Life time achievement awards v3 finalversionTechGigDotCom
The document provides biographies of three award recipients:
1) Ms. Anu Aga, a successful businesswoman and social reformer who turned around her family business and supports many social initiatives.
2) Dr. Vasant Tamhankar, an educationist and social reformer who dedicated his life to social work and founded organizations supporting underprivileged youth.
3) Er. Dr. Suresh Shirke, an engineer who designed over 1100 dams and water projects in India and held leadership roles in water management organizations.
Life time achievement awards gsk pre-correctionsTechGigDotCom
Ms. Anu Aga is being recognized with a lifetime achievement award. She is a successful businesswoman and director of Thermax Group, and is also involved in many social initiatives and organizations working for the development and upliftment of society. Dr. Vasant Tamhankar has dedicated his life to social work through the organization Jnana Prabodhini. He is being recognized for his contributions in establishing education and youth development programs. Er. Dr. Suresh Shirke had a 47-year career in water resource management and held the role of Secretary of WALMI. He was involved in the design and construction of over 1100 water infrastructure projects.
This document discusses extension education, including its meaning, nature, scope, importance, and leadership. It defines extension as stretching out education to rural areas through non-formal means, with the goal of sustainable improvement in quality of life. Extension aims to develop human capabilities through changing knowledge, skills, attitudes, and behaviors. It is important as it respects individuals, speeds adoption of innovations, and provides feedback to researchers. Extension covers various disciplines and uses different approaches like decentralized and market-led models. ICT tools are also helping extension reach more farmers. The role of extension is to facilitate learning through demonstrations and participation.
The document provides definitions, objectives, scope, principles, philosophy, and process of agricultural extension education. It defines extension as an educational process aimed at changing attitudes and behaviors through communication and mutual learning. The objectives are to help people identify and solve problems. The scope covers agricultural production, marketing, resource management, family living, youth, leadership, and community development. Key principles include cultural relevance, participation, interests/needs, and evaluation. The philosophy emphasizes self-help, cooperation, democracy, and voluntary participation. The educational process involves problem identification, goal-setting, teaching, and evaluation.
The name of our organization is 3HEz. It stands for Human Rights, Health, Hygiene, Economy, Education and Environment. The organization 3HEz was established and registered in October 2011 under the “Voluntary Social Welfare Agencies Ordinance 1961”, Government of Pakistan. The core group of founders of 3HEz comprises of a team of dedicated and hard-working individuals who have been contributing a great deal in the social and development sector for the last many years. Each in their individual capacities has been engaged in a number of social and developmental projects in various parts of Pakistan. The list of these locations ranged from places like Islamabad and Peshawar to tough terrains like Swat, Nowshera, Shangla, Charsadda, Mianwali and Bhakkar.
The name of our organization is 3HEz. It stands for Human Rights, Health, Hygiene, Economy, Education and Environment. The organization 3HEz was established and registered in October 2011 under the “Voluntary Social Welfare Agencies Ordinance 1961”, Government of Pakistan. The core group of founders of 3HEz comprises of a team of dedicated and hard-working individuals who have been contributing a great deal in the social and development sector for the last many years. Each in their individual capacities has been engaged in a number of social and developmental projects in various parts of Pakistan. The list of these locations ranged from places like Islamabad and Peshawar to tough terrains like Swat, Nowshera, Shangla, Charsadda, Mianwali and Bhakkar.
The document provides a recap of the sessions from the 8th December 2009 technical conference. It summarizes 5 sessions on various topics:
1. Healthy Life: A Right for All with presentations and discussions on social construction of health and mental health awareness.
2. Food Scenario: Seeking Security- Aspiring for Sovereignty with discussions on sustainable resource utilization and food security.
3. Employment for All! An Utopia? with presentations on employment schemes and occupational stress.
4. India Towards Excellence Through Education with discussions on enhancing quality of education.
5. Displacement - Development or Denial of Life? with research presented on problems faced by migrant workers and discussions
This document discusses the Kwanda expert meeting and community development in South Africa. It describes how the Organization Workshop was used to facilitate learning and organization at the Kwanda Learning Camp. Participants engaged in various enterprise activities like piggery, poultry, and vegetable gardening to learn organizational skills. The workshops also included lectures on topics like social psychology, management, and vocational skills. The goal was to build capacity for communities to organize their own development efforts. Results after six weeks included various job-creating enterprises and community improvement projects. Maintaining organization across entire communities after the camps was challenging but important for continued growth.
