Conclusion and Implications. In summary, the findings and discussion conclude two important things: The first finding is about an agreement for the procurement of goods and services in the application of civil law to prevent corruption during the Covid-19 pandemic. Contract agreements for the procurement of goods/services that can trigger corruption are contract agreements that have a large budget, such as covid-19 assistance funds. Civil law articles confirming the criminal act of corruption at the time of Covid-19 are contained in the Corruption Eradication Commission (KPK) issuing Circular (SE) Number 8 of 2020 concerning Use of Budgets for Procurement of Goods/Services in the Context of Accelerating Handling of Corona Virus Disease 2019 (Covid-19) Regarding the Prevention of Corruption Crime. The regulations relevant to the research elaborate three things; 1) the new changes and designs made by LKPP are in the context of realizing sustainable development in spite of the Covid-19 situation; 2) disclosure of public information as a form of transparency and accountability in efforts to prevent corruption, collusion and nepotism; and 3) imposing strict sanctions for fraudulent actors who breach the contract agreement is comprehensible and noted as the government’s consistency and perseverance with fighting against corruptions. The second finding reveals the reasons for good faith are very important in the Contract even though there are unclear statements to justify the reasons. Several articles in the agreement identify principles and ethics in the implementation of the procurement of goods and services. Both instruments are part of good faith. In other words, the importance of good faith. In other words, good faith is basically part of government regulations in achieving national development goals. The point of why good faith is so important in a contract is to avoid breaches and reduce losses suffered by both parties. This can practically be an effort to prevent corruption in Indonesia. Xxxxxxxx, X. Nurhadi. (2020). Bareskim Temukan 102 Kasus Dugaan Penyelewengan Xxxx Bansos Covid-19. Retrived date 08/09/2020 from xxxxx://xxxx.xxxxx.xxx/berita/d- 5109929/bareskrim-temukan-102-kasus-dugaan-penyelewengan-xxxx-xxxxxx-covid-19 Xxxxx, Xxxxxxxx.,&Azanlerigu, X. Xxxxxxxxxx. (2017). A longitudinal outlook of violations ofGhana's Public Procurement Law, Act (663) 2003. International Journal of Procurement Management, 10(1), 38-50. xxxxx://xxx.xxx/10.1504/IJPM.2017.080910. Xxxxxxxx, N., & Xxx...
Conclusion and Implications. This chapter reviewed the literature on globalisation that relates to the impact felt by local areas, the structures of the local government and the agency of the local elected officials. Specifically, it explores the impact of a shift from welfare to competition state, the rise and implications of global cities on local areas, and how the theory for transnational neopluralism provides a window by which a better understanding of how -‐ and why -‐ local elected officials are participating in the global economy can be gained. As the central case study of this research, described in Chapter Five, looking at three London local authorities, the impact of the EU is also examined in relation to multi-‐level governance theory and EU networking activity. This allows an analysis of whether a distinction between local agency and structure at the EU level versus global exists. Xxxxx Xxxx (2010) has described the new individual democratic participant of the 21st century as a ‘cosmopolitan’, influencing government and economics in a way that is cross-‐cultural, compromising and inclusive beyond geographic nation-‐ state boundaries for mutual benefit. Held refers to these participants as belonging to ‘communities of fate’. Local areas across the developed world are finding themselves in similar situations, having to do more with less while attempting to provide for their residents and spur economic vitality in an internationally regulated economy. In examining the impact and transformations of globalisation at the local level, it is important to first understand the changes that have evolved at the EU and global level and the theories that facilitate an explanation of these changes. This research has been informed by a number of strains of institutionalist theory, including the shift from welfare to competition states, the framework for global cities, the model of transnational neopluralism and the impact of European integration. At the supranational level, institutionalist theory provides a broader perspective into the complex interactions and dependencies which occur at the global level and impact on local transformations. This is achieved by examining economics through a lens of behaviour and, although controversial, considering political motivations as well as pure market analysis. It also provides a perspective on the rise and fall of several international institutions as well as ones that have endured over the last century. Importantly, it helps explain the ch...
