scholarly journals An Elaboration of the Administrative Theory of the 14 Principles of Management by Henri Fayol

2018 ◽  
pp. 41-52
Author(s):  
Raymond Edwards
Keyword(s):  
Formal Education ◽  
Organizational Management ◽  
Theory And Practice ◽  
Modern Management ◽  
Administrative Theory

Fayolism was a theory of management that analyzed and synthesized the role of management in organizations, developed around 1900 by the French management theorist Henri Fayol (1841–1925). It was through Fayol's work as a philosopher of administration that he contributed most widely to the theory and practice of organizational management. Fayol developed theory of management. According to him managerial excellence is a technically ability and can be acquired. He developed theories and principles of management which are universally accepted and make him universalistic. He was pioneer of the formal education in management. Fayol’s principles of management meet the requirements of modern management.

scholarly journals REVITALIZATION OF ACEH CUSTOMS IN FORMAL EDUCATIONAL INSTITUTIONS

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Sri Suyanta ◽  
Chairan M. Nur
Keyword(s):  
Formal Education ◽  
Education Institution ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Teacher Understanding ◽  
School Activities

<div><p>The study aims to strengthen the role of school in transforming Aceh customs. Schools as an official formal education institution, dealing with two issues namely their feelings cannot be ignored between customs and culture is a case that should be maintained continuously, and schools have to collide with system reining the power of cruising and creativity of education institutions in developing the value of custom. In addition, schools have a desire to interpret Aceh customary by themselves. Those things are done in two issues; First, the lack of teacher understanding customs well and perfectly. Secondly, low supported funding supporting every work in revitalization of custom. The study found that revitalization and strategy in developing in formal schools are undergone by two ways; theory and practice. Theoretically, schools  include custom materials through several lessons. Then practically, schools encourage students’ creativity in many ways, both in school activities internally and externally.</p></div>

scholarly journals Science of Pedagogy: Theory of Educational Discipline and Practice

2018 ◽  
Vol 20 (2) ◽  
pp. 31-43 ◽  
Author(s):  
Irēna Žogla
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Theory And Practice ◽  
Human Relations ◽  
European Universities ◽  
Historical Processes ◽  
Doctoral Programmes ◽  
External Forces ◽  
Insight Into

Abstract The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of pedagogy as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, pedagogy develops its theories, all-level practices and disciplines within tertiary and doctoral programmes; because of these its changing nature provides sustainability, cause critique and improvements to an extent which is resilient to multiple external forces. The article highlights some current developments of pedagogy as a stable, open-to-diversity and innovative theory to underpin the process of formal and informal education. The understanding of pedagogy in its meaning of teacher philosophy-in-use leads to a discussion of the constant and changing components of the definition. The intellectual tradition of pedagogy has become a phenomenon and notion to be compared and clarified in the context of another phenomenon – education sciences. The conclusions remind therefore the benefit of adopting the science of pedagogy being a theory and practice of formal education.

THE ROLE OF EDUCATION ON DISASTER PREPAREDNESS CASE STUDY OF 2012 INDIAN OCEAN EARTHQUAKES ON THAILAND’S

2018 ◽  
Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri
Keyword(s):  
Indian Ocean ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Disaster Experience ◽  
Individual Household ◽  
The Indian Ocean ◽  
The Individual

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.

SISTEM PENDUKUNG KEPUTUSAN PEMILIHAN GURU BERPRESTASI KOTA MEDAN MENERAPKAN METODE PREFERENCES SELECTION INDEX (STUDI KASUS : DINAS PENDIDIKAN KOTA MEDAN)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Fajar Syahputra ◽  
Mesran Mesran ◽  
Ikhwan Lubis ◽  
Agus Perdana Windarto
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Formal Education ◽  
Basic Education ◽  
Selection Index ◽  
Main Task ◽  
Selection Of

The teacher is a major milestone in the world of education, the ability and achievement of students cannot be separated from the role of a teacher in teaching and guiding students. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, in Article 1 explained that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education and education medium. Whereas in Article 4 of the Act, it is explained that the position of teachers as professionals serves to enhance the dignity and role of teachers as learning agents to function to improve the quality of national education.Decision making is an election process, among various alternatives that aim to meet one or several targets. The decision-making system has 4 phases, namely intelligence, design, choice and implementation. These phases are the basis for decision making, which ends with a recommendation.The Preferences Selection Index (PSI) method is a rarely used decision support system method. This method is a method developed by stevanie and Bhatt (2010) to solve the Multi Criteria Decision Making (MCDM). With the right consideration, this method can be one of the tools to determine policies in decision-making systems, especially the selection of outstanding teachers. Determination of policies taken as a basis for decision making, must use criteria that can be defined clearly and objectively.Keywords: Decision Support System, PSI, Selection of Achieving Teachers

The problem of reflection in German philosophy of the XVIII - XIX centuries

2020 ◽  
Vol 3 (152) ◽  
pp. 141-145
Author(s):  
L. A. Checal ◽  
Keyword(s):  
Human Development ◽  
Theory And Practice ◽  
Conceptual Representation ◽  
German Philosophy ◽  
Historical Aspect ◽  
Theoretical Significance ◽  
Self Knowledge

This study focuses on a conceptual representation of the metaphysical and non-classical context of reflection in its subjective dichotomous understanding. The author successively reviews the specifics of reflection, as well as the features of methodology of cognition and self-knowledge in the context of determining the values and priorities of human development and consciousness. The article also includes an overview of the main categories of reflection through a breakdown of theoretical relationships and the most important conceptual discourses. The theoretical significance of the problem of cognition and self-knowledge is determined by the central role of man in society and history. The analysis shows that the methodology of cognition and self-knowledge should be based on the principles of axiological disengagement, a combination of logical and historical aspect, as well as on the coherence of theory and practice.