Life time achievement awards v3 finalversionTechGigDotCom
The document provides biographies of three award recipients:
1) Ms. Anu Aga, a successful businesswoman and social reformer who turned around her family business and supports many social initiatives.
2) Dr. Vasant Tamhankar, an educationist and social reformer who dedicated his life to social work and founded organizations supporting underprivileged youth.
3) Er. Dr. Suresh Shirke, an engineer who designed over 1100 dams and water projects in India and held leadership roles in water management organizations.
Life time achievement awards gsk pre-correctionsTechGigDotCom
Ms. Anu Aga is being recognized with a lifetime achievement award. She is a successful businesswoman and director of Thermax Group, and is also involved in many social initiatives and organizations working for the development and upliftment of society. Dr. Vasant Tamhankar has dedicated his life to social work through the organization Jnana Prabodhini. He is being recognized for his contributions in establishing education and youth development programs. Er. Dr. Suresh Shirke had a 47-year career in water resource management and held the role of Secretary of WALMI. He was involved in the design and construction of over 1100 water infrastructure projects.
This document discusses extension education, including its meaning, nature, scope, importance, and leadership. It defines extension as stretching out education to rural areas through non-formal means, with the goal of sustainable improvement in quality of life. Extension aims to develop human capabilities through changing knowledge, skills, attitudes, and behaviors. It is important as it respects individuals, speeds adoption of innovations, and provides feedback to researchers. Extension covers various disciplines and uses different approaches like decentralized and market-led models. ICT tools are also helping extension reach more farmers. The role of extension is to facilitate learning through demonstrations and participation.
The document provides definitions, objectives, scope, principles, philosophy, and process of agricultural extension education. It defines extension as an educational process aimed at changing attitudes and behaviors through communication and mutual learning. The objectives are to help people identify and solve problems. The scope covers agricultural production, marketing, resource management, family living, youth, leadership, and community development. Key principles include cultural relevance, participation, interests/needs, and evaluation. The philosophy emphasizes self-help, cooperation, democracy, and voluntary participation. The educational process involves problem identification, goal-setting, teaching, and evaluation.
The name of our organization is 3HEz. It stands for Human Rights, Health, Hygiene, Economy, Education and Environment. The organization 3HEz was established and registered in October 2011 under the “Voluntary Social Welfare Agencies Ordinance 1961”, Government of Pakistan. The core group of founders of 3HEz comprises of a team of dedicated and hard-working individuals who have been contributing a great deal in the social and development sector for the last many years. Each in their individual capacities has been engaged in a number of social and developmental projects in various parts of Pakistan. The list of these locations ranged from places like Islamabad and Peshawar to tough terrains like Swat, Nowshera, Shangla, Charsadda, Mianwali and Bhakkar.
The name of our organization is 3HEz. It stands for Human Rights, Health, Hygiene, Economy, Education and Environment. The organization 3HEz was established and registered in October 2011 under the “Voluntary Social Welfare Agencies Ordinance 1961”, Government of Pakistan. The core group of founders of 3HEz comprises of a team of dedicated and hard-working individuals who have been contributing a great deal in the social and development sector for the last many years. Each in their individual capacities has been engaged in a number of social and developmental projects in various parts of Pakistan. The list of these locations ranged from places like Islamabad and Peshawar to tough terrains like Swat, Nowshera, Shangla, Charsadda, Mianwali and Bhakkar.
The document provides a recap of the sessions from the 8th December 2009 technical conference. It summarizes 5 sessions on various topics:
1. Healthy Life: A Right for All with presentations and discussions on social construction of health and mental health awareness.
2. Food Scenario: Seeking Security- Aspiring for Sovereignty with discussions on sustainable resource utilization and food security.
3. Employment for All! An Utopia? with presentations on employment schemes and occupational stress.
4. India Towards Excellence Through Education with discussions on enhancing quality of education.
5. Displacement - Development or Denial of Life? with research presented on problems faced by migrant workers and discussions
This document discusses the Kwanda expert meeting and community development in South Africa. It describes how the Organization Workshop was used to facilitate learning and organization at the Kwanda Learning Camp. Participants engaged in various enterprise activities like piggery, poultry, and vegetable gardening to learn organizational skills. The workshops also included lectures on topics like social psychology, management, and vocational skills. The goal was to build capacity for communities to organize their own development efforts. Results after six weeks included various job-creating enterprises and community improvement projects. Maintaining organization across entire communities after the camps was challenging but important for continued growth.
