Alternative Education for the Rom

The Rom* in the United States are nearly 100% illiterate. There are very few in any of the professions. The Rom cannot rely on gajo (non-Gypsy) doctors, lawyers, and educators who do not understand their ways or their unique problems

OVERVIEW OF THE HUNGARIAN AGRICULTURAL SUPPORT SYSTEM IN OPERATION

During the past decade before the EU accession the necessary harmonisation processes have been carried out to facilitate Hungary’s EU membership. Probably the most important adaptation was necessary by the agriculture, and agricultural support system. Agricultural producers in the EU member states have several possibilities to apply for financial support besides direct payments, in order to increase effectiveness of production. Hungarian farmers and agricultural entrepreneurs faced a new support system in the frame of Preaccession Funds; they experienced the support system of Structural Funds and the Cohesion Fund. This paper should give an overview and summary of the ruling support system, with special aspects of the Single Payment Scheme. An accurate and suitable registration system is required from the farmers both in case of direct payments and in case of project applications from the Structural Funds. To be able to sustain a long timeviable farm it is very important for the farmers and also for the country to take advantage of chances of the Common Agricultural Policy. XXXXXXXXXXXXXXXXXXXXXXXXX Magyarországnak az Európai Unióhoz csatlakozását megelÅ‘zÅ‘ közel egy évti-zedben megtörténtek azok a harmonizálási folyamatok, amelyek feltételei voltak hazánk uniós taggá válásának. JelentÅ‘s adaptációra fÅ‘leg a mezÅ‘gazdaság terén volt szükség, ezen belül is a legjelentÅ‘sebb változás a támogatási rendszerben kö-vetkezett be. A tagországok mezÅ‘gazdasági termelÅ‘i számára számos lehetÅ‘ség adódik a közvetlen kifizetések mellett, amely a termelés hatékonyságát hivatott növelni. Hazánk gazdálkodói egy, az eddigi szokásoktól eltérÅ‘ támogatási rend-szerrel ismerkedhettek meg az ElÅ‘csatlakozási Alapok forrásaira történÅ‘ pályá-zatok során, mely rendszer a Strukturális Alapokból és a Kohéziós Alap forrása-iból igényelhetÅ‘ támogatásokra is vonatkozik. Jelen tanulmány e támogatási rendszert kívánja áttekinteni, összefoglalni. Mind a közvetlen támogatások, mind pedig a pályázati úton elnyerhetÅ‘ támogatások esetén fontos követelmény, hogy az igénylÅ‘k megfelelÅ‘, pontos nyilvántartással rendelkezzenek. Ahhoz, hogy a termelÅ‘k több éven keresztül életképes gazdaságot tudjanak fenntartani fontos, hogy kihasználják a Közös Agrárpolitika nyújtotta lehetÅ‘ségeket. Legfontosabb feladat a támogatások lehetÅ‘ségének minél szélesebb körű kihasználása, amely elÅ‘segítheti a magyar mezÅ‘gazdaság stabil helyzetének és a mezÅ‘gazdaságból élÅ‘ lakosság megfelelÅ‘ életkörülményeinek megteremtését.harmonisation processes, requirements of new support system, adaptability - harmonizációs folyamat, új támogatási rendszer követelményei, alkalmazkodás, Agricultural and Food Policy,

Human Factor as a Quality Criterion in Secondary Education: An Approach within the Framework of the European Model of Administrative Excellence EFQM

The main purpose of this work is to analyze the perceptions and attitudes of secondary school education units regarding the qualitative characteristics of human resources, both in relation to the existing and the desired situation so that the administration is effectively carried out in the framework of the principles of Total Quality Management (TQM) and based on the specifications that the European Model of Administrative Excellence (EFQM) defines. The survey was conducted in the framework of the quantitative research approach from April 24 to May 26, 2017 by using the anonymous written questionnaire method, which was completed by 214 secondary education teachers in the prefecture of Arcadia. The results of the survey show that moral rewards are low, while financial rewards are completely absent from school units. At the same time, there is a low level of good communication, lack of competition on a personal level, a low degree of cooperation and exchange of views and honesty, while most respondents stated that the above mentioned are quality features that they would wish to be present in school units. Finally, the majority of respondents said that the dissemination of information and the transferring of it through various techniques, the encouraging and supporting of human resources to participate in activities (educational programs, innovative actions) aimed at improving the educational unit are quality features, which the sample prioritizes as very important and imperative to be adopted by the educational units

