NILAI-NILAI PENDIDIKAN MULTIKULKTURAL DALAM KEHIDUPAN ANTAR UMAT BERAGAMA DI DESA SINDANG JATI KECAMATAN SINDANG KELINGI

Multicultural education is education that prioritizes an education that has a high tolerance value and this multicultural education is the right and appropriate step to be implemented, especially in our country, Indonesia considering that Indonesia is a country that has a variety of cultures, races, ethnicities, and religions, for creating harmony in social life, multicultural education is very appropriate to be applied. The purpose of this multicultural education is to form an attitude of mutual acceptance, mutual respect both in terms of values and culture of each other's beliefs. With this multicultural education, it is hoped that humans can expand humans to defeat selfishness, namely the attitude of someone who tends to expect other people like himself.The purpose of this study is to first find out first how the values of multicultural educational insights in the life of interfaith people in Sindang Jati Village, the second to find out the supporting factors of religious harmony. This type of research is field research using a qualitative approach, the source of data is the Village Head, Religious figures namely Islam, Buddhism, and Catholicism. Data collection techniques using observation, interviews, and documentation.The results showed: first, the values of multicultural education insight in inter-religious life in Sindang Jati, including the values of democracy, equality, and justice; human values, togetherness, and peace, as well as social attitudes, namely: recognition, acceptance, and respect for others, such as mutual respect when worshiping and implementing a justice system in maintaining security and order. The two factors supporting religious harmony in the village of Sindang Jati include humanity, togetherness, and peace, and social attitudes, namely: recognition, acceptance, and respect for other people who are high, such as respecting when other religious communities worship, maintaining security and order of citizens regardless of religious differences such as the presence of patrol posts

Translation and validation of household food insecurity access scale (HFIAS) and factors associated with food insecurity among households with children aged five to six years old in Tumpat, Kelantan

Introduction: Food security was defined as, when all people, at all times, has physical and economic access to sufficient, safe and nutritious food to meet their dietary needs and food preference for an active and healthy life (World Food Summit, 1996). The concept of food security encompasses of four dimensions namely access, availability, utilization and stability. Methods: The objective of first phase of this study was to translate the Food Insecurity Access Scale (HFIAS) into Malay and to determine its validity and reliability. The second phase was to determine the household food insecurity and its related factors among children aged five to six years in Tumpat, Kelantan. Phase one involved 60 mothers or female caregivers for children aged five to six years in Bachok, Kelantan. The second phase was a cross sectional study conducted at 45 TABIKA in Tumpat district. It has involved 370 mothers or female guards to children aged five to six years old. All participants were randomly selected. HFIAS has been used to measure the level of household food security (access) and the translated and validated Radimer / Cornell and Hunger scale has been used to measure the level of household food security (availability). The body mass index (BMI) was used to determine the nutritional status of children. The validity of HFIAS constructs translated into Malay has been tested using the method of exploratory analysis. The reliability of the translated questionnaire was expressed as Cronbach alpha. The factors that associated to the underlying status of food security and child malnutrition have been identified through multiple logistic regression analysis. Results: Two major components have been identified from exploratory analysis factors which are quality component and insufficiency component with good reliability index (Cronbach's α = 0.83). A total of 36 (9.7%) households were identified as households with mild food insecurity, 64 (17.3%) moderate and 47 (12.7%) severe household food insecurity. The level of education of mothers who did not receive any formal education or only primary education [Adj: 8.77 (95% CI: 1.80, 42.69; p-value = 0.007)], total monthly income per capita less than RM130 [AdjOR: 4.71 (95% CI : 2.19, 10.08; p-value <0.001)] and the absence of monetary savings [AdjOR: 3.97 (95% CI: 2.45, 6.43; p-value <0.001)] has been identified as associated factors to the household food insecurity (access) . Mothers who have no formal education or just primary education [AdjOR: 3.97 (95% CI: 1.04, 15.16; p-value = 0.043)], mothers who have secondary education [AdjOR: 4.28 (95% CI: 1.55, 11.79; p-value = 0.005)], total monthly income per capita of less than RM130 [AdjOR: 3.10 (95% CI: 1.50, 6.41; p-value 0.002)], total monthly income per capita between RM130 and RM210 [AdjOR: 1.83 (95% CI: 1.10, 3.06; p-value 0.021)] and the absence of monetary savings [AdjOR: 2.71 (95% CI: 1.74, 4.22; p-value <0.001)] has also been identified as associated factors to household food insecurity (availability) Families receiving financial assistance [AdjOR: 1.63 (95% CI: 1.05, 2.52; p-value = 0.028)], absence of land ownership [AdjOR: 1.99 (95% CI: 1.14, 3.50;p-value = 0.016)] and girls [AdjOR: 1.68 (95% CI: 1.10, 2.56; p-value 0.017)] were found to be associated with malnutrition status of children. Conclusion: The HFIAS that has been translated into Malay can be used to measure the access components of household food insecurity in local setting. Household food insecurity need to be handled by taking into account the level of maternal education and monthly income per capita that will enable families to have monetary savings in order to improve household food security that will address the problem of pre-school children's malnutrition

