Suchergebnisse

Saikia, Chalmers, Michael and Orrell explore the impact of social education on gender inequalities in rural Tamil Nadu where highland women's lives are damaged by discrimination, marginalisation and deprivation. Social education refers to agent-oriented learning experiences focused on power relations designed to help oppressed people regain their humanity in the struggle for empowerment. The book begins with the recognition that wellbeing is dependent on access to opportunities given that gender parity in tertiary education has not transferred to good jobs. This implies education is a necessary but insufficient indicator of wellbeing in the absence of empowerment. Hence, it investigates interconnections between empowerment (self-efficacy, social action and human rights) and multiple dimensions of wellbeing (living standards/ livelihoods, physical and mental health, and education). It articulates how such hopes and expectations are empirically founded, thereby presenting some of the answers that readers need to move from grievance to a future that is more conducive to friendships and mutuality. A vital resource for scholars, students, researchers and professionals interested in development studies, human rights (law and social science), anthropology of development, gender in development, public health administration, governance/ public administration, and welfare economics.

Scope of an Investigation in India of Marginalised Women's Struggle for Equality -- Rationale for Including Inequality in Women's Wellbeing Approaches -- Research Sites, Women, and Concepts Involved in a Study of the Struggle for Equality in Rural India -- Research Processes Involved in a Wellbeing Inquiry of Rural Women's Struggle for Equality in India -- Outcomes of a Quality-of-Life Study of Marginalised Women's Struggle for Equality in India -- What the Indices Reveal in a Study of Marginalised Women's Struggle for Equality in India -- Prologue of an Investigation of Marginalised Women's Struggle for Equality in India.

Valuing wise futures / Joy Higgs -- Building a wise and sustainable future : moral purpose and challenged assumptions / Geoff Scott -- Linking science, spirituality, ethics and philosophy in creating wise futures / Narelle Patton -- Social movements within the Australian context for wiser futures / Anne Fitzgerald and Diane Tasker -- Practice dimensions and drivers shaping wise futures / Joy Higgs -- Restoring the balance : wisdom and the spirit of the age / John Wattis, Melanie Rogers, Stephen Curran and Gulnar Ali -- Wisdom and spirituality / Norman Habel -- Professional practice and knowledgeable action in turbulent times : rediscovering mètis / Peter Goodyear -- Living practices : moving from the past towards a wiser future / Tania De Bortoli and Diane Tasker -- Future oriented practice spaces : creating socially and environmentally responsible workplaces / Margot Cairnes and Rosemary Leonard -- Realising positive futures where there appears to be little hope / Janice Orrell and Anjali Habel-Orrell -- Yarning and wisdom / Simon Munro and Diane Tasker -- Recognising the practical wisdom of people from fefugee communities / Jeanette Lawrence, Mardi Stowe and Giovanna Citta -- Practical wisdom of shaping futures for communities at the margins of society : collaborative development and evaluation of community programs / Agnes Dodds, Ida Kaplan and Jeanette Lawrence -- Leadership in uncertain futures / David Giles -- Wisdom and the university : two rival modes and a resolution of sorts / Ronald Barnett -- Towards practice wisdom in politics : developing a leadership framework through dispute resolution values and skills / Rachael Field and Laurence Boulle -- Carving out new spaces for journalists and political leaders to make better nations / Janice Orrell and Lauren Novak -- Wise futures in ageing societies / Janice Orrell and Lilly Xiao -- Young people shaping wise futures / Skye Tasker and Philippa Collin -- The essential roles of ethics, humanity and social justice in any future worth living / Andrew Dutney.

Cheating has been a significant issue over the years throughout the world, including in Indonesian Higher Education. In this study, we aimed to explore students' perceptions of cheating, the practices they engage in when they cheat, the factors influencing their behavior, and possible solutions to stop cheating in the context of Islamic Higher Education. This mixed methods research involved 43 undergraduate students in the Department of English Language Education of two Islamic Higher Education institutions: The University of Muhammadiyah Aceh and Universitas Islam Negeri (UIN) Ar-Raniry Darussalam, Banda Aceh - Indonesia. A questionnaire comprising demographic and cheating related questions was emailed to students taking the subject, Ilmu Akidah (Theology). This subject is a third-semester optional subject offered to students at both universities. The subject covers issues about ethics, morals, good Muslim citizenship, and other universal Islamic values. Eight students were interviewed to seek their opinions about cheating in the context of Islamic education and to suggest ways to stop cheating at their university. Survey findings indicated the prevalence of cheating among these Islamic university students during their studies reached 84%, with the most common cheating practices including requesting/exchanging answers with friends during exams, duplicating texts from the internet/books and then submitting them, and cooperating with friends in doing individual assignments. The underlying issues involved external factors (i.e., exam difficulty, overloaded assignments, inadequate time for finishing assignments, and assisting friends) and internal factors (i.e., fear of low grades and failure in exams, and motivation for gaining high scores). Sixteen percent of the students claiming that they never cheated because of their religious/moral awareness, a sense of accomplishment in their own ability, and fear of academic sanctions suggestions for preventing cheating are shared along with a discussion of cheating within Islamic higher education. An important finding from the interviews was many students believed cheating was sinful and those who cheat must repent. The paper concludes with a discussion of the benefits and drawbacks of conducting mixed methods research to answer these questions and adding a set of interviews to the survey instrument.