The document provides a recap of the sessions from the 8th December 2009 technical conference. It summarizes the 5 sessions which addressed topics of health, food security, employment, education, and displacement. Each session included an introduction, key speaker, experience sharing, research presentations, open forum, and concluding remarks. Suggestions from the sessions focused on priorities like improving infrastructure and access to resources in tribal areas, reducing dependence on single crops, creating jobs through training, protecting disabled peoples' right to equality, and raising awareness of peoples' rights in addressing displacement.
The document provides a recap of the sessions from the 8th December 2009 technical conference. It summarizes the 5 sessions which addressed topics of health, food security, employment, education and displacement. Each session included an introduction, key speaker, experience sharing, research presentations and conclusions. Suggestions from the sessions focused on priorities like improving infrastructure and access to resources, creating jobs through training, protecting rights to education and livelihood, and raising awareness of displacement issues.
The document outlines the findings of a participatory research study conducted in Gujarat, India to understand the needs, potential, rights and experiences of persons with disabilities. The study revealed that persons with disabilities face profound social exclusion and restrictions in mobility, access to services, livelihood opportunities and education due to stigma, lack of accessibility, and poverty. The study also found that increasing awareness and positive attitudes in communities can help promote greater social inclusion of persons with disabilities.
The document discusses social welfare and social work. It describes social welfare as systems designed to help people attain satisfying standards of living and health. Social welfare addresses people's physical, educational, mental, emotional, spiritual and economic needs. The document also notes that social work is becoming more important as thousands benefit from its services. It provides examples of qualities needed for social work, such as having interest in people and enjoying working with others. The document outlines identifying treatment and task groups, and searching for appropriate technologies to deliver to groups. It gives examples of appropriate technology and discusses benefits of task groups in building skills. The document envisions social work continuing to grow and help more people with personal and community problems.
Shridhar University is a private university located in Pilani, Rajasthan that offers a range of undergraduate, postgraduate, and professional degree programs across disciplines like engineering, management, law, and education. The university aims to provide high quality and innovative education to help students develop skills and abilities with ethical values in order to become global citizens and contribute to sustainable development. It works with Valley of Technical Institute as a counseling center to help students with the admission process and address any issues.
This module introduces advocacy and lobbying, framing them in relation to the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) and how they can be used to assert indigenous rights. It discusses why advocacy and lobbying are needed for indigenous peoples in REDD+ processes. Participants will learn about advocacy and lobbying concepts and share experiences engaging in decision-making around REDD+ at the local and national levels to advocate for indigenous rights related to lands, territories and resources. The module aims to improve understanding of advocacy and lobbying strategies and their importance for indigenous participation in climate change negotiations.
The document provides an overview of leadership in applying taxonomies of instructional objectives. It discusses introducing a K-12 basic education program in the Philippines to enhance the quality of education. The rationale includes improving low achievement scores and preparing students for the workforce or higher education. The program is based on philosophical and legal foundations. It aims to develop learners' skills and prepare them to contribute to society and the global community. The curriculum focuses on core subjects while employing constructivist and inquiry-based approaches. It also outlines the desired learning outcomes and guiding principles of the new K-12 program.
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that discuss the background, methodology, analysis of findings, and conclusions. It acknowledges those who contributed to the research and declares the work as the student's original research conducted to fulfill the requirements for a Bachelor's degree in Social Work. Globally, guidance and counseling has historically played an important role in education systems, though practices vary between countries. In Africa traditionally, communities provided guidance and counseling through extended families and initiation ceremonies to socialize youth. Now many African countries recognize the importance of formal guidance in schools.
Indigenous People: Community Organizing Training ManualDr Lendy Spires
The manual contains 6 modules to train community organizers and leaders. Module 1 introduces concepts of indigenous peoples and their social history. It covers the role of community organizers and basic procedures. Modules 2-5 address issues like leadership, gender, culture, education, and socio-economics. Module 6 focuses on building people's organizations. The goal is to empower communities and strengthen indigenous peoples' rights through community organizing skills.
This document provides an introduction to capacity building for local groups and associations. It discusses:
[1] Civil society is made up of groups that operate independently from government and business to promote social interests. Capacity building strengthens these groups so they can better achieve their goals and defend member interests.
