learning has the potentials to take care of the population explosion in the Nigerian tertiary education institution; being able to carry diverse learners along, overcome the challenges of incessant strike actions by allowing the learners the opportunity to carry on with their studies at their own pace and convenience using personal technology devices. In that way, it takes care of individual learners needs, irrespective of their locations. Though there are challenges in the use of e-learning in the tertiary education institution, as it is still in the teething stage in Nigeria, they can be overcome if the political will is there to make the right policies and plans to implement them. The paper therefore suggests that government, at all levels should play their role consciously, NGO and multinationals should collaborate with the government to make the e-learning policies and plans to work by providing and maintaining them, training and retraining of staff should be given due attention for them to be abreast with the best practices in e-learning strategies, there should be willingness and conscious efforts by tertiary education institutions education givers to use e-learning strategies in the instructional process amongst others

"The popular 1998 reformasi movement that brought down President Suharto's regime demanded an end to illegal practices by state officials, from human rights abuse to nepotistic investments. Yet today, such practices have proven more resistant to reform than people had hoped. Many have said corruption in Indonesia is 'entrenched'. We argue it is precisely this entrenched character that requires attention. What is state illegality entrenched in and how does it become entrenched? This involves The state and illegality in Indonesia studying actual cases. Our observations led us to rethink fundamental ideas about the nature of the state in Indonesia, especially regarding its socially embedded character. We conclude that illegal practices by state officials are not just aberrations to the state, they are the state. Almost invariably, illegality occurs as part of collective, patterned, organized and collaborative acts, linked to the competition for political power and access to state resources. While obviously excluding many without connections, corrupt behaviour also plays integrative and stabilizing functions. Especially at the lower end of the social ladder, it gets a lot of things done and is often considered legitimate. This book may be read as a defence of area studies approaches. Without the insights that grew from applying our area studies skills, we would still be constrained by highly stylised notions of the state, which bear little resemblance to the state's actual workings. The struggle against corruption is a long-term political process. Instead of trying to depoliticize it, we believe the key to progress is greater popular participation. With contributions from Simon Butt, Robert Cribb, Howard Dick, Michele Ford, Jun Honna, Tim Lindsey, Lenore Lyons, John McCarthy, Ross McLeod, Marcus Mietzner, Jeremy Mulholland, Gerben Nooteboom, J Danang Widoyoko and Ian Wilson. This book is the result of a series of workshops supported, among others, by the Australian-Netherlands Research Collaboration (ANRC)."An intriguing ... and thought-provoking volume on the nexus between the state and illegality. It treats illegality not as an abnormality, but as an integral aspect of statecraft and social life. The book advances theoretical discussions, embedding them in rich empirical material that sheds light on the ways in which people in different localities and sectors in Indonesia use, make sense of, and negotiate illegality. It will benefit students and scholars fro ...

İnsan Hakları kavramı 17. yüzyıldan bu yana uluslararası toplumun konularından birisidir. 17. ve 18. yüzyıllar sırasında insan hakları devletin egemenlik hakları altında değerlendirilmekteydi. Devletler kendi toprakları içerisinde yaşayan her bireyi korumakla yükümlü ve sorumlu olmasına rağmen, insan hakları ihlalleri devletlerin ana problemlerinden birisi olarak ortaya çıkmaktadır. Ayrıca, devletler kendi vatandaşlarını ve ülke sınırları içerisindeki diğer insanları korumakla sorumlu olmasına rağmen, devletler insan haklarını ihlal eden en temel kurumdur. Bunun nedeni ise devletin insan hakları üzerindeki sorumluluğu ve rolü üzerindeki ikilemden kaynaklanmaktadır. Bu makalenin temel amacı insan haklarını ve devletlerin paradokslarını tanımlayarak bunları sorgulamaktır. ; The concept of human rights has beenissued since the seventeenth century in the international community. Humanrights during the seventeenth and eighteenth centuries were evaluated under thesovereignty, but with the adoption of the Universal Declaration of HumanRights. Human rights abuses are the main problem in the states although Thestates are responsible to protect any individual who lives in its territory.Although states have responsibility to protect their citizens or other peoplefrom any threat or human rights abuses, states are the main violator of thehuman rights. There is a dilemma in the human rights in terms of statesresponsibility and its role. This article identifies the human rights andstates paradoxes.

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children's rights among professionals at all levels. This article explores the presence and status of children's rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children's rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

Bullying has been considered as a multidimensional form of aggression which includes a double distinction, distinguishing the form of aggression and its functions. In the school context, bullying is considered a primary issue with figures up to 35%. Two forms of aggression have traditionally been considered: physical aggression and relational/social aggression. In Italy regional laws have been enacted on prevention and fight against bullying and cyberbullying and the parliament started the legislative iter to recognize bullying as a form of stalking. Physical education (PE) potentially promote behaviors and attitude against bullying but PE setting has also been linked to bullying episodes: victims of bullying can tend to avoid PE lessons as a potential situation that make them feel vulnerable; on the other hand, PE can exert beneficial effects in encouraging the externalization of emotions and improving social skills. PE teaching styles and teachers' proactive attitude are crucial to promote a friendly environment and to avoid potential situation of discrimination. PE teachers should try to enhance self-efficacy as well as social competences of their students and avoiding creating embarrassing sit-uation due to physical appearance and/or poor motor skills. Future research should address behaviors of PE teachers to contrast bullying, evaluate the positive/negative role of PE in bullying situations, explore the prevalence of bullying at school respect to the other disciplines. ; Il bullismo è stato considerato come una forma di aggressione multidimensionale che comprende una doppia distinzione, tra la forma di aggressione e le sue funzioni. Nel contesto scolastico, il bullismo è considerato una questione primaria con cifre fino al 35%. Tradizionalmente sono state considerate due forme di aggressione: l'aggressione fisica e l'aggressione relazionale/sociale. In Italia sono state emanate leggi regionali sulla prevenzione e la lotta al bullismo e al cyberbullismo e il Parlamento ha avviato l'iter legislativo per ...