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Journal articles on the topic 'Holistic development'

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Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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1

Haynes, Carter J. "Holistic Human Development." Journal of Adult Development 16, no. 1 (January 17, 2009): 53–60. http://dx.doi.org/10.1007/s10804-009-9052-4.

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2

Kushvaha, Talha Ali. "EDUCATION AND HOLISTIC DEVELOPMENT." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 2 (June 26, 2022): 202–7. http://dx.doi.org/10.18372/2786-5487.1.16599.

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This article is about how education could help individuals develop holistically rather than merely acquire money making skills, and education with values should be the goal of all educational frameworks.
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3

SHAPIRO, DANIEL F. "Facilitating Holistic Curriculum Development." Assessment & Evaluation in Higher Education 28, no. 4 (August 2003): 423–34. http://dx.doi.org/10.1080/0260293032000066245.

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4

LEE, Kicheon, and Seungjae KIM. "The Holistic Development Curriculum." Japanese Journal of Sport Education Studies 24, no. 2 (2004): 139–44. http://dx.doi.org/10.7219/jjses.24.139.

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5

Michnowski, Lesław. "Holistic Approach to Development." Dialogue and Humanism 4, no. 2 (1994): 247–53. http://dx.doi.org/10.5840/dh199442/322.

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6

Schuh, Günther, Martin Pitsch, and Michael Salmen. "Holistic Development of Mobile Applications to Support Manufacturing Processes." International Journal of Future Computer and Communication 4, no. 4 (2015): 242–45. http://dx.doi.org/10.7763/ijfcc.2015.v4.393.

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7

Ko, Kyungsook, and Hea Ok Rhew. "The Holistic Approach for Adolescents’ Spiritual Development." Korean Journal of Christian Counseling 28, no. 4 (November 30, 2017): 9–31. http://dx.doi.org/10.23909/kjcc.2017.11.28.4.9.

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8

Herman, Barry. "Reviving Holistic Development Planning for Sustainable Development." Development 61, no. 1-4 (October 31, 2018): 94–100. http://dx.doi.org/10.1057/s41301-018-0172-7.

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9

Sharma, Astha. "Child Development………A Holistic Approach." Samajbodh 7, no. 1 (2017): 133. http://dx.doi.org/10.5958/2321-5860.2017.00041.8.

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10

R., M., and S. M. McFarlane. "Dangemanning Farm: a holistic development." Pacific Conservation Biology 9, no. 1 (2003): 39. http://dx.doi.org/10.1071/pc030039.

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DANGEMANNING Farm is a cereal, pulse and sheep property in the central wheatbelt of Western Australia with a 325 mm annual rainfall which falls mainly in winter. The farm was first settled in the early 1900s and has evolved, both in design and farm practice, in response to the effects of past practices on production and land degradation. It is now a farm in its early stages of a modern holistic development, with an emphasis on the integration of agricultural systems, Landcare and nature conservation. The long-term goal for the farm is to achieve sustainable farming in a non-degraded landscape.
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11

Trad, Paul V. "The Holistic Perspective on Development." Contemporary Psychoanalysis 26, no. 4 (October 1990): 599–616. http://dx.doi.org/10.1080/00107530.1990.10746678.

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12

Ngo, Chi T., Aidan J. Horner, Nora S. Newcombe, and Ingrid R. Olson. "Development of Holistic Episodic Recollection." Psychological Science 30, no. 12 (November 1, 2019): 1696–706. http://dx.doi.org/10.1177/0956797619879441.

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Episodic memory binds the diverse elements of an event into a coherent representation. This coherence allows for the reconstruction of different aspects of an experience when triggered by a cue related to a past event—a process of pattern completion. Previous work has shown that such holistic recollection is evident in young adults, as revealed by dependency in retrieval success for various associations from the same event. In addition, episodic memory shows clear quantitative increases during early childhood. However, the ontogeny of holistic recollection is uncharted. Using dependency analyses, we found here that 4-year-olds ( n = 32), 6-year-olds ( n = 30), and young adults ( n = 31) all retrieved complex events in a holistic manner; specifically, retrieval accuracy for one aspect of an event predicted accuracy for other aspects of the same event. However, the degree of holistic retrieval increased from the age 4 to adulthood. Thus, extended refinement of multiway binding may be one aspect of episodic memory development.
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13

Bhatta, C. Panduranga. "Holistic Personality Development through Education." Journal of Human Values 15, no. 1 (January 2009): 49–59. http://dx.doi.org/10.1177/097168580901500104.

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14

Stattin, Håkan, and David Magnusson. "Antisocial development: A holistic approach." Development and Psychopathology 8, no. 4 (1996): 617–45. http://dx.doi.org/10.1017/s0954579400007331.

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AbstractIn this study, we examine issues related to the development of antisocial behavior, using data from three ongoing Swedish longitudinal projects. A correlational strategy is contrasted with a configurational approach. The correlational analyses reveal quite high temporal rank-order stabilities of behavioral problems, for both sexes, and also long-term statistical connections between childhood problems and adolescent and adult adjustment problems. However, these associations are of a modest size. This is to be expected in view of the operation of processes of a more temporary nature and of the timing of adjustment problems. It is argued here that a configurational approach, simultaneously taking into consideration relevant aspects of the individuals' risk panorama, offers a perspective on developmental pathways that is not provided by common multivariate approaches. Results from this more person-centered approach show the strong impact of adolescent multirisk patterns on future criminality and on drug and alcohol abuse. Findings also reveal that individual personal resources in adolescence may quite strongly reduce the risk of developing future criminality and drug and alcohol abuse for multiproblem individuals.
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15

Turcotte, David. "Sustainable Development: A Better Holistic View." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 16, no. 4 (February 2007): 414–17. http://dx.doi.org/10.2190/adqc-qww7-5e0w-1nh8.

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16

Mato-Juhasz, Annamaria, Emoke Kiss-Toth, and Krisztina Szegedi. "Holistic Health Model Of Sustainable Development." European Scientific Journal, ESJ 12, no. 21 (July 29, 2016): 227. http://dx.doi.org/10.19044/esj.2016.v12n21p227.

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Health can be interpreted not only as an important element of sustainable development. It is connected to its all the three pillars namely its environmental, economic and social dimension as well. Health can be found directly or indirectly in every goal related to sustainable development. Considering the importance of health, the aim of our research was to elaborate a holistic health conscious model encouraging sustainable development. Holistic health conscious model means a model including the physical, psychical and mental health of the individual. Furthermore, besides the responsibility of the individual environmental effects are also taken into account as well as the intervening factors. In addition, it integrates the aspect of sustainable development. In our research, first of all we were looking for the answer to the following (1) what kind of stakeholders play a role in developing health consciousness? (2) What is the role of individuals, the state, the companies and NGOs in developing health consciousness? The article presents the holistic health model which was created as a result of the empirical research.
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17

Swift, Tania, and Claire Hewson. "A holistic look at physical development." Early Years Educator 23, no. 10 (May 2, 2022): 30. http://dx.doi.org/10.12968/eyed.2022.23.10.29.

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Engaging in physical activities from an early age has far reaching benefits for children. Not only does it build a healthