Perception and attitude to epilepsy among teachers in primary, secondary and tertiary educational institutions in middle belt Nigeria

2005 ◽  
Vol 35 (3) ◽  
pp. 153-156 ◽  
Author(s):  
E O Sanya ◽  
T A T Salami ◽  
O O Goodman ◽  
O I N Buhari ◽  
M O Araoye
Keyword(s):  
Formal Education ◽  
Social Stigma ◽  
Negative Attitude ◽  
Educational Institutions ◽  
Common Disease ◽  
Evil Spirit ◽  
The Social ◽  
Antiepileptic Medications ◽  
Almost All ◽  
Education Courses

Compared with the disability associated with repeated seizures or side-effects of antiepileptic medications, the social stigma associated with epilepsy is often a major handicap to people living with this condition. This study therefore looked at the knowledge, attitude and perception of teachers who see a lot of epileptics, relates on daily bases and have a high influence on students with epilepsy. Self-administered questionnaires were used to obtain information from 460 randomly selected teachers in primary, secondary and tertiary educational institutions in Kwara State-middle belt of Nigeria. The response rate was 75%. Almost all of the teachers had heard about epilepsy, but their awareness does not equate with the acceptance and understanding of epilepsy. About 30.5% believed that it could be contracted through the saliva of an epileptic, 27.7% thought it was synonymous with possession with evil spirit, while 10% misunderstood epilepsy for insanity. Close to one-fifth of the teachers were of the opinion that epileptic students have a below average mental capacity compared with other students and so cannot attainment the highest possible education. Negative attitude and bias towards epilepsy is still deeply ingrained among teachers in Nigeria. Apart from formal education, teachers need to have health education courses on common disease conditions such as epilepsy that are prevalent in school age. This might help to reduce prejudice and increase the acceptance of epileptic individuals into the classroom.

scholarly journals MODEL PENDIDIKAN PEREDAM PEMIKIRAN DAN GERAKAN RADIKAL BELAJAR DARI KUDUS

QUALITY ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 104
Author(s):  
Moh Rosyid
Keyword(s):  
Social Environment ◽  
Religious Education ◽  
Home Environment ◽  
Formal Education ◽  
Acute Illness ◽  
Educational Institutions ◽  
Text Book ◽  
Community Environment ◽  
Learning Patterns ◽  
The Social

<p><em>Educational institutions that produce educated generation is a place of reliance on the growth of generations berakhlakul karimah, friendly, courteous, and obey the rules of the country and religion. However, in reality, there is an educated generation but a terrorist actor. This happens because his life is in the environment (non-educational institutions) are coloring his mindset. Thus, the social environment contributes to the creation of a radical or polite generation. The consequence that must be done by formal and non formal education institutions is to change the learning patterns that text book into education that comes to the field with the content of the values of internal tolerance and inter-religious people. It is also necessary to realize the education of Bela Negara which is being worked by the Ministry of Defense RI era Jokowi-JK President. Tolerant education and state defenses are part of the effort to counter radical reasoning so that educators need to produce learning tips that do not dwell on class and text, it is also necessary to create an education that puts forward the real facts of social as a matter of study. The occurrence of radical reasoning because life is like a frog in a shell so that something different is identified with error. The need for intergovernmental and social elements to raise awareness that true education is the implementation of education in the home environment, community environment, and in educational institutions as a whole, not only in formal educational institutions only. Consequently, the need for learning innovation together in realizing an educated generation with smart and moral potential. Educational tips need to promote tolerant education in order to become a fanatic generation in dealing with differences in ethnicity, religion, and social strata in their environment. This effort is reinforced by the fact that terrorist networks have become an epidemic of acute illness in this country. In fact, the majority of educated perpetrators of terror, both formal education and non-formal religious education (Islamic).</em></p>

scholarly journals POVERTY AND PROSPERITY VIEWED BY THE VIDZEMES TEACHERS

2016 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Sandra Mihailova
Keyword(s):  
Low Income ◽  
Life Style ◽  
Negative Attitude ◽  
Social Benefits ◽  
Way Of Life ◽  
Original Proposal ◽  
The Social ◽  
The Difference ◽  
Almost All ◽  
Selection Of