[2] Social capital refers to bonds like trust between people that enable cooperation. Civil society groups rely on volunteers and social capital for support. Growing social capital fosters inclusion, participation and shared values.
[3] Capacity building develops human resource skills to strengthen groups and empower them to control their own development. It allows groups to better achieve their goals and become partners in development.
The document provides information about the GK Afterschoool Centre for Social Entrepreneurship and its PGPSE (Post Graduate Programme in Social Entrepreneurship). The 3 year program aims to develop social entrepreneurs and change makers through case studies, workshops, and flexible specializations. It has no fees and is open to all, with the goal of promoting social entrepreneurship, spiritual entrepreneurship, and social development.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:サステナビリティリーダーの育成 / Shaping‘ Sustainability’ Leaders
発表者:アウレア・クリスティン・タナカ 氏(国際連合大学高等研究所ESDプログラムリサーチアソシエイト) / Dr. Aurea Christine Tanaka(Research Associate, Education for Sustainable Development Programme, United Nations University Institute of Advanced Studies)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that cover an introduction and background, literature review on guidance and counseling, the research methodology used, an analysis of the findings, and conclusions and recommendations. The research was conducted to understand the factors influencing guidance and counseling for students, challenges faced, and the role it plays in helping students with issues like career choices, personal development, and social adjustment. The study found that while traditional African communities provided informal guidance, there is now a recognized need for more formal counseling programs in schools to support students' well-being and development.
20 page no. 16 international conference in kuala lumpur malaysia_program_boo...Aminullah Assagaf
This document provides details of the opening plenary session of the International Conference on Sustainable Development 2016 held in Kuala Lumpur, Malaysia from September 06-08, 2016. It introduces the conference chairs, location, and keynote speakers including Matthias Gelber from Germany, Dr. Henri Pallard from Canada, Dr. Devapriya Chitral Wijeyesekera from the UK, and Mr. YB Datuk Seri Panglima Madius Tangau from the Ministry of Science, Technology and Innovation in Malaysia. The opening plenary session on September 06th included welcome remarks from representatives of the organizing institutions and a meet and greet networking period.
The document provides an evaluation study report of the Scheme for Infrastructure Development in Minority Institutes (IDMI) conducted by the K. R. Narayanan Centre for Dalit and Minorities Studies, Jamia Millia Islamia. It summarizes the methodology used for evaluating the scheme implementation across five states - Uttar Pradesh, Maharashtra, Kerala, Karnataka and Haryana. A total of 73 minority educational institutions were visited as part of collecting feedback. Key findings around scheme awareness, application process, fund utilization and recommendations to improve the scheme are provided in the report.
This document summarizes Beth Cullen's work using participatory approaches to natural resource management in Ethiopia. She has facilitated innovation platforms bringing together stakeholders to jointly address issues. One project used participatory video to understand community priorities around restricted grazing, leading to small-scale fodder interventions. Serious games like WAT-A-GAME were also used to build stakeholder capacity and develop collective strategies. While increasing understanding, wider change may require continued work at different scales through nested innovation platforms. Future efforts include piloting interventions from developed concepts and assessing impact of participatory processes.
Participatory rural appraisal (pra) basic skills for need identificationLiris Thomas
Participatory rural appraisal (PRA) is an approach that aims to involve local communities in identifying and analyzing their needs and solutions. It addresses criticisms of top-down development by putting research in the hands of community members and having experts act as facilitators. The process involves collecting data as a whole community to gain a detailed understanding of the local context and have communities prioritize their own needs. Key aspects include encouraging the use of local knowledge, involving communities at all stages, and helping communities find their own solutions to problems. Data collection techniques are designed to be usable by people with low literacy levels and involve group-based learning and investigating issues from different perspectives.
Major General Dr. Arvind Kumar Sharma was born in 1959 in Meerut, India. He graduated with a degree in commerce from Meerut University and later obtained qualifications in business administration and industrial management. He received an honorary doctorate from Logos University in Florida. Sharma has extensive experience in international trade, banking, finance, and humanitarian projects involving education, health, and horticulture. Currently, he holds many leadership roles in international organizations focused on world peace, human rights, education, and more. Sharma works to promote cooperation between these organizations and countries around the world.
The document summarizes the Board of Experts that advise the Indonesian Heritage Trust (IHT). It lists over 30 experts from various disciplines that comprise the Board. IHT aims to strengthen heritage conservation in Indonesia and is advised by leaders and experts in fields like architecture, urban planning, environment, archaeology, and more.