motivation, prior experience and entry requirements

In this paper preliminary findings are presented from exploratory studies in Portugal, Greece and England, within the context of widening participation in higher education. The focus of the enquiry is to investigate the personal and professional identities of adult learners entering or re-entering higher education, to highlight their characteristics and learning needs and identify key factors affecting their entry and progress in education related and other courses. Quantitative and qualitative data are presented and discussed on mature students' prior experience, motivation and application process in two university departments of education and one college of education of a polytechnic institution. Mature women students predominated in all three institutions. All the adult learners were highly motivated to enter or return to higher education and had considerable prior experience, especially in the areas chosen to study. However, the very different application procedures in the three countries, including quotas for mature student entry in Portugal and Greece, led to differing opportunities for adult learners. The writers conclude that considerable progress still needs to be made to improve access for mature entrants to higher education.info:eu-repo/semantics/publishedVersio

Evaluating seal capacity of caprocks and intraformational barriers for the geosequestration of CO2

The petrophysical properties of cap rocks and intraformational barriers can constrain the carbon dioxide (CO2) containment volumes of potential geosequestration sites. Characterisation of regional seals and intraformational barriers requires an understanding of the seal capacity of the cap rock or barrier. Seal capacity is the capillary pressure (or column height) at which a trapped fl uid commences to leak through a seal rock. Seal rocks are effective due to very fi ne pore and pore-throat sizes that result in low porosities and permeabilities. These in turn generate high capillary threshold pressures. High threshold pressures, together with wettability and interfacial tension (IFT) properties determine the fi nal column height that a seal can hold. Wettability and IFT play an important role in the geological storage of CO2 through their effect on seal capacity (CO2 column height) with respect to capillary pressure, thereby controlling the potential for the movement of CO2 through the seal and affecting ultimate reservoir storage volumes. Mercury injection capillary pressure analysis has been used extensively in the petroleum industry to determine the effectiveness of the top seal in relation to hydrocarbon column height retention. With the burgeoning interest in geological storage of CO2, this technology can be applied to establish the suitability of a top seal for containment of CO2; however, the role of IFT and wettability in the CO2-water-rock systems is not well understood. It is unclear how supercritical CO2 (scCO2) affects these two properties, particularly as the water front becomes saturated with scCO2 and eventually becomes miscible with the scCO2 at high pressure reservoir conditions. Selected examples of top and intraformational seals from the Bowen, Otway, Gippsland and Cooper basins are discussed in light of new experimental evidence on wettability and IFT variations in the CO2-water-rock system. These variations may be more signifi cant than in hydrocarbon-water-rock systems and based on non-wetting assumptions, the calculated CO2 column heights may be signifi cantly different than previously predicted.R. F. Daniel and J. G. Kald

PERAN KEPALA MADRASAH DALAM MENANAMKAN NILAI-NILAI KARAKTER GURU DI MADRASAH IBTIDAIYAH AWALIYAH REJOSARI NATAR LAMPUNG SELATAN