This article analyses the opinions about the difference between poverty and prosperity among the teachers, it seeks to find the border between these phenomena; it summarizes the teachers' ideas of how to diminish poverty and use one's own money effectively in times of prosperity. By using the open ended questionnaire the results of 1 teacher groups from schools of 2 Latvian districts were analyzed. Summarizing the results one can conclude that the interviewed teachers with the word "poverty" and "prosperity" understand material things. Teachers associate money the means of living which is acquired by working and earning. None of the respondents admitted that they would ask for help, look for support and receive the social benefits or would seek for the cause of poverty within themselves in case of experiencing poverty. In case of becoming prosperous the teachers will meet all their needs and then be ready to share with others. Almost all teachers' answers disclosed that they will spend money rather than invest it and make accumulation or accruals. The interviewed teacher did not make any original proposal to resolve poverty issue. The main boundary between poverty and wealth is the amount of money which allows or does not allow meeting their own needs and desires thus ensuring certain way of life or life style. The second boundary is the place of living and appearance. Essential boundary is also emotional comfort or discomfort, a happy relationship or lack of it. It should be noted that this study only shows the trend since a very specific selection of respondents was involved. However, it allows making the assumption that teachers had a healthy attitude towards money and hardly any teacher had a negative attitude towards money or prosperity, however, everybody believed that poverty can be avoided by working and earning money. Thus it is possible to conclude that the teachers of this selection don't hold the "ideology of low-income people".

scholarly journals A Study of Teachers Views about the Students of Non-Formal Institutes

2021 ◽  
Vol 2 (2) ◽  
pp. 63-67
Author(s):  
Saima Riaz ◽  
Mudassar Yasin
Keyword(s):  
Social Sciences ◽  
Education System ◽  
Social Life ◽  
Formal Education ◽  
Educational Institutions ◽  
Human Right ◽  
The People ◽  
Educational Institute ◽  
The Social ◽  
And Behavior

Education plays a very crucial role in the development of child’s abilities, attitude, and behavior. It develops a positive change in the social life of the children. Therefore, many developed and developing nations highly encourage the spread of education through non-formal means. The non-formal education system is usually planned to provide effective knowledge and skills among the people. The present study was conducted with an aim to evaluate the views of non-formal institutions teachers about the students. This study was carried out in district Toba Tek Singh of Punjab province. The present study was descriptive in nature, and a survey was conducted to evaluate the non-formal education systems. All the non-formal educational institutions were the population of the study. The sample size of 50 teachers working in the non-formal educational institute of district Toba Tek Singh was chosen. The researcher for data collection developed a self-designed questionnaire. The collected data were analyzed through Statistical Package for Social Sciences (SPSS). The results of this study showed significant differences received from the respondents of non-formal education schools. The obtained results showed that respondents are getting good benefits from the non-formal education system. It is concluded from this study that education is very important for the development of any nation, and it is considered a fundamental human right.

scholarly journals A Western And Eastern Learning Model For Teaching “Young Artists” Painting Style In Indonesia

2020 ◽  
Vol 3 (1) ◽  
pp. 1-7
Author(s):  
I Wayan Lodra ◽  
Muchlis Arif
Keyword(s):  
Formal Education ◽  
Educational Institution ◽  
Learning Model ◽  
Educational Institutions ◽  
Learning Models ◽  
Active Teaching ◽  
Cultural Conditions ◽  
The Social ◽  
Qualitative Descriptive ◽  
Research Findings

Every country in the world has its own learning models, which depend on the social, cultural, and economic conditions of the nation. In principle, learning aims to transfer knowledge, technology, and information to others to free them from ignorance. In developing countries like Indonesia, learning models vary in every educational institution. Educational institutions can be categorized according to the characteristics of the learner, and include formal, informal, and non-formal education. It is not possible to apply the same learning models to educational institutions with different geographical, social, and cultural conditions. Bali is an Indonesian province which has developed formal, informal, and non-formal education in the field of painting. One outcome of this non-formal education is the “Young Artists” style. This non-formal learning model, developed by Arie Smit, combines western and eastern learning models. The research focuses on how Arie Smit’s eastern and western learning model was applied to children from the village of Penestanan, Ubud, Bali. The goal is to describe Arie Smit’s western and eastern learning model that he used with children from Panestanan Ubud, Bali. The research method is qualitative descriptive and the data collection techniques include observation, interviews, and documentation. The analysis was performed by studying, disentangling, arranging, and summarizing the “Young Artists” learning model for teaching painting. The research findings show that this western and eastern learning model applies a method of cooperative active teaching.