The document provides a recap of the sessions from the 8th December 2009 technical conference. It summarizes the 5 sessions which addressed topics of health, food security, employment, education, and displacement. Each session included an introduction, key speaker, experience sharing, research presentations, open forum, and concluding remarks. Suggestions from the sessions focused on priorities like improving infrastructure and access to resources in tribal areas, reducing dependence on single crops, creating jobs through training, protecting disabled peoples' right to equality, and raising awareness of peoples' rights in addressing displacement.
The document provides a recap of the sessions from the 8th December 2009 technical conference. It summarizes the 5 sessions which addressed topics of health, food security, employment, education and displacement. Each session included an introduction, key speaker, experience sharing, research presentations and conclusions. Suggestions from the sessions focused on priorities like improving infrastructure and access to resources, creating jobs through training, protecting rights to education and livelihood, and raising awareness of displacement issues.
The document outlines the findings of a participatory research study conducted in Gujarat, India to understand the needs, potential, rights and experiences of persons with disabilities. The study revealed that persons with disabilities face profound social exclusion and restrictions in mobility, access to services, livelihood opportunities and education due to stigma, lack of accessibility, and poverty. The study also found that increasing awareness and positive attitudes in communities can help promote greater social inclusion of persons with disabilities.
The document discusses social welfare and social work. It describes social welfare as systems designed to help people attain satisfying standards of living and health. Social welfare addresses people's physical, educational, mental, emotional, spiritual and economic needs. The document also notes that social work is becoming more important as thousands benefit from its services. It provides examples of qualities needed for social work, such as having interest in people and enjoying working with others. The document outlines identifying treatment and task groups, and searching for appropriate technologies to deliver to groups. It gives examples of appropriate technology and discusses benefits of task groups in building skills. The document envisions social work continuing to grow and help more people with personal and community problems.
Shridhar University is a private university located in Pilani, Rajasthan that offers a range of undergraduate, postgraduate, and professional degree programs across disciplines like engineering, management, law, and education. The university aims to provide high quality and innovative education to help students develop skills and abilities with ethical values in order to become global citizens and contribute to sustainable development. It works with Valley of Technical Institute as a counseling center to help students with the admission process and address any issues.
This module introduces advocacy and lobbying, framing them in relation to the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) and how they can be used to assert indigenous rights. It discusses why advocacy and lobbying are needed for indigenous peoples in REDD+ processes. Participants will learn about advocacy and lobbying concepts and share experiences engaging in decision-making around REDD+ at the local and national levels to advocate for indigenous rights related to lands, territories and resources. The module aims to improve understanding of advocacy and lobbying strategies and their importance for indigenous participation in climate change negotiations.
The document provides an overview of leadership in applying taxonomies of instructional objectives. It discusses introducing a K-12 basic education program in the Philippines to enhance the quality of education. The rationale includes improving low achievement scores and preparing students for the workforce or higher education. The program is based on philosophical and legal foundations. It aims to develop learners' skills and prepare them to contribute to society and the global community. The curriculum focuses on core subjects while employing constructivist and inquiry-based approaches. It also outlines the desired learning outcomes and guiding principles of the new K-12 program.
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that discuss the background, methodology, analysis of findings, and conclusions. It acknowledges those who contributed to the research and declares the work as the student's original research conducted to fulfill the requirements for a Bachelor's degree in Social Work. Globally, guidance and counseling has historically played an important role in education systems, though practices vary between countries. In Africa traditionally, communities provided guidance and counseling through extended families and initiation ceremonies to socialize youth. Now many African countries recognize the importance of formal guidance in schools.
Indigenous People: Community Organizing Training ManualDr Lendy Spires
The manual contains 6 modules to train community organizers and leaders. Module 1 introduces concepts of indigenous peoples and their social history. It covers the role of community organizers and basic procedures. Modules 2-5 address issues like leadership, gender, culture, education, and socio-economics. Module 6 focuses on building people's organizations. The goal is to empower communities and strengthen indigenous peoples' rights through community organizing skills.
This document provides an introduction to capacity building for local groups and associations. It discusses:
[1] Civil society is made up of groups that operate independently from government and business to promote social interests. Capacity building strengthens these groups so they can better achieve their goals and defend member interests.
[2] Social capital refers to bonds like trust between people that enable cooperation. Civil society groups rely on volunteers and social capital for support. Growing social capital fosters inclusion, participation and shared values.
