Initiatives and Responses to Migrant Workers during the Lockdown

This narrative describes an initiative of the National Service Scheme team at Andhra Loyola Institute of Engineering and Technology. It highlights initiatives to address the situation of migrant workers during the pandemic lockdown in the southern state of Andhra Pradesh in India. In the Krishna District of Andhra Pradesh, migrant laborers were forced to walk home, sometimes hundreds, even thousands of kilometers, to reunite with their families. It was hard to ignore these images, especially those who carried the elderly on their shoulders, and small children slumped over rolling suitcases. Most used any means of transport they found, even bicycles. Some succumbed to accidents and exposure to heat. In the midst of the lockdown, the NSS team quickly came together and planned an outreach/relief camp for migrants in Krishna District. It was chosen since many villagers were migrants and the lockdown had affected in multiple ways. The relief camp took place in the month of April, a time when temperatures soar in southern India. The students and the faculty members joined hands to reach out to the Migrants in the most despairing moments. The students commented that they saw their education from a different perspective, one that integrated curriculum and good citizenship for marginalized persons. One of the ways of infusing relevance into education is to embed it within meaningful service learning. This paper is an attempt to exhibit the Initiative and Responses to the Migrant workers during the Lockdown.

Creating the Citizen

This chapter presents an approach to civic education that integrates critical literacy with the research-based promising practices of civic education and the College, Career, and Civic Life (C3) Framework for Social Studies Standards. The authors present a definition of critical literacy that reflects a broad-based approach to the concept while exploring what critical literacy may look like within a civic education classroom and the ways in which this reflects a particular approach to good citizenship. Perceived connections between critical literacy, the promising practices, and the dimensions of the C3 Framework are illustrated throughout the chapter, and the authors provide a real-world example to demonstrate what integration may look like in practice through either extra-curricular or classroom-based student engagement.

Walking the Line: Borderlands and the Politics of Hiking

This article takes the Arizona Trail (AZT) as a case study to consider the ways that hiking is made to serve a political purpose in part through its representation as apolitical. I show how certain opposition to border wall construction employs the figure of the hiker as one that is both beyond the realm of politics and aligned with practices of good citizenship. This move then entails the production of that figure’s other, the migrant whose criminalized walking the wall is meant to prevent. In leaving that other largely unmarked and unaddressed, opposition to the wall’s construction can claim to be disengaged from politics while tacitly affirming the necessity of borders and their enforcement.

PENTINGNYA SIKAP TOLERANSI DAN EMPATI DALAM MEWUJUDKAN WARGA NEGARA YANG BAIK (GOOD CITIZENSHIP) DI MASA PANDEMI

Indonesia termasuk negara yang memiliki keberagaman budaya, suku bangsa, agama, bahasa, dan ras. Keberagaman tersebut menjadi corak khas bagi, kekayaan dan identitas bangsa,. Realitas sejarah tak luput dari keadaan bangsa Indonesia sekarang, dimana perjuangan, rasa saling memiliki, sama rasa, dan tujuan untuk bersatu demi tercapainya tujuan bersama. Melahirkan masyarakat yang memiliki rasa persatuan dan kesatuan menjunjung tinggi kerukunan meskipun banyak perbedaan, menyatukan harapan demi tujuan bersama. hal-hal tersebut. Sikap menghargai sesama disertai rasa saling menghormati dan tidak menghakimi menjadi kunci atas cerminan toleransi. Sikap dan perilaku yang baik sebagaimana warga negara bisa saling menghargai, menerima perbedaan, dan keadaan sehingga dapat hidup berdampingan secara damai, rukun, dan bekerjasama dalam mengatasi berbagai permasalahan yang terjadi baik di masa pandem. Sikap Toleransi dan empati membawa dampak positif bagi negeri tercinta ini, sebagai upaya mewujudkan warga negara yang baik. Saling menguatkan dan memupuk rasa persatuan dan kesatuan di masa pandemi sehingga dapat melewati keadaan ini dengan baik dalam kehidupan bermasyarakat, berbangsa dan bernegara.

Pioneering development polioies & experiences in the field of education “ Lessons Learned”

Investing in education is the basis for the advancement ,prosperity and advancement of individuals and societies everytime and any where this is confirmed in practice by the experiences and policies of countries that focused on their path and development strategy and the priority of investing in people in general and education in particular . There is no doubt that education has an important role in building society ,whether it is related to graduating students and scientific competencies needed by society or to contribute to the formulation to the formulation and drawing of social and economic development plans and since the human element is one of the basic and important elements upon which development policiiesin all societies depend . Here highlights the importance of preparing and preparing human elements,and this can only be done through successful education as the conttibution of education to the development process depends on the quality of the human cadre and extent of its scientific validity to the requirements of society and its aspirations in terms of training ,qualification and training which directly reflected in achieving the desired development. In light of this ,education is an investment in human capital ,it brings benefits many are economic and uneconomic for individual and society as awhole. Among the benefits of education for individuals istheir high incomes in the labor market ,raising rates of economic growth, reducing poverty levels ,and achieving fairness in the disttibution of wealth ,this is called ( the monetary return )from education .on the other hand , education actualiy contributesto achieving many non – material gains that are no less than their material counter parts ,such as improving healthy behavior and good social and healthcare and the socialization of children ,and reducing crime and reducing rates and its spread and achieve harmony and social harmony among individuals ,preserving the environment and promting the values of good citizenship , and this is called a non- monetary return. Key words : Development experiences, Pioneering development policies,Development experiences in education,Pioneering development models