scholarly journals Transformation of Higher Education During the Pandemic: Pain Points

2020 ◽  
Vol 29 (10) ◽  
pp. 101-112
Author(s):  
I. R. Gafurov ◽  
H. I. Ibragimov ◽  
A. M. Kalimullin ◽  
T. B. Alishev
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Work Experience ◽  
Formal Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Face To Face ◽  
The Social ◽  
Traditional Format ◽  
Modern Work

The relevance of the study is due to the contradiction between the mass transition of the Russian system of higher education to the distance learning format and the insufficient willingness of participants in the educational process to work under the new requirements caused by the COVID 19 pandemic. Teachers, students and administrators of higher educational institutions in Russia have encountered a number of difficulties. Their analysis will highlight the objective and subjective factors of their occurrence and develop recommendations for the further organization of distance learning in its combination with the traditional format. The purpose of the study was to analyze the modern work experience in the remote format of one of the leading Russian universities – Kazan Federal University. On this basis, the article analyzes successes and problems of this process, shows the contradictions between traditional and distance learning, considers the main models of educational organization that involve traditional and remote learning formats using distance educational technologies. It is concluded that in the system of basic formal education at all levels and areas of training, distance learning can be considered as a form that complements and strengthens the social, pedagogical, organizational, psychological, and didactic potential of the traditional (face-to-face) educational format.The work comprehensively used the methods of theoretical (analysis, synthesis, systematization, comparison, etc.) and empirical (study of literature, conversation, questioning, observation) research.

scholarly journals PEMBERDAYAAN MASYARAKAT MISKIN, MELALUI PROSES PENDIDIKAN NONFORMAL, UPAYA MENINGKATKAN KESEJAHTERAAN SOSIAL DI KABUPATEN HALMAHERA BARAT

2014 ◽  
Vol 1 (1) ◽  
pp. 101 ◽  
Author(s):  
Safri Miradj ◽  
Sumarno Sumarno
Keyword(s):  
Social Welfare ◽  
Formal Education ◽  
Phenomenological Approach ◽  
Community Empowerment ◽  
Educational Institutions ◽  
Poor People ◽  
The Poor ◽  
The Social ◽  
Training Activities ◽  
Cooperative Relationship

Tujuan penelitian untuk mengetahui proses pemberdayaan melalui pendidikan nonformal dalam melaksanakan kegiatan pelatihan kepada masyarakat miskin untuk meningkatkan kesejahteraan sosial di Kabupaten Halmahera Barat. Penelitian kualitatif, pendekatan fenomenologi, sampel penelitian, PKBM Mario Laha, PKBM Merpati, Orsos Melati, Orsos Tunas Harapan dan Lembaga Pemberdayaan Masyarakat (LPM) Sonyinga, responden, penggelola lembaga, masyarakat miskin atau warga belajar, dan tokoh masyarakat. Pengumpulan data, metode observasi, wawancara, dan dokumentasi. Hasil penelitian yaitu, (1) proses pemberdayaan yang dilakukan lembaga pendidikan nonformal belum sesuai harapan warga belajar yang terlibat dalam proses tersebut, dan belum memperhatikan aspek kebutuhan yang diperlukan warga belajarnya, (2) hasil yang di timbulkan pasca mengikuti proses pemberdayaan di lembaga-lembaga pendidikan nonformal belum membantu masyarakat miskin meningkatkan kehidupannya, dan (3) hubungan kerja sama yang selama ini dibangun oleh PKBM Merpati, PKBM Mario Laha, Orsos Tunas Harapan, Orsos Melati, dan LPM Sonyinga hanya sebatas pemerintah daerah.Kata kunci: pemberdayaan, kemiskinan, pendidikan nonformal, kesejahteraan sosial, PKBM, Orsos, dan LPM. THE EMPOWERMENT OF THE POOR THROUGH THE NON-FORMAL EDUCATION PROCESS AS AN EFFORT TO IMROVE THE SOCIAL WELFARE IN WEST HALMAHERA REGENCYAbstractThis study aims to investigate the empowerment process through non-formal educational institutions in the implementation of training activities for the poor to improve the social welfare in West Halmahera Regency. This study employed the qualitative using the phenomenological approach. The sample comprised MarioLaha Center for Community Learning Activities (CCLA), Merpati CCLA, Melati Social Organization (SO), Tunas Harapan SO, and Sonyinga Community Empowerment Institution (CEI). The respondents included the managerial personnel of the institutions, the poor people or learning participants, and community leaders.  The data were collected through observations, interviews, anddocumentation. The findings show that: (1) the empowerment processes carried out by non-formal educational institutions have not satisfied the expectations of the learning participants involved in the process and have not fully taken account of the aspects related to their needs, (2) the results of the empowerment processes in the non-formal educational institutions do not help the poor improve their life, and (3) the cooperative relationship that so far has been established by Merpati CCLA, Mario Laha CCLA, Melati SO, Tunas Harapan SO, and Sonyinga CEI is limited to the local government.Keywords: empowerment, poverty, nonformal education, social welfare, CCLA, SO, CEI