[3] Capacity building develops human resource skills to strengthen groups and empower them to control their own development. It allows groups to better achieve their goals and become partners in development.
The document provides information about the GK Afterschoool Centre for Social Entrepreneurship and its PGPSE (Post Graduate Programme in Social Entrepreneurship). The 3 year program aims to develop social entrepreneurs and change makers through case studies, workshops, and flexible specializations. It has no fees and is open to all, with the goal of promoting social entrepreneurship, spiritual entrepreneurship, and social development.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:サステナビリティリーダーの育成 / Shaping‘ Sustainability’ Leaders
発表者:アウレア・クリスティン・タナカ 氏(国際連合大学高等研究所ESDプログラムリサーチアソシエイト) / Dr. Aurea Christine Tanaka(Research Associate, Education for Sustainable Development Programme, United Nations University Institute of Advanced Studies)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that cover an introduction and background, literature review on guidance and counseling, the research methodology used, an analysis of the findings, and conclusions and recommendations. The research was conducted to understand the factors influencing guidance and counseling for students, challenges faced, and the role it plays in helping students with issues like career choices, personal development, and social adjustment. The study found that while traditional African communities provided informal guidance, there is now a recognized need for more formal counseling programs in schools to support students' well-being and development.
20 page no. 16 international conference in kuala lumpur malaysia_program_boo...Aminullah Assagaf
This document provides details of the opening plenary session of the International Conference on Sustainable Development 2016 held in Kuala Lumpur, Malaysia from September 06-08, 2016. It introduces the conference chairs, location, and keynote speakers including Matthias Gelber from Germany, Dr. Henri Pallard from Canada, Dr. Devapriya Chitral Wijeyesekera from the UK, and Mr. YB Datuk Seri Panglima Madius Tangau from the Ministry of Science, Technology and Innovation in Malaysia. The opening plenary session on September 06th included welcome remarks from representatives of the organizing institutions and a meet and greet networking period.
The document provides an evaluation study report of the Scheme for Infrastructure Development in Minority Institutes (IDMI) conducted by the K. R. Narayanan Centre for Dalit and Minorities Studies, Jamia Millia Islamia. It summarizes the methodology used for evaluating the scheme implementation across five states - Uttar Pradesh, Maharashtra, Kerala, Karnataka and Haryana. A total of 73 minority educational institutions were visited as part of collecting feedback. Key findings around scheme awareness, application process, fund utilization and recommendations to improve the scheme are provided in the report.
This document summarizes Beth Cullen's work using participatory approaches to natural resource management in Ethiopia. She has facilitated innovation platforms bringing together stakeholders to jointly address issues. One project used participatory video to understand community priorities around restricted grazing, leading to small-scale fodder interventions. Serious games like WAT-A-GAME were also used to build stakeholder capacity and develop collective strategies. While increasing understanding, wider change may require continued work at different scales through nested innovation platforms. Future efforts include piloting interventions from developed concepts and assessing impact of participatory processes.
Participatory rural appraisal (pra) basic skills for need identificationLiris Thomas
Participatory rural appraisal (PRA) is an approach that aims to involve local communities in identifying and analyzing their needs and solutions. It addresses criticisms of top-down development by putting research in the hands of community members and having experts act as facilitators. The process involves collecting data as a whole community to gain a detailed understanding of the local context and have communities prioritize their own needs. Key aspects include encouraging the use of local knowledge, involving communities at all stages, and helping communities find their own solutions to problems. Data collection techniques are designed to be usable by people with low literacy levels and involve group-based learning and investigating issues from different perspectives.
Major General Dr. Arvind Kumar Sharma was born in 1959 in Meerut, India. He graduated with a degree in commerce from Meerut University and later obtained qualifications in business administration and industrial management. He received an honorary doctorate from Logos University in Florida. Sharma has extensive experience in international trade, banking, finance, and humanitarian projects involving education, health, and horticulture. Currently, he holds many leadership roles in international organizations focused on world peace, human rights, education, and more. Sharma works to promote cooperation between these organizations and countries around the world.
The document summarizes the Board of Experts that advise the Indonesian Heritage Trust (IHT). It lists over 30 experts from various disciplines that comprise the Board. IHT aims to strengthen heritage conservation in Indonesia and is advised by leaders and experts in fields like architecture, urban planning, environment, archaeology, and more.
