The ecological footprint is one of the important environmental impact indicator of humanity’s demand for crop, forest, fishing grounds, grazing and built-up land as well as for the area of land required to assimilate CO2 emissions and waste generated by human activities. This indicator describes resource budget and environmental degradation of globe, a region, a nation or a city in a given year. This study examined trends of ecological footprint, economic growth and ecological efficiency of middle and high income countries. It also estimated the gap between a country’s efficiency in resource utilization and maximum ecological efficiency of total footprints and its components. Besides, inequality in the distribution of income, environmental impact intensity (or ecological efficiency) and ecological footprint for the group of middle and high income countries is also estimated. The study used the panel dataset for the period 2003- 2011 that covered 35 High and 77 Middle income countries. The data on the Ecological footprint was obtained from Global Footprint Network. The Stochastic Impact by Regression on Population, Affluence and Technology (STIRPAT) model was used as an analytical tool to examine the effect of various driving forces on total ecological footprint, cropland, forest, fishing grounds, grazing land, CO2 footprint and built-up land footprint. The Atkinson Index was used as an analytical tool to examine inequality between High and Middle income countries in distribution of income, footprints and environmental impact intensity. The findings revealed that the high income countries used more ecological resources than their biocapacity as compared to middle income countries. The ecological footprint, GDP per capita, ecological efficiency, fossil fuel consumption, and level of urbanization and service intensity of high income countries are larger than middle income countries. While population density, annual working hours, and manufacturing and services intensity of high income countries are lower than middle income countries. Similarly, the sampled countries have more potential in cropland, forest and grazing land activities, followed by CO2 footprint, fishing grounds and built-up land footprint for achieving maximum level of ecological efficiency. The regression analysis of combined panel supports the environmental Kuznets Hypothesis in case of total ecological footprint and its components. The separate panel model regression analysis of high income countries supports the hypothesis in case of total ecological footprint, fishery, and grazing and built-up land footprint. The results of middle income countries of total ecological footprint, cropland, CO2 footprint and grazing land footprint support the hypothesis that decoupling of economic growth accelerates environmental sustainability. The major driving forces that contribute to increase in total ecological footprint are economic growth, population, xiii level of urbanization, fossil fuel consumption, export intensity and income inequality. Similarly, a rise in economic growth, population, export and manufacturing intensity, working hours, coal, oil and gas consumption increases CO2 footprint of the sample countries. However, further level of economic development and education improve environmental quality by reducing cropland, fishing grounds and forest footprint. The comparison of resource distribution through Atkinson Index shows that high income countries have larger equality in footprint and environmental impact intensity than middle income countries in case of grazing land, forest, fishing grounds and built-up land. It is suggested that both high and middle income countries should control ecological overshooting. Investment in education is instrumental in reducing the ecological footprint. Rural areas should be developed through creating job opportunities, agro-based business activities and small scale industries which will reduce pressure on built-up land footprint. Production and use of renewable energy alternatives such as wind, solar system and micro hydro power plants can lessen the CO2 footprint and also leads toward environmental sustainability. The high and middle income countries should prioritize the utilization efficiency of cropland, forest and grazing land. The high income countries should reduce their footprint associated with forest, CO2, fishing grounds and built-up land, because its average environmental impact intensity is greater than their biocapacity. The middle income countries should reduce cropland and grazing land footprint due to their larger mean environmental impact intensity than high income countries.