The Changing Faces of the Terror of Cultism in Nigerian Society: An Islamic Perspective

2010 ◽  
Vol 4 (1-2) ◽  
pp. 97-111
Author(s):  
Abdulrazaq Kilani
Keyword(s):  
Religious Movements ◽  
Educational Institutions ◽  
New Religious Movements ◽  
Human Beings ◽  
Material Resources ◽  
National Life ◽  
Indigenous Religions ◽  
Almost All ◽  
New Recruits ◽  
Populous Country

The menace of cultism in Nigeria society in general and our educational institutions in particular has reached an alarming stage that requires affirmative actions from all stakeholders. The scourge of cultism has claimed many lives of our youths and no serious authority can fold its arms and allow it to continue. It appears that the various efforts at curbing the menace have yielded no result. The corruption in most facets of our national life has finally subdued the educational institutions, which used to be the pride of place in the past. Most families are astonished to find out that children sent to school to learn and become better human beings in the society have initiated themselves into cult groups. The emergency of secret cultism has been characterized by some violent activities which include, physical torture of new recruits, maiming and killing of rival cult members and elimination of real and perceived enemies. Nigeria, Africa's most populous country, is composed of more than 250 ethnic groups with 36 states and one federal territory (Abuja). There are three major religions namely Islam (50%), Christianity (40%), and Africa Indigenous Religions (10%). The effect of globalization is also making other new religious movements to be making inroads into Nigeria. Nigeria has a population of about 141 million people (2006 census). Nigeria which is rich in both human and material resources is a country that is facing a lot of developmental challenges in almost all sectors due to poor leadership. The menace of cultism especially among youths and some influential people in the society represents one of the distortion facing the popular ‘giant’ of Africa. The aim of this chapter is to bring into the fore the menace of cultism in modern Nigeria as a brand of terrorism mind not the fact that there are even religious cults in both the developed and developing societies. The paper also adopted an Islamic lens to provide an analysis of the terror of cultism in contemporary Nigeria.

Entrepreneurial Education - a New Challenge for Universities in Romania

2018 ◽  
Vol 9 (2) ◽  
pp. 57-68
Author(s):  
Gabriel Croitoru ◽  
Mircea Constantin Duica ◽  
Dorin Claudiu Manolache ◽  
Mihaela Ancuta Banu
Keyword(s):  
Social Role ◽  
Well Being ◽  
Business Environment ◽  
Educational Institutions ◽  
Positive Contribution ◽  
Business Decision ◽  
Entrepreneurial Spirit ◽  
The Social ◽  
New Thinking ◽  
High Degree

Abstract Entrepreneurial spirit plays an increasingly important role in the economic sphere, and universities are meant to play a central role in this process, where the main objective is the continuous development and mediation of the knowledge increasingly geared to the applications through innovation and patenting a secure platform for employment and well-being growth. The Universities have to take a position in if/and how they want to grow into a so-called “University of Entrepreneurship” which is characterized by a high degree of openness to the surrounding society and here we are talking, especially, about, the business sector in Romania. This evolution of expectations for the social role of universities has resulted from increased and recent interest in entrepreneurship and innovation of areas as research and theory of the business environment. The experience gained as teachers indicates that education and entrepreneurship education should include different theories and methodology than those applied in the usual way. The theory of traditional management and microeconomic models could even be a barrier to new thinking and change and, therefore, to the implementation of modern entrepreneurial actions. We want this article to be a source of inspiration for educational institutions and to have a positive contribution to research in business education and to be applicable in business decision-making.