Mata kuliah Pengantar Studi Islam membahas tentang pengenalan dasar-dasar ajaran Islam dan fenomena keagamaan melalui berbagai pendekatan ilmu pengetahuan. Mata kuliah ini membahas topik-topik seperti paradigma keislaman, fitrah manusia, integrasi iman dan ihsan, peran agama dalam kebahagiaan, pembumian Islam di Indonesia, moderasi beragama, peran masjid, dan tantangan modernitas bagi umat Islam.
Mata kuliah Ilmu Pendidikan Islam membahas tentang pengertian, ruang lingkup, dan kegunaan ilmu pendidikan Islam serta hakekat manusia, dasar-dasar, tujuan, azas, dan batas pendidikan Islam dalam perspektif Islam. Mata kuliah ini juga membahas tentang pendidik, peserta didik, tanggung jawab, sistem, kurikulum, dan lingkungan pendidikan Islam serta pendidikan Islam di Indonesia.
PPT ini membahas tentang metode pembelajaran dan manajemen kelas dalam PPL. Topik utama yang disinggung adalah empat kompetensi guru, ragam metode pembelajaran bahasa Arab, pengertian dan aspek-aspek manajemen kelas, serta prinsip-prinsip penguasaan kelas yang efektif.
RPS mata kuliah Pengantar Studi Islam mencakup (1) tujuan pembelajaran untuk memahami paradigma keislaman dan fenomena kehidupan beragama, (2) bahan kajian tentang berbagai aspek keislaman, dan (3) referensi buku untuk pendalaman materi.
Dokumen tersebut memberikan profil lulusan Program Studi Bimbingan dan Konseling Pendidikan Islam di Universitas Al-Falah As-Sunniyyah. Profil lulusan mencakup lima karakter utama yaitu berkepribadian baik, berpengetahuan luas dan mutakhir, berkemampuan dalam layanan bimbingan dan konseling, mendidik berbasis integrasi keilmuan dan keislaman, serta bertanggung jawab berlandaskan etika. Lulusan diharapkan mampu menjadi
Dokumen ini membahas tentang perilaku mistik para pertapa di Alas Purwo, Banyuwangi serta relevansinya terhadap perkembangan spiritual masyarakat Jawa. Penelitian ini bertujuan untuk mengungkap fenomena Islam mistik para pertapa tersebut dan motif perilaku mereka, seperti kepercayaan akan makhluk gaib, pengalaman mistik, dan upaya mendekatkan diri kepada Tuhan. Hasil penelitian diharapkan dapat berkontribusi terhadap pemahaman
Peraturan Menteri ini mengatur tentang pemberian tunjangan profesi dosen dan tunjangan kehormatan profesor. Tunjangan profesi diberikan kepada dosen dengan jabatan akademik tertentu yang memenuhi syarat melaksanakan tridharma perguruan tinggi dan kinerja penelitian. Sedangkan tunjangan kehormatan diberikan kepada profesor yang memenuhi syarat kinerja penelitian dan pembimbingan lebih tinggi. Tunjangan dapat dihentikan
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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14. About LPTP.ppt
1. Riwayat singkat
Lahir: Kediri 5 Juli 1959
Lulus Pendidikan Hakim Islam Negri Yogyakarta 1979.
Lulus Fak. Hukum UNS 1986.
Grounded Researcher di LPTP 1984-1985
Action Reseacher di LPTP 1985-1989.
Koordinator Pelatihan Action Research, LPTP-UNS 1989-1993
Koordinator Jaringan Riset Aksi Indonesia (JARI) 1993-1995
Direktur LPTP 1995-2002
Ketua Dewan Direktur Yayasan LPTP 2003-Sekarang
Dosen di Akademi Adiyasa Surakarta 1997-Sekarang
Peneliti Gerakan Sosial di Timor Lorosae 2003-Sekarang
Ketua Dewan Pendidikan INSIST Yogyakarta 2004-2006
Dosen Prog. Riset & Pemberdayaan Masyarakat Fak. Sosiologi UNS
Fasilitator Capacity Building NGO, Peneliti Mudi di PT, Organisasi sosial, Pemerintahan
Studi Gerakan Petani di India, Nepal, Banglades, Srilanka, Pakistan, 1990
Kursus Popular Education di Jerman 1992
Kursus Teori Sosial Kritis di Frankfrut Jerman 1992
Kursus Gerakan Sosial Transformatif di Belanda 1992
Kursus Manajemen NGO di Jerman 1992
Kursus Teori Pembangunan di ISS Denhaag, Netherlands 1993
Kursus Participatory Rural Appraisal di Sussex University Inggris, 1995
Studi Perdamaian Global di Perancis 1995
Studi Gerakan Teknologi Tepat Guna di Jepang 1997
Studi Gerakan Pendidikan Popular dan Demokrasi Popular di Amerika 2001
Perwakilan tetap di Asia Pacific Adult Educator Association
Ahmad Mahmudi
Perum Tekad Makmur
Panjangrejo Palur Sukoharjo.
