Analisis Tingkat Pengembalian Investasi Pendidikan pada Lulusan Jurusan Pendidikan Bahasa Inggris (Studi pada Perguruan Tinggi di Provinsi Jawa Barat dan Banten)

The rate of return on investment in education is the return of benefits to individuals who invest in education. The purpose of this research is to know and analyze how the return on investment in education and the results of the analysis of human resource investment using the Payback Period and Net Benefit or Cost Ratio methods for graduates majoring in English Education Department of Higher Education at West Java and Banten Provinces. The method used in this research is descriptive quantitative method. The population in this research were all graduates in the English Education Department at LLDIKTI Region IV with a sample of 54 graduates. The result of this research is that there is a difference in income between graduates domiciled in West Java and graduates domiciled in Banten. This is due to differences in employment and wage levels in each province. The results of the analysis of human resource investment using the Payback Period and Net Benefit or Cost Ratio methods showed that the investment made by graduates in the English education department of higher education at West Java and Banten is considered feasible. This means that the investment made is feasible to be an option. Because the education program is able to provide benefits or benefits to its graduates. So, it is necessary to maintain the English education department, especially universities in West Java and Banten. In addition, quality improvement must be carried out to provide high bargaining power for individuals to be able to compete for jobs. Keywords: Cost and Benefit Analysis, Feasibility of Education, Human Capital Investment, Rate of Return on Investment in Education

Numerical analysis for the pure Neumann control problem using the gradient discretisation method

The article discusses the gradient discretisation method (GDM) for distributed optimal control problems governed by diffusion equation with pure Neumann boundary condition. Using the GDM framework enables to develop an analysis that directly applies to a wide range of numerical schemes, from conforming and non-conforming finite elements, to mixed finite elements, to finite volumes and mimetic finite differences methods. Optimal order error estimates for state, adjoint and control variables for low order schemes are derived under standard regularity assumptions. A novel projection relation between the optimal control and the adjoint variable allows the proof of a super-convergence result for post-processed control. Numerical experiments performed using a modified active set strategy algorithm for conforming, nonconforming and mimetic finite difference methods confirm the theoretical rates of convergence

Content and Language Integrated Learning in Castilla-La Mancha, Spain: Exploring Pedagogical Practices and Experiences through Classroom Observations

Background: Content and Language Integrated Learning (CLIL) is a European innovative interdisciplinary educational convergence that intends to promote multilingual competence among students through the learning of the subjects in a second/foreign language. This approach is considered one of the significant developments in the field of education that emerged in the last decade of the twentieth century garnering massive acceptance and implementation in schools and universities in Europe and other parts of Asia. Purpose: Although one can see a growing number of research studies and classroom experiments on CLIL in diverse educational contexts, in other countries such as India, education exhibits lacuna in terms of knowledge, research and practice. Therefore, a research study was designed with the objective of exploring and understanding the nature and method of CLIL practices prevalent in bilingual primary and secondary school classrooms in Castilla La Mancha, Spain. Spain was chosen because it is one of the pioneering countries that steered an exhaustive variety of research and experiments in CLIL practices in its diverse educational contexts. Methods: Adopting qualitative research method Participant Classroom Observations, twenty classes of two bilingual schools—fifteen classes of Natural Science and Social Science in primary school and five classes of Music at Secondary School that used CLIL approach were observed and findings recorded using observation template. Results: The findings provided a myriad view of the bilingual experiences in the classrooms, diversity and range of pedagogical practices used, student teacher interaction dynamics present, positive learning environment provided for the students in the classes to mention a few.  Conclusion: The study concludes with the understanding of the ‘added value’ and the numerous benefits the approach provides for the students. As a fresh and innovative approach, CLIL promotes holistic and meaningful learning catering to the needs of twenty first century education systems. &nbsp

The authority of universal jurisdiction

The aim of this article is to flesh out the implications of seeing universal jurisdiction as a claim to authority. While the idea that jurisdiction is an exercise of authority may seem obvious, the article invites attention to the ‘claim’ inherent within it, particularly where the exercise of jurisdiction intrudes upon or displaces competing claims. Legal scholars and practitioners tend to focus on the legal source of authority to exercise universal jurisdiction. The consequence is a tendency to think in binary terms: a court either has jurisdiction, in which case the matter will proceed (without further attention to the question of jurisdiction), or it does not, in which case the whole matter is at an end. Jurisdictional thinking invites attention to the need for those asserting such a claim to take responsibility for these claims to authority, encouraging responsiveness to the normative communities such claims put into relation and the potential need to rethink conventional modes of operation. The article proceeds in two parts. Part I examines the deficiencies in the dominant ‘legal source’ narrative on universal jurisdiction. Part II assesses the value of understanding the legal-political dimension of universal jurisdiction as a claim to authority that must be understood, and justified, with attention to its purpose and the community (or communities) it is intended to serve