ABSTRAK Penelitian ini mengkaji tentang peran kepala madrasah dalam menanamkan nilai-nilai karakter guru. Subjek penelitian ini adalah Madrasah Awaliyah Rejosari Natar Lampung Selatan. Pendidikan nasional berfungsi mengembangkan kemampuan dan Menanamkan watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakup, kreatif, mandiri, dan menjadi warga Negara yang demokratis serta bertanggung jawab oleh karena itu kepala madrasah sebagai pimpinan lembaga pendidikan sangat berfungsi dan berperan, tentunya orang yang penting bertanggung jawab atas segala aktifitasnya serta meju atau mundur, baik atau jelek, kualitas atau tidaknya sebuah pendidikan yang dipimpinya, sedangkan penanaman nilai-nilai karakter terhadap guru juga menjadi penting karena ujung tombak pendidikan lerletak kepada guru sebagai seorang pengajar dan sebagai pembentuk nilai-nilai karakter anak bangsa. Maka penulis tertarik meneliti tentang “Peran Kepala Madrasah Dalam Menanamkan Nilai-Nilai Karakter Guru Di Madrasah Ibtidaiyah Awaliyah Rejosari Natar Lampung Selatan”. Penelitian ini memfokuskan pada persoalan tersebut. Berpijak dari permasalahan tersebut, maka tujuan dari pembahasan ini adalah (1) Bagaimana Menciptakan Iklam Madrasah yang Kondusif di Madrasah Ibtidaiyah Awaliyah Rejosari Natar Lampung Selatan. (2) Bagaimana Memberi nasehat dan Penting Ditanamkan Nilai-Nilai Karakter Pada Guru-Guru di Madrasah Ibtidaiyah Awaliyah Rejosari Natar Lampung Selatan. (3) Apa Faktor Pendukung dan Penghambat dalam Menanamkan Nilai-Nilai Karakter Guru di Madrasah Ibtidaiyah Awaliyah Rejosari Natar Lampung Selatan. Pendekatan penelitian ini adalah pendekatan kualitatif. Penulisan menggunakan interview, observasi, dan dokumentasi. Sedangkan teknik analisis datanya peneliti mengunakan deskripsif kualitatif. Hasil penelitian ini dapat disimpulkan sebagai berikut. (1) bentuk nilai-nilai karakter Guru yang ditanamkan di MIS Awaliyah Rejosari Natar Lampung Selatan yaitu (jujur, tanggung jawab, visioner, disiplin, kerjasama, adil, dan peduli) penanaman nilai-nilai karakter terhadap guru juga menjadi penting karena ujung tombak pendidikan lerletak kepada guru sebagai seorang pengajar dan sebagai pembentuk nilai-nilai karakter anak bangsa. (2) Peran kepala madrasah dalam iii menanamkan nilai-nilai karakter guru di MIS Awaliyah Rejosari Natar Lampung Selatan adalah menciptakan iklim yang kondusif, memberikan dorongan kepada seluruh warga MIS Awaliyah Rejosari, serta melaksanakan model pembelajaran yang menarik. Dan didukung dengan kepala madrasah selalu memberikan contoh keteladanan serta pembiasaan yang baik kepada guru-guru MI Awaliyah Rejosari Natar Lampung Selatan (3) faktor pendukung dan penghanbat kendala kepala madrasah dalam menanamkan nilai-nilai karakter guru di MIS Awaliyah Rejosari Natar Lampung Selatan. Faktor pendukung guru�guru di MIS Awaliyah Rejosari sangat kompak dan selalu melaksanak kebijakan kepala madrasah sedangkan faktor penghambat adalah masih banyak fasilitas sarana dan prasarana yang masih kurang memadahi. Kata Kunci : Peran Kepala Madrasah, Nilai-Nilai Karakter Guru iv ABSTRACT Along with the goals of national education, education is a very important factor for human life to develop the potential of students, namely increasing knowledge and increasing faith and piety to God Almighty. It is important to be responsible for all activities and to go forward or backward, good or bad, the quality or not of an education he leads, while the cultivation of character values for teachers is also important because the spearhead of education lies with the teacher as a teacher and as a form of values. national character. So the author is interested in researching "The Role of the Head of Madrasa in Instilling Teacher Character Values at Madrasah Ibtidaiyah Awaliyah Rejosari Natar, South Lampung". Based on these problems, the purpose of this discussion is (1) How to Create a Conducive Madrasa Iklam in Madrasah Ibtidaiyah Awaliyah Rejosari Natar, South Lampung. (2) How to give advice and it is important to instill character values in teachers at Madrasah Ibtidaiyah Awaliyah Rejosari Natar, South Lampung. (3) What are the Supporting and Inhibiting Factors in Instilling Teacher Character Values at Madrasah Ibtidaiyah Awaliyah Rejosari Natar, South Lampung. This research approach is a qualitative approach. Writing uses interviews, observations, and documentation. Meanwhile, the data analysis technique used by the researcher was descriptive.qualitative. In accordance with the research results are (1) the form of teacher character values that are instilled in MIS Awaliyah Rejosari Natar South Lampung, namely (honest, responsible, visionary, disciplined, cooperative, fair, and caring). (2) The role of the madrasa principal in instilling teacher character values at MIS Awaliyah Rejosari Natar South Lampung is to create a conducive climate, provide encouragement to all MIS Awaliyah Rejosari residents, and implement interesting learning models. (3) the supporting factors and obstacles for the head of madrasa in instilling teacher character values at MIS Awaliyah Rejosari Natar, South Lampung. The supporting factor for the teachers at MIS Awaliyah Rejosari is very compact and always implements the madrasa principal's policies, while the v inhibiting factor is that there are still many facilities and infrastructure that are still inadequate. Keywords: The Role of the Head of Madrasah, Teacher's Character Value