اک دفعہ دا ذکر اے کہ اک گھر وچ اک چڑی تے اک بلی رہندے سن۔ دونویں آپس وچ دوست سن تے اک دوجے نال پیار کردے سن۔ چڑی بہت سدھی سادی تے بلی بہت چالاک تے خودغرض سی۔ اوہناں دونواں رل کے روزہ کجھ نہ کجھ پکانا، پر بلی نے چڑی دی نسبت بہتا کھا جانا۔ اک دن دونواں نے کھیر پکاون دا فیصلہ کیتا۔ بلی نے حامی بھر لئی تے آکھیا توں دکان توں جا کے چاول لے آ۔ باقی داسامان میں لے کے آندی آں۔ چڑی نے چاول لے آندے تے باقی دا سامان بلی لے کے آئی۔ دونواں رل کے کھیر پکانی شروع کیتی بلی کھاون پیون وچ چڑی نالوں اگے تے تیز سی۔ کھیر بناون دا بہتا کم چڑی نے کیتا تے بلی اوس بیٹھی ویکھدی رہی۔ جدوں کھیر پک گئی تاں چڑی نے کھیر کھاون لئی پلیٹاں تے چمچے میز اتے رکھ دتے تے بلی نوں آکھیا کہ باجی جلدی نال آجائو، بھکھ بہت لگی ہوئی اے۔ بلی نے آکھیا مینوں گرمی بہت لگ رہی اے۔ نہا لواں فیر کھاواں گے۔ چڑی بہت حیران ہوئی کہ بلی نے ایس توں پہلاں کدے انج نئیں آکھیا۔ خیر جدوں بلی نہا کے آئی، تاں اوس چڑی نوں آکھیا کہ ہن توں نہا لے۔ گرمی بہت اے میں کھیرا دا خیال رکھدی آں۔ چڑی بلی دی گل مندے ہوئے نہاون چلے گئی۔
چڑی دے جاون توں بعد بلی نے چھیتی چھیتی ساری کھیر کھاہدی تے بیمار ہوون دا بہانہ کر کے لمی پے گئی۔ جدوں چڑی آئی تاں کھیر ختم ہو گئی سی۔ اوس بلی کولوں پچھیا کہ کھیر کتھے اے؟ سارے برتن الٹے کس کیتے نیں؟ کھیر کون کھا گیا اے؟ اوس آکھیا کہ کاں کھا گیا اے۔ میں اوسنوں منع وی کیتا...
This study aims to describe the effectiveness of the application of the jigsaw model in learning to write Indonesian exposition texts for class VIII SMP Negeri 4 Sendana in Majene. The type of research used is a quasi-experimental type experiment with two groups, namely the control group and the experimental group who were given a pretest and posttest. These two groups aim to prove whether the jigsaw learning model is effectively used or not in class VIII of SMP Negeri 4 Sendana. Before implementing Jigsaw Model, the results of the study suggest less successful, as shown by the 17 pupils who can only answer the questions that have been presented. As demonstrated by 51 students who were able to answer questions, the outcomes of studying exposition texts using the jigsaw learning approach in class VIII were successful.
The contemporary school leadership is not just a gear of technical and professional skills. It has literally evolved into a complex combination of social, moral and educational values and their translation through the art of leadership practices. The school leadership and administration has turned into a value-laden rather a value-saturated arena of interactions. Within the broader and complex framework of values, the personal values of the school leadership play a critical role in the everyday life of a school. Therefore, this study is intended to explore the types of personal values, the motivational bases for acquiring them and the influence of such personal values on the leadership practices of the school principals. Consequently, this study entered the field of exploration with a set of three questions. First, what are the main types of personal values endorsed by school principals?; secondly, what are the motivational bases for acquiring those personal values? And finally, the main question of how do these personal values influence the leadership practices of the school principals? To address the above stated queries, a comparative case study method followed within the qualitative research paradigm. Two community based school principals were purposefully selected as study participants from the private secondary school context of Karachi, Pakistan. Semi-structured interviews, observations, reflective journal and document analysis were used as the main data collection tools for the study. The data gathered is qualitatively analyzed through thematic interpretation and of the participants' perspectives. The study found that the types of personal values and the motivational bases for the acquisition of such values are very much contextualized. A deep-rooted connection exists between the value types and the motivational bases. There are various regulating factors that steer the acquisition of such personal values by the principals. This research further explored that the leadership practices of the principals are considerably influenced by their personal values in terms of cultivating a school culture, establishing structures and marinating relationships with the external community. Based on the study findings an effort has been made to put forward a contextualized model. The findings of this study can be significant to the educational leaders in exploring new dimensions in their leadership practices. It may help the educational leaders in the developing context to understand their own personal values in order to see how they are getting translated through their practices. The findings may provide practical and contextual information to the teacher educators