SOCIAL PEDAGOGICAL WORK WITH DIFFICULT CHILDREN

2018 ◽  
Vol 28 (3) ◽  
pp. 1021-1026
Author(s):  
Rozalia Kuzmanova – Kartalova
Keyword(s):  
Social Inclusion ◽  
Behavioral Control ◽  
Educational Institutions ◽  
Process Diagnosis ◽  
Road Map ◽  
The Social ◽  
The Family ◽  
Preventive Work ◽  
Difficult Behavior ◽  
Difficult Children

An analysis of the social pedagogical work with difficult children is presented, outlining characteristics, specifics and approaches for prevention and social accompaniment. In order to highlight the specifics of this group of children, a comparison is made with two other groups of children in a situation of life difficulty - "socially disadvantaged children" and "children at risk". The analysis refers to the understanding that difficult children are children with impaired emotional development, difficulty in communicating with others and disrupted behavioral control, all of which can lead to consequences both on a personal and behavioral level. It is emphasized that difficult children turn into such in situations where adults cannot find an adequate approach to them, and most often these adults are members of the family, parents, or teachers. An overview of scientific positions on difficult children by English, American, Russian and Bulgarian researchers is offered. This is the basis for outlining the main spheres which affect children negatively and categorize them as "difficult children" - emotional-personal; learning-cognitive; behavioral; somatic. The reasons for children’s difficult behavior are examined, including: the family and the flaws in it; the lack of spiritual connection between parents and children; the asocial environment; participation in criminal groups; errors in the work of educational institutions; economic difficulties that have influenced all spheres of public life. The characteristics of problem children are presented that account for the formulation of the principles of social pedagogical work with them. It is emphasized that one of the important approaches in the work is the development of skills for social inclusion, social expression and self-assertion. The model for social pedagogical work with difficult children is developed in two aspects: preventive work and social accompaniment. Preventive work consists in constantly informing all stakeholders - teachers, educators, non-pedagogical staff in educational institutions and the family on the opportunities for preventing "difficult children" on the one hand, and ensuring interaction between the participants in the preventive activities as well as striving to attract more organizations and institutions, on the other. The social accompaniment as a social pedagogical work includes: identification of children with difficult behavior at the earliest stage of the disadaptation process, diagnosis of the factors of the difficult behavior and the reasons for the disadvantage, preparation of an individual road map for working with the child, implementation of the individual program for accompanying the child, measuring and analyzing the results of the child's work and his / her close circle.

Management Decisions in the Russian Military Education System: Socio-Humanitarian aspect (second half of the XIX – early XX centuries)

2020 ◽  
Author(s):  
С.Д. Половецкий
Keyword(s):  
Positive Result ◽  
Large Scale ◽  
Military Education ◽  
Educational Institutions ◽  
Management Decisions ◽  
Historical Experience ◽  
Military Reform ◽  
The Social ◽  
Russian Military ◽  
Xix Century

в статье обосновывается объективная необходимость изменения системы управления военным образованием в рамках проведения военной реформы второй половины XIX века. Проводимые мероприятия опирались на достижения русской педагогической мысли и военной педагогики. Комплекс управленческих решений был теоретически обоснованным, проводился последовательно и поступательно, до достижения необходимого положительного результата. Решить масштабные и сложные задачи оптимизации процесса военного образования было бы невозможно без усиления внимания к социально-гуманитарным дисциплинам, преподаваемых в военно-учебных заведениях. Накопленный исторический опыт реализации принятых управленческих решений актуален и востребован в настоящее время. the article substantiates the objective need to change the management system of military education in the framework of military reform in the second half of the XIX century. The events were based on the achievements of Russian pedagogical thought and military pedagogy. It is emphasized that the complex of management decisions was theoretically justified, carried out consistently and progressively, until the necessary positive result was achieved. It would be impossible to solve these large–scale and complex tasks of optimizing the process of military education without increasing attention to the social and humanitarian disciplines taught in military educational institutions. The accumulated historical experience of implementing management decisions is relevant and may be in demand at the present time.

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