Conclusion and Implications. The purpose of this qualitative study was to investigate teachers’ perceptions and educational experiences with twice-exceptional students and the factors that influence the teachers’ opinion about twice-exceptional students on the use of gifted curriculum in a school for the gifted and talented in south Kazakhstan. In this chapter, conclusions presented based on the analysis of collected data. This chapter also discusses the current study’s limitations, recommendations for further research, and implications for theory, policy and practice. The educational experience of twice-exceptional students is impacted by the level of public awareness and social beliefs. The topic of twice-exceptionality is a myth to Kazakhstani teachers because there is limited research and almost no credible information of twice-exceptionality in Kazakhstani context. In many contexts, inclusive education continues to be plagued by contradictions, controversies, dilemmas and anomalies (Xxxxxxxx, 2014; Slee, 2018). The State Program for Development 2011-2020 is devoted to the unique goal of implementing inclusive education in mainstream schools. Due to this reason, serving gifted students who have being identified as twice-exceptional is an important topic to address and understand. This research is on teachers’ experience of working with a twice-exceptional student and how to support and implement the gifted curriculum. The major finding of this thesis is that there is considerable disagreement between teachers’ perceptions of the phenomenon of twice-exceptionality and their current practice with twice-exceptional students. The interviews provided data on teachers’ consciousness of their own role in teaching and educating gifted students other exceptionalities such as cerebral palsy. However, as lesson observations illustrate, teachers’ perceptions and beliefs of twice-exceptional students do not match the approaches they are using to teach twice-exceptional students. The main reasons of such inconsistency are related to the teachers’ either ignoring the disability or giving too much focus to it and failing to develop their giftedness. It implies that teachers can easily misdiagnose the exceptionalities of students because disabilities often mask the giftedness (Beckley,1998). Another finding demonstrates that positive school environment impacts the academic performance of twice-exceptional students. Teachers added that scaffolding pair or group work enhances the academic knowledg...
Conclusion and Implications. The findings in this study suggest that South Asian Americans may have higher levels of weight loss self-efficacy, especially in higher BMI groups. This reflects positively on the potential for South Asian Americans at risk of diabetes to effectively engage in interventions involving lifestyle or behavior change. This study also suggests a strong perceived control over developing diabetes in South Asian Americans, further supporting the potential for successful engagement in lifestyle change interventions.
Conclusion and Implications. The previous chapter discussed the findings with regard to international literature on student discourse. The purpose of this qualitative study is to explore teachers’ perceptions and implementation practices of student discourse in a selective school in Nur- Sultan. In this chapter, conclusions are drawn based on the gathered data. This chapter combines the results of the present study in the context of three research questions placing emphasis on limitations, recommendations for further research and implications. Student discourse is an academic term for all types of talk and conversation that take place in classroom. Discourse in classroom can be conducted in the form of pair work, small or large groups, debates, roundtable discussion, dialogue, classroom discussions. Spoken discourse can successfully be linked to writing, listening and reading tasks. Discourse can as well include peer assessment, peer feedback and questioning or dialogic teaching because they stimulate discussions. Two teachers of English and two teachers of Kazakh in a selective school in Nur-Sultan were interviewed and their lessons were observed in order to find out how they perceive student discourse and implement it in their practice. In general, participants realize the role of student discourse in teaching English and Kazakh languages. In other words, they perceive its role as indispensable and vital. They were familiar with the term “discussion”, but have heard of “student discourse” except for one participant. They also were aware of many forms and types of student discourse. Most of the participants, especially ones with more teaching experience use discourse techniques effectively in their practice. The participants with more than 20 years of experience are also expert teachers which explains their motivation and aspiration to refine their art of teaching. Each of them has their own philosophy of teaching but in general, are similar in their attitude towards pedagogy and students. One of the participants (20 years of experience) effectively implements discourse practices to develop research skill in students whereas the other expert teacher successfully practices discourse techniques in order to increase students’ academic achievement. The only omission of both expert teachers was negligence of noise levels, space and seating arrangements which is very important for productive classroom discourse. It was noticed that students were not facing each other and listening as atten...
Conclusion and Implications