Differential Mortality and Retirement Benefits in the Health and Retirement Study

This analysis uses data from the Health and Retirement Study (HRS) to examine the sources of variation in mortality for individuals of varying socio-economic status (SES). The use of the HRS allows a distinction between education and a measure of career earnings as primary determinants of socio-economic status for men and women separately. We use those predictions of mortality to estimate the distribution of annual and lifetime OASDI benefits for different birth cohorts spanning the birth years from 1900 to 1950. We find differential rates of mortality have had substantial effects in altering the distribution lifetime benefits in favor of higher income individuals

Game Based Learning for Safety and Security Education

Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students' learning without potential harm to the students

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

The Growing Gap in Life Expectancy by Income: Recent Evidence and Implications for the Social Security Retirement Age

[Excerpt] This report provides a brief overview of the concept of life expectancy, how it is measured, and how it has changed over time in the United States. While life expectancy may be studied in a variety of contexts, this report focuses on the link between life expectancy and SES, as measured by lifetime income. In particular, this report synthesizes recent research on (1) the life expectancy gap by income and (2) the relationship between this gap and Social Security benefits. Finally, this report discusses the implications of this research for one type of Social Security reform proposal: increasing the Social Security retirement age

Fostering the Biosecurity Norm: Biosecurity Education for the Next Generation of Life Scientists

Sustainable education on biosecurity and dual use for life scientists is increasingly recognised as being an important element of broader efforts to achieve biosecurity. To address this issue, a joint project between the Landau Network-Centro Volta and the Bradford Disarmament Research Centre has been initiated to analyse what currently exists in terms of biosecurity and dual use education, but also how such education can be most effectively achieved in a sustainable fashion. The purpose of this paper is to elaborate on the findings of a survey on the extent of, and attitudes to, biosecurity and dual use education in European universities, and outline the educational activities undertaken through a network of contacts built through the survey and some of the conclusions drawn from engagement with this network. The paper also outlines the development and optimization of an Educational Module Resource intended to support lecturers in the improvement and implementation of educational material related to biosecurity and dual use. This is further expanded by the authors' experience derived from implementation tests conducted at universities around Europe, in which material was tested with students and faculty members. To date, the main results from this evaluative process are that students and faculties are generally unaware of biosecurity and dual use concerns, but nonetheless appear interested in discussing these topics and have initiated challenging debates on the importance of balancing factors such as security, research, secrecy and development. However, serious efforts in terms of developing and promulgating education more broadly across the life science community will require concerted actions which look at education but also at other mutually reinforcing intervention points such as funding bodies, authors and publishers. Moreover, in the longer term it will also be necessary to develop new mechanisms and metrics to determine success in these activities and ensure that educational activities are contributing, along with other legal and regulatory measures, to mitigating the challenge of potential misuse of the life sciences in the 21st century

Poverty Eradication Dilemma: Understanding Poverty Dynamics in Nebbi District, Uganda

This paper addresses a current methodological gap in poverty measurement, which stems from acknowledging the multi-dimensionality of poverty, on the one hand, and using an income/consumption measurement of poverty as thenorm, on the other

The Relationship between Early Disability Onset and Education and Employment

The early onset of disability (at birth through young adulthood) can affect a person's employment outcomes in myriad ways. In addition to the direct effect of disability on employment, early onset of disability likely affects the acquisition of education and job skills (human capital). This reduced "investment" in human capital in turn may reduce the individual's employment and earnings prospects throughout their lifetime. If this is the case, people with early onset of disability may be doubly disadvantaged when it comes to later employment prospects.This study analyzes how early onset of disability (onset prior to age 22) affects employment opportunities both directly and as a result of reduced investment in human capital (education) for a younger cohort (ages 22 to 35) and older cohort (ages 44 to 54). In our young cohort, we find that people with early onset of disability have a lower probability of completing high school and a lower probability of being employed than those without disabilities. Lower employment rates result from both lower levels of high school completion and a direct negative impact of disability on work. In the older cohort, we find the employment of those with disability is lower than those without disability, regardless of age of onset. However, those with early onset of disability have significantly higher employment rates than those with later onset of disability (after age 22). We hypothesize that this is a result of people with onset of disability prior to age 22 either choose careers that can be more easily accommodated than the careers people with later disability onset have, or that people with early onset of disability are more likely to be adept at seeking and using accommodations than those with later disability onset. These results suggest that policies and programs to increase employment of persons with disabilities should focus on ways to increase education levels of those with early onset of disability. They also suggest that return-to-work efforts focused on older cohorts of persons with disabilities may want to separately target programs to those with early onset of disability