Symposium on unilateral targeted sanctions. Unfinished business of international law: The questionable legality of autonomous sanctions

Enforcement by way of unilateral economic sanctions has been described as “one of the least developed areas of international law.”1 The term “sanctions” is notoriously difficult to define and does not itself appear in the key international instruments. With economic sanctions regularly referred to as President Trump’s “weapon of choice,” and with opposition to such measures growing, greater certainty is needed in this area of law if the legitimacy and effectiveness of sanctions are to be preserved. This essay distinguishes UN-authorized sanctions from three types of “autonomous” sanctions (collective corrective sanctions, unilateral corrective sanctions, and unilateral coercive sanctions) and argues that many uses of unilateral sanctions are either unregulated or based on questionable legality

Kadi: king-slayer or king-maker? the shifting allocation of decision-making power between the UN Security Council and courts

‘A King is not legally obliged to lay down general rules and obey them, but if he has an iota of political sense, he will do so.’ - Jean Bodin, IV, 4, 486. This note analyses the twelve-year span of the Kadi litigation in the European courts. The litigation raises the textbook question of the relationship between international and municipal legal orders, yet demonstrates that it is high time to move the description of this relationship beyond the orthodox yet outdated monist/dualist dichotomy that was seen to provide the answer in less complicated times. The note examines the different approaches taken at the three key phases of the litigation: the ‘supremacy’ position adopted by the Court of First Instance in 2005, the ‘subversive’ approach of the European Court of Justice in 2008 and the ‘subsidiarity’ position of the Court of Justice of the European Union in 2013. Ultimately, the note invites attention to the ‘Solange equivalence’ approach taken by the Advocates-General and argues that this strikes the best balance in normative terms for an enduring approach to power-sharing between legal orders

'A people united in development' : developmentalism in modern Malayalee identity

The desire for ‘Development’ — often defined vaguely, working as a catch-all term for economic growth, social welfare, and socialistic redistribution of resources— has been intimately linked to the construction of the idea of a ‘Malayalee People’ as a distinct socio-cultural entity in the post-independence period. In this paper, the effort is to trace out some of these links in greater clarity. Put very briefly, the attempt is to draw upon public sphere debates in Malayalee society in the immediate post-independence decades, more specifically on speech and writing accruing around the distinctiveness of Malayalee culture and Aikya Keralam (United Kerala). Through this I hope to demonstrate the centrality of Developmentalism in both the conception of a unified ‘Malayalee People’ and their relation with other similar entities as the other States, and the Indian state. In the conclusion I try to reflect on themes that could possibly take forward the research on Malayalee identity in the late twentieth century and after. Keywords: Developmentalism, (sub)nationality, United Kerala, Malayalee identit

Relationship between problematic internet use and psychological wellbeing among adolescents in Sweden

The aim of the study was to describe the relationship between problematic internet use and psychological wellbeing among upper high school students in Sweden. In addition, potential gender differences with regard to problematic internet use was described. Finally, the present study explored potential differences between students categorized as “ Average internet users” 127 (65%), “Risk internet users” 67 (34%), and “Addictive internet users” 1 (0.5%) in relation to wellbeing. The questionnaires were distributed to 140 female students and 96 male students. The participants attended either of the two high schools in the south of Sweden. Results revealed small positive correlations in personal growth (r=.25) and purpose in life (r=.15) in relation to problematic internet use. The results showed no difference in males and females in relation to problematic internet use (total). Also, the results showed no differences in psychological wellbeing in relation to “Average internet users” and “Risk internet users.” Further, on assessing differences between the six subscales of wellbeing in relation to “Average internet users” and “Risk internet users”, no significant difference was found. However, there was seen a tendency for personal growth in relation to “Average internet users” and “Risk internet users.” Future research must reflect on reassessing “problematic internet use” as there have been a lot of developments in the understanding, approach, and application of internet in todays world, in comparison to what was defined in the 90s. Keywords: wellbeing, internet use, upper high school student