Tlp 0271 827757
Email: mahmudi@indo.net.id
2. Address:
Jln. Nuri IV No. 8 Sambeng, Mangkubumen Kulon, Surakarta, PO. BOX. 313 Surakarta 57103 Central
Java, Indonesia. Telp. (0271) 710141, 712049, 731207, Fax. (0271) 731208,
E-mail : lptp-slo@indo.net.id
Established: November 10, 1978
Yayasan Lembaga Pengembangan Teknologi
Perdesaan
Institute for Rural Technology Development
3. History and Concerns
• Established on November, 10, 1978.
• Registered as a foundation On March 12, 1980, Notary
document of B.R. Ay. Mahyastuti Notonagoro, SH on 12th
March, , 1980 No. 62.
• The last renewal was a notary document of Sunarto, SH,
on the Act No 39, dated on August 5, 2002.
• Registered on the Social Department No. 297/ORSOS/94.
• Concerns:
To help the community in conducting the development of
science & appropriate technology oriented to the people; to
integrate it with the community development and
community organizing process; to deal with the problem of
poverty, the damage of the environment and the
marginality of the woman.
4. They are Initiators
Prof. Dawam Rahardjo Ir. Marsudi Sudjak, MSc Zaelani, SE
Ir. Bambang Agussalam, MSc.
The Followers
Bahrul Ulum Z. M. Hari Mulyadi Ahmad Mahmudi
Adi Sasono
5. Source of Inspiration at The Beginning
Kurt Lewin Jurgen Hubermas Paulo Freire Michael Schumacher
Source of Experience at The Process
Prof. Joey Robert Chamber
Erich Form
Ivan Illich
Ki Hajar Dewantoro Moh. Hatta Tjokro Aminoto
6. The Development of Institution
Member of Foundation
Stated by 4 persons (1978) become 55 members of Foundation (2002).
Professional Staffs
Stated by some volunteer (1978) become 83 professional staffs (2005)
Work are
Started in one village (1978) become 11 counties Intensively and some provinces (2005)
Institution
Started with single institution : LPTP (1978) become 5 institutions (2005):
• LPTP (1978)
• Technical Academy of Adiyasa (1994)
• SUSDEC (Sustainable Development Education Center) (1996)
• C-BETech (Center for community-based Environmental Technology)(2002)
• Tekad InvesCo (2002)
• Financial
Started from founders contribution (till 1983) become multi sources
Physical Asset
Started with rent office (till 1986) become permanent office, campus, workshop building, and training
center in the counties.
7. Akademi
Teknik
Adiyasa
C-BETech SUSDEC LPTP Tekad Invesco
Dept.
Decentralized
Waste Water
Treatments
Dept.
Com.
Base
Water &
Sanitation
Dept. of
Education &
Training
Dept. of
Social
Study &
Advocacy
Dept. of
Sustainable
Agriculture
Dept. of
Rural
Community
Development
Dept. of
Urban
Community
Development
Dept.
Micro
Finance
Dept.
Trading
C E O
Foundation
Members Meeting
BOARD OF FOUNDATION
BOARD OF
CONSELOR
EXECUTIFE
BOARD OF
TRUSTEERS
ORGANIZATION STRUCTURE
Pool of Expert
8. Institutions Under The LPTP Foundation
Appropriate Technology
Research & Development,
Formal Education
Community Development
& Community Organizing
Assistant
Social Research,
Advocacy & Training
Rural Economic
Development (Trading&
Micro Finance)
Center for Community Base
Environmental Technology
(Water, sanitation & Decentralized
Waste Water Treatment
16. Main component:
• Farmer field school
• Agro ecosystem research
• Technical research &
experimentation by farmer
• Area block management
• Set up farmer's learning
center
• Set up farmer learning
network
• Set up farmer organization
Main Strategy
To improve farmers as experts &
managers in their filed
Sustainable Agriculture
Farmer Field School on