scholarly journals Evaluation of the Effectiveness of Brazilian Community Restaurants for the Dimension of Low-Income People Access to Food

Nutrients ◽  
2021 ◽  
Vol 13 (8) ◽  
pp. 2671
Author(s):  
Mateus Santana Sousa ◽  
Camila Silveira Silva Teixeira ◽  
Jamacy Costa Souza ◽  
Priscila Ribas de Farias Costa ◽  
Renata Puppin Zandonadi ◽  
...  
Keyword(s):  
Low Income ◽  
Formal Education ◽  
Average Energy ◽  
Secondary Data ◽  
Target Population ◽  
Service Capacity ◽  
The Public ◽  
The Government ◽  
Access To Food

This study aimed to evaluate the effectiveness of community restaurants (CRs), managed by the Government of the State of Bahia/Brazil, for the dimension of access to food. The study used secondary data obtained from the public opinion survey Profile of users of community restaurants in Salvador. The nutritional information was accessed through the analysis of CRs’ menus. Adequate effectiveness of access to food was considered when the CR served meals to 50% to 70% of the users considered the target audience (individuals served by the two CRs located in the city of Salvador/Bahia/Brazil). The participants (n = 1464; 778 as low-income individuals) were adult CR users from Salvador/Brazil. Most of the respondents were male, 40 to 54 years old, not white, had up to 9 years of formal education, without a partner, and living in the municipality of Salvador. The evaluated CRs are effective in serving 53.1% of the target population in their total service capacity. Meal provision only reached an estimated 0.7% of the socially vulnerable community in the district. The average energy value of the meal served by the CR units was 853.05 kcal/meal, with a mean energy density composition classified as average (1.15 kcal/g). The effectiveness of the evaluated community restaurants showed that these instruments were minimally effective in promoting access to food for the low-income population within their total daily service capacity, and the current quantity of these facilities was insufficient. However, these instruments stand out in the fundamental role of promoting the daily distribution of meals to the Brazilian population with the highest social vulnerability levels.

scholarly journals Hand Hygiene Knowledge, Perception, and Practices among Domestic Visitors to the Prophet’s Mosque in Al Madinah City Amid the COVID-19 Pandemic: A Cross-Sectional Study

2021 ◽  
Vol 18 (2) ◽  
pp. 673
Author(s):  
Hashim A. Mahdi ◽  
Hamza M. Assaggaf ◽  
Mohammad Alfelali ◽  
Omar B. Ahmed ◽  
Radi Alsafi ◽  
...  
Keyword(s):  
Hand Hygiene ◽  
Graduate Education ◽  
Formal Education ◽  
Demographic Data ◽  
Knowledge Score ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional

This study aimed to assess hand hygiene knowledge, perception, and practices of visitors to the Prophet’s Mosque in Al Madinah City, Saudi Arabia. Using a self-administered electronic questionnaire, a cross-sectional survey was conducted among domestic residents, who visited the mosque between 31 July and 3 August 2020. Participants’ demographic data, hand hygiene knowledge, perception, and practices were collected. Four hundred participants aged 18–65 (median 36) years completed the survey, of which 215 (53.8%) were female. The visitors’ mean knowledge score about hand hygiene was 6.4 (± standard deviation (SD) 1.35) of total 12. Most participants (392, 98%) were aware of the role of hand hygiene in preventing Coronavirus Disease 2019 (COVID-19); nevertheless, 384 (96%) said hand hygiene lowers body immunity and 316 (79%) thought <60% alcohol is sufficient for hand disinfection. Males had a higher knowledge score than females (6.46 (±1.41) vs. 6.14 (±1.27), p = 0.02) and, visitors who had no formal education scored higher than those with post-graduate education (6.88 (±1.45) vs 5.73 (±1.12), p = 0.01). Washing hands with soap and water was the predominant method practiced after a meal (365, 91.7%), after toilet visit (354, 88.5%), after touching a surface (262, 65.7%), after waste disposal (332, 83.2%), and when hands were visibly dirty (357, 89.5%). Al Madinah visitors had moderate knowledge about hand hygiene, but demonstrated some knowledge gaps and negligence in practice that are crucial to curb the spread of COVID-19.

scholarly journals Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland
Keyword(s):  
Leadership Development ◽  
Power Relations ◽  
Theory And Practice ◽  
Liminal Spaces ◽  
Learning Facilitation ◽  
Reflective Conversations ◽  
Permanent Resident ◽  
Shadow Side ◽  
Learning Development

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

scholarly journals François Fénelon: Modern philosopher or conservative theologian?

2021 ◽  
pp. 147488512110020
Author(s):  
Alexandra Oprea
Keyword(s):  
Political Philosophy ◽  
Political Economy ◽  
International Relations ◽  
Early Modern ◽  
Political Thought ◽  
Theory And Practice ◽  
Education Of Women ◽  
Political Philosopher

Ryan Patrick Hanley makes two original claims about François Fénelon: (1) that he is best regarded as a political philosopher, and (2) that his political philosophy is best understood as “moderate and modern.” In what follows, I raise two concerns about Hanley’s revisionist turn. First, I argue that the role of philosophy in Fénelon’s account is rather as a handmaiden of theology than as an autonomous area of inquiry—with implications for both the theory and practice of politics. Second, I use Fénelon’s writings on the education of women as an illustration of the more radical and reactionary aspects of his thought. Despite these limits, the book makes a compelling case for recovering Fénelon and opens up new conversations about education, religion, political economy, and international relations in early modern political thought.

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