Γελώντας στην τάξη: Το χιούμορ στη διδασκαλία της ελληνικής ως δεύτερης γλώσσας

Σκοπός της διπλωματικής εργασίας είναι η διερεύνηση της συμβολής του γλωσσικού χιούμορ στην τάξη της Ελληνικής ως δεύτερης γλώσσας εστιάζοντας στην ανάπτυξη της χιουμοριστικής ικανότητας των μαθητών. Αντλώντας δεδομένα από τάξεις τεσσάρων επιπέδων γλωσσομάθειας επιχειρείται μια ποιοτική περιγραφή των χιουμοριστικών περιστατικών εντός τάξης, των κατηγοριών τους και των συμμετεχόντων στην παραγωγή τους (μαθητές ή εκπαιδευτές) με προεκτάσεις για την κατανομή ισχύος ανάμεσα στους τελευταίους. Τα αποτελέσματα υποδεικνύουν ότι το γλωσσικό χιούμορ παράγεται ευκαιριακά, σε όλα τα επίπεδα γλωσσομάθειας, κατανεμημένο σχεδόν ισομερώς μεταξύ μαθητών και εκπαιδευτών. Το παραγόμενο από τους εκπαιδευτές πείραγμα και οι έξυπνες απαντήσεις των μαθητών είναι οι κυρίαρχες χιουμοριστικές κατηγορίες σε όλα τα επίπεδα. Αξίζει, επιπλέον, να σημειωθεί ότι οι πρόσφυγες, παρά την έλλειψη επαφής με φυσικούς ομιλητές της Ελληνικής, ξεπερνούν ποσοτικά την χιουμοριστική παραγωγή του εκπαιδευτή ενώ αξιοποιούν κοινωνιοπολιτισμικές νόρμες της Ελληνικής. Τέλος, προτείνεται η ενσωμάτωση του χιούμορ στο αναλυτικό πρόγραμμα είτε ως ξεχωριστή πραγματολογική ενότητα ή μερικώς ενσωματωμένο σε δραστηριότητες, όταν αυτό κρίνεται κατάλληλο.The aim of this dissertation is to discuss the contribution of humor in the classroom of Greek as a Second Language focusing on the development of the students' humoristic competence. Drawing data from classrooms of four proficiency levels it attempts a qualitative description of humor occurrence in the classroom, its types and agents of its production (students or teachers) with implications for power distribution. The results suggest that humor occurs incidentally at high frequency, at all proficiency levels, distributed almost equally among teachers and students. Teasing produced by teachers and retorts uttered by students are dominant humor categories at all levels. It is also notable that refugees, despite their scarce contact with native speakers, outperform the instructors' humoristic production and make use of Greek cultural norms. Lastly, it is recommended that humor is integrated in the curriculum as a concrete pragmatic unit or partially incorporated to activities when suitable