scholarly journals Development of an Extension ‘Primer’ on Tree Registration Policy in Leyte: An Example of a Collaborative Material Design

2007 ◽  
pp. 25-37 ◽  
Author(s):  
Melissa Gordon ◽  
Rotacio Gravoso ◽  
Eduardo x Eduardo Mangaoang ◽  
Edwin Balbarino

Tree registration in the Philippines helps meet the legal requirements for harvesting and transport of timber, and is encouraged by the Philippines Government. To help improve information flow an extension primer was developed. The primer contains basic information on tree registration, harvesting, log transport and marketing. The development process involved input from staff of the Philippine Department of Environment and Natural Resources, tree farmers, furniture dealers, the Philippine National Police, the World Agroforestry Centre, Visayas State University and The University of Queensland. Key stakeholders were brought together at three workshops to review policy information and explore the interactions between, and differing opinions of, the various stakeholders. The primer has been distributed widely. Positive feedback has been obtained, although testing has shown that further improvements are possible. A revised version of the primer is to be produced.

Author(s):  
PHILIP VAN BEYNE ◽  
VANDA CLAUDINO-SALES ◽  
SAULO ROBERTO DE OLIVEIRA VITAL ◽  
DIEGO NUNES VALADARES

In its third edition, the “William Morris Davis – Journal of Geomorphology” presents its second interview with geographers, to head the “Interviews” section, which opens each published issue. This time, it is the first international interview, carried out with Professor Philip van Beynen, from the University of South Florida, in the United States. Professor Philip van Beynen was interviewed on the topic “Karst in Urban Areas”, and brings important data on the subject, with beautiful illustrations and with examples from all over the world. The interview took place on September 17, 2020, with the participation of Vanda de Claudino-Sales (Professor of the Academic Master in Geography at the State University of Vale do Acarau-UVA) and Saulo Roberto Oliveira Vital (Professor of the Department of Geography and the Post-Graduate Program in Geography at the Federal University of Paraiba - UFPB), and was transcribed by Diego Nunes Valadares, master's student on Geography at the Federal University of Rio Grande do Norte. Professor van Beynen was born in New Zealand, where he received his degree in Geography at the University of Auckland. He earned a master's degree from the same university, and a doctorate and post-doctorate from McMaster University, Canada. He has been a professor at the School of Geoscience at the University of South Florida since 2009, where he   has been developing research related to different components of karst environments. The interview shows his great expertise on the subject, and is very much worth to be read and seen even for those who are not specialists in karst.


2019 ◽  
Vol 10 (1) ◽  
pp. 187-202
Author(s):  
Ruth Ortega-Dela Cruz

Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.


2016 ◽  
Vol 25 (1) ◽  
pp. 9
Author(s):  
Tiiu Kasmel ◽  
Jaan Kasmel

The article provides an overview of ten diploma theses written under the supervision of Professor of Zoology Juhan Aul at the University of Tartu from 1958–1970. The theses deal with physical development of Estonian school students in two Estonian towns (Tartu and Pärnu) and nine districts (Tartu, Elva, Põlva, Räpina, Rapla, Keila, Pärnu, Võru, Harju) according to the then existing administrative division. The theses are based on the anthropological material collected from 1956–1966.The first part of the article briefly describes the period of nearly 202 years during which the scholars related to the University of Tartu have conducted various physical anthropological studies on Estonians. These years can conditionally be divided as follows: the first period, 1814–1927 – the period from Baer to Aul, the second period, 1927–1993 – the Aul period, the third period, from 1993 to the present – the period of the Centre for Physical Anthropology.The article describes some of the options the students had for participating in anthropological research. An overview is given of the beginning of anthropological research of children and school students in Estonia and in the world. The article acquaints the reader with the whole of the so-called Aul period and the diploma theses on Estonian school students’ physical development supervised by him.The second part gives an overview of the diploma theses.


2018 ◽  
Vol 6 (11) ◽  
pp. 271
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 11Adalberto Felipe Martinez, Federal University of São Carlos, BrazilAngel H. Y. Lai, Hong Kong Baptist University, Hong KongBenmarrakchi Fatimaezzahra, Chouaib Doukkali University, MoroccoBrenda L. Shook, National University, USACagla Atmaca, Pamukkale University, TurkeyChosang Tendhar, Long Island University (LIU), USACynthia M. Compton, Wingate University, USAEnisa Mede,Bahcesehir University,TurkeyErica D. Shifflet-Chila, Michigan State University, USAFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHelena Reis, Polytechnic Institute of Leiria, PortugalHyesoo Yoo, Virginia Tech., USAIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJon S. Turner, Missouri State University, USAJonathan Chitiyo, University of Pittsburgh Bradford, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMarcie Zaharee, The MITRE Corporation, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMehmet Inan, Marmara University, TurkeyMin Gui, Wuhan University, ChinaNicole Celestine, The University of Western Australia, AustraliaSadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeyShu-wen Lin, Sojo University, JapanStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongRobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


