IOSR-JHSS   Volume-23 ~ Issue-3 ~ March -2018

Abstract: The Schedule Tribe and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006 (FRA) was passed by the Indian Government to recognize rights of forest dwelling tribal communities. The Act aims to positively impact the livelihood of the forest dependent tribals, but due to the lack of clear understanding and irregular implementation this goals was not fully achieved. The present study was conducted in Tripura, where FRA was implemented to achieve sustainable land utilization and to strengthen the socio-economic status of the tribals. This study attempts to throw light on the relevance and progress of implementation of FRA in Tripura along with initiatives and benefit schemes of the government agencies to provide sustainable livelihood option through.......

Key Words: Forest Rights, Forest Governance, Tripura, Tribal livelihood, Socio-economic development, FRA 2006

[1] Office of Registrar General & Census Commissioner India, Census of India, 2011, Ministry of Home Affairs, Government of India, New Delhi.
[2] P.K. Mishra, Forest policies and Tribal Livelihood an Organisational Perspective in Bidhan Kanti Das & Rajat Kanti Das (Ed), Rethinking Tribe in Indian Context, realities, Issies & Challenges( Rawat Publications, Jaipur, India)
[3] Asian Indigenous and Tribal People Network (AITPN), The State of the Forest Rights Act: undoing of historical injustice withered, 2012,http://www.aitpn.org/Reports/Forest_Rights_Act_2012.pdf (accessed 12.04.2015)
[4] M. Bandi,Implementation of Forest Rights Act: undoing the Historical Injustices?, Working Paper No. 117 (RULNR Working Paper No. 18), 2012, Research Unit for Livelihoods and Natural Resources- Centre for Economic and Social Studies, Hyderabad.
[5] CFR-LA, Promise and Performance: Ten Years of the Forest Rights Act in India. Citizens' Report on Promise and Performance of The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006, after 10 years of its Enactment. Produced as a partt of Community Forest Rights-Learning and Advocacy Process (CFRLA), India, 2016. www.cfrla.org.in (accessed 6.2.2017).

Abstract: The reoccurring nature of industrial unrest in Nigerian public universities impinges on the ethos of academic excellence thereby making the universities objects of caricature. Inadequate funding and poor state of educational facilities in public universities have provoked fear towards intellectual decline. This paper explores the synergic relationship between ASUU and FG. This study is anchored on the relative deprivation theory. It also adopted primary and secondary data from distributed copies of questionnaire, interviews, journal articles, textbooks and newspapers. This paper notes that something has to be done to avoid lecturers and professional researchers deserting the Ivory Tower. The poor state of facilities and infrastructure in the universities should immediately be revived. The study therefore, recommends that university education should be given a priority attention where the Federal government.........

Keyword: ASUU, Federal Government,Synergic relationship, Industrial harmony, Public universities

[1] Adamu, M. (2013, November 8). Why ASUU is always on strike (1). Daily Post. P15.
[2] Adeniji, A. M. (2015). An analysis of industrial relations practice in Nigeria and Ghana (Similarities and difference in system). Global Journal of Research Engineering.Retrieved from http://engineeringreseasch.org. Accessed 20/07/16.
[3] Agbo, A. (2013, November 6). ASUU strike and the politics of emotion (1). The Nation. P 24-26.
[4] Ajadi, T.O. (2010). Private universities in Nigeria: The challenges ahead. American Journal of Scientific Research, 7(2): 15-24.
[5] Ajewole, I. P. (2014). Managing labour unrest in Nigerian universities. Journal of Education and policy review, 6(2): 93-108.

Abstract: This research type is a research & development (Development & Research) with a Plump 1997 development model. The purpose of this study is to develop teaching materials based creative writing short stories in high school characters. From these research results, it appears that the validity of an average of 3.8 (good), average practicality 0.75 (high), the average effectiveness 0.79 (high) language used in teaching materials mean values were 3.5 (good). The teaching materials validity from the third validator mean value 4.50 (very valid) the instrument validity from a third validator obtained R = 0.81 (high), the test question has the sensitivity value of 0.30 (quite high). Student activity observation sheet from three observers, R = 0.80 (high). Average practicality of 0.75..........

Keyword: Teaching materials, creative writing short stories, character education

[1] Ambo Enre, Facruddin. (1994). Dasar-dasar Keterampilan Menulis. Ujung Pandang: Badan Penerbit IKIP.
[2] Depdiknas. (2004). Pengembangan Keterampilan Menulis II: Ulasan, Teks Berita, Teks Pidato, Ceramah, Pengalaman. Depdiknas.
[3] Depdiknas. (2006). Pedoman Memilih dan Menyusun Bahan Ajar. Jakarta: Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah.
[4] Gufron, Anik. (2010). Integrasi Nilai-nilai Karakter Bangsa pada Kegiatan Pembelajaran, dalam Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, Th.XXIX.
[5] Gufron, Anik. (2011). "Desain Kurikulum yang Relevan untuk Pendidikan Karakter", dalam Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, Th.XXX..

Abstract: Creating jobs for young people is a major challenge now a days. In this broad global context, this paper presents a detailed profile of youth unemployment in Serampur Subdivision of Hugli district, West Bengal. Young people face major barriers because of poverty and low level of human resource. Though educational status has risen quickly in recent years both in urban and rural areas, gaining a foothold in the labour market which remains elusive for many young people leading to analyse the trend of youth unemployment , joblessness etc. This paper also offers policy recommendations for increasing productive employment and reduction in unemployment for the youth..

Keyword: Youth Unemployment, Joblessness, Vocational Training, Skill Development, Working Age, Labour Market.

[1] Chandrasekhar, C. P., J. Ghosh and A. Roychowdhury (2006) The Demographic Dividend and Young India's Economic Future, Economic and Political Weekly, 9 December, pp. 5055–5064.
[2] Clark, K.B. and L. Summers,(1982) " The dynamics of youth unemployment", in The Youth Labour Market Problem: Its Nature Causes ans Consequenses, Freeman, R. and D. Wise(eds), pp.199-234, University of Chicago Press.
[3] Dev, S. Mahendrav and M. Venkatanarayana (2011) Youth Employment and Unemployment in India, Indira Gandhi Institute of Development Research, Mumbai.
[4] Godfrey M.(2003) " Youth Employment Policy in Developing and Transition Countries-Prevention as well as cure", World Bank Social Protection Discussion Paper, 320, Washington, DC: The World Bank.
[5] Gorlich, D. Stepanok, I. and Hussami, F.A.(2012) " Tackling Youth Unemployment-Background Paper", Kiel Institute for the World Economy..