IMPLEMENTASINILAIPANCASILA SEBAGAI SUMBER ETIKA, MORAL DAN KARAKTER DALAM PENERAPAN PELAYANAN KESEHATAN KEPERAWATAN

Penelitian ini bertujuan mengetahui implementasi nilai-nilai Pancasila sebagai asas materi muatan pembentukan peraturan perundang-undangan dalam Pasal 6 UU No. 12/2011.Penelitian ini merupakan jenis penelitian normatif bersifat preskriftif dengan menggunakan pendekatan undang-undang, historis, dan konseptual.Jenis dan sumber bahan hukum yang digunakan yaitu, primer dan sekunder.Teknik pengumpulan data menggunakan literature research.Analisa bahan hukum menggunakan silogisme deduksi.Berdasarkan hasil penelitian dan pembahasan dihasilkan kesimpulan, asas materi muatan telah memuat nilai-nilai Pancasila.Fungsi pendidikan Pancasilaadalah membangun karakter bangsa yang harus tetap dipertahankan.Begitu pula perlu dikembangkan nilai-nilai yaitu nilai Etika Pancasila menjadi fundamental bangsa dalam rangkapenguatan integritas para pemberi pelayanan kesehatan yaitu seorang perawat.Sebagai upaya nyata demi kelestarian nilai-nilai luhur Pancasila, perlu ditanamkan pemahaman kepada generasi penerus bangsa, salah satunya lewat pendidikan Pancasila dalam jenjang pendidikan seterusnya. Mata kuliah Pancasila merupakan proses pembelajaran dengan menggunakan pendekatan student centered learning, untuk mengembangkan knowledge, attitude, dan skill mahasiswa sebagai calon pemimpin bangsa dalam membangun jiwa profesionalitasnya sesuai dengan program studinya masing-masing dengan menjadikan nilai-nilai Pancasila sebagai kaidah penuntun (guiding principle) sehingga menjadi warga negara yang baik (good citizenship) terutama dalam penerapan etika keperawatan.

Social Studies Education as A Tool for Rebranding Nigerians: Implications for National Development

Nigeria holds a strategic place in the African continent and the global community. This is not unconnected with the fact that Nigeria is a diplomatic force in West Africa and a major player in African politics. Nigeria is home to one-fifth of the population of sub-saharan Africa and the most populous black nation in the world. Nigeria surpassed South Africa at the continent’s largest economy in 2014. Bellying tremendous resources, with a maximum crude oil production capacity of 2.5 million barrels per day, Nigeria however presents an interesting but paradoxical case study in the comity of nations. To all intents and purpose, the Nigerian state remains privatized, unpopular, and unhegenomic without discipline, strong working ethnics, integrity and good citizenship at the individual and corporate levels. Because of this, Nigeria has been branded with negative names and attributes which include corruption, drug, and human trafficking, insecurity, land of darkness, God-forgotten country, a country where nothing works amongst others. For this reason, Social Studies is assigned the responsibility to develop in Nigerian youth an understanding of their societal values, knowledge, values, and skills that would enable them to deal with and manage the forces of the world in which they live, and learn how to live harmoniously in the society. This study examines the philosophy and objectives of social studies education in Nigeria. the contents and purposes of the social studies education with consideration to its ability to instil high-quality moral values and good character in students and provide them with the necessary skills, abilities, and competencies, which individual students require to participate in the development of the nation. Social Studies Education with its robust aims, objectives and philosophy is recommended as a veritable tool to rebrand Nigerian and by implication for national development.

Peran Guru dalam Pendidikan Karakter Selama Pandemi Covid-19 di SMP Negeri 1 Sumbang

A teacher carries out a very noble task in addition to educating and providing transparency for students, namely making his students have good morals and noble character. Thus, a teacher must be able to make his students into noble human beings. Teachers play an important role even very important in terms of educating and providing transparency for their students. During the pandemic as it is today it is a challenge for teachers in Indonesia to instill character education. Character education is an effort to realize a generation of intelligent and good national (smart and good citizenship) or have a noble and Indonesian personality. The success of character education hints at learning not necessarily seen from the perspective of the cognitive realm alone but rather how the balance of the cognitive, affective, and psychomotor realms that estuary is to realize the whole human being. The condition of the Covid-19 pandemic is currently a challenge for the world of education, especially formal education in the efforts to education the character of the nation. Dominant learning is not done face-to-face, so it becomes a teacher's challenge in the process of character education. On the other hand, it will provide opportunities as learners in actualizing the values of character in the community in an effort to participate in the prevention and prevention of Covid-19. This research is descriptive qualitative with literature studies that seek to provide solutions to how character education is conducted while learning is still taking place by online methods in junior high school.