2018 ◽  
Vol 6 (5) ◽  
pp. 207
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 5Ali Kızılet, Marmara University, TurkeyAntónio Calha, Polytechnic Institute of Portalegre, PortugalCagla Atmaca, Pamukkale University, TurkeyCarmen Pérez-Sabater, Universitat Poltècnica de València, SpainElena Jerves, University of Cuenca, EcuadorErcan Polat, TurkeyErickzon Astorga, The Metropolitan University of Educational Sciences, ChileFatih Karahüseyinoğlu, Fırat University, TurkeyFatih Yazici, Gaziosmanpaşa University, Turkeyİbrahim Yaşar Kazu, Firat University, TurkeyJon S. Turner, Missouri State University, USAKatya De Giovanni, University of Malta, MaltaLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLaura Bruno, The College of New Jersey, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMassimiliano Barattucci, Ecampus University, ItalyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMin Gui, Wuhan University, ChinaMurat Kul, TurkeyMustafa Çakır, Marmara Üniversity, TurkeyNicole Celestine, The University of Western Australia, AustraliaOzgur Demirtas, Inonu University, TurkeyPuneet S. Gill, Texas A&M International University, USARichard H. Martin, Mercer University, USASadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeySisi Chen, American University of Health Sciences, USAStamatis Papadakis, University of Crete, GreeceTercan Yildirim, Ahi Evran University, TurkeyYalçın Dilekli, Aksaray University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


Author(s):  
Sefer Çon ◽  
Zöhre Polat

The concept of the university campus and research, taken up the development process of the universities, presented examples from the world and Turkey. Master plans, sustainable master plans and landscape master plans in university campuses were compiled and supported with examples. According to the survey, which examined 20 universities in 16 of the world where the campus master plan, which examined 20 universities in Turkey 12 patients which were put forward in the campus master plan. World in 7 of 10 universities surveyed across the campus landscape master plan that, while Turkey’s 10 universities discussed in general only 2 of the campus landscape master plan was put out to be. Suggestions regarding the necessity of preparing master plan and landscape master plan in university campuses are presented.


2021 ◽  
Vol 3 (2) ◽  
pp. 87-95
Author(s):  
Cathy Mae Dabi Toquero ◽  
Swen Joshryll C. Acebes ◽  
Jaizele B. Melitante ◽  
Nikki T. Tuble

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers.   As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.


Author(s):  
Ray Bromley

The author is a Professor in the Department of Geography and Planning at the University at Albany, State University of New York, where he directs the Masters Program in Urban and Regional Planning. He is a member of the World Society for Ekistics (WSE), the American Institute of Certified Planners, the American Planning Association, the International Planning History Society, and many other professional and scholarly associations, and he has served as a consultant with the United Nations, UNICEF, USAID, and various projects funded by the World Bank and AID. His research and publications focus on: the history of ideas in planning and community development; metropolitan and regional development policies; the revitalization of old neighborhoods; disaster avoidance and relief; and, micro-enterprise development. The text that follows is a revised and extended version of a paper presented at the WSE Symposion "Defining Success of the City in the 21st Century," Berlin, 24-28 October, 2001.


2017 ◽  
Vol 5 (10) ◽  
pp. 238
Author(s):  
Robert Smith

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 10Adem İşcan, TurkeyAkif Arslan, TurkeyAli Özkan, TurkeyAnne M. Hornak, Central Michigan University, USABora Bayram, TurkeyErica D. Shifflet-Chila, Michigan State University, USAIoannis Syrmpas, University of Thessaly, GreeceIşık Bayraktar, TurkeyJohn Cowan, Edinburgh Napier University, UKLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMehmet Boyacı, İstanbul Medeniyet University, TurkeyMichail Kalogiannakis, University of Crete, GreeceMin Gui, Wuhan University, ChinaMustafa Altunsoy, TurkeyNerina Fernanda Sarthou, Univ. Nacional del Centro de la Provincia de Buenos Aires, ArgentinaNiveen M. Zayed, MENA College of Management, JordanÖzgür Murat Çolakoğlu, Bülent Ecevit University, TurkeyPirkko Siklander, University of Lapland, FinlandRecep Soslu, TurkeyRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASamad Mirza Suzani, Islamic Azad University, IranSeher Mandacı Şahin, Niğde Ömer Halisdemir University, TurkeySelloane Pitikoe, University of Kwazulu-Natal, South AfricaSeyfullah Tingir, Florida State University, USAStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongTurgay Kabak, TurkeyUfuk Töman, TurkeyYi Lu, American Institute for Research, USARobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Bryan Mallillin Nozaleda

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The aim of this study is to create an image of how research integrates in university teaching particularly in STEM education in a state university in the Philippines. The participants were 104 teachers from five campuses of the university that offers STEM undergraduate programs. A quantitative research design was employed to address the central theme: The identification of the gap between the beliefs and perceptions of STEM Educators regarding the role of research in university teaching. The present study revealed that the STEM teachers highly valued the role of research in teaching. They especially considered the development of creative and critical dispositions as the most important goals of integrating research into teaching. However, the teachers reported low actual integration of research into their current teaching, revealing a major gap between their beliefs and the perceived actual integration research into their own teaching practices. It further showed that institutional background appeared to be critical in the integration of research in teaching. Ultimately, STEM education in the university is emphatic on research content in the delivery of instruction while creating opportunities for learners to participate along the learning process. However, a research-based approach remains to be unpopular, much less for a research-oriented classroom. Strengthening research support and widening the scope of research culture are recommended.</p></td></tr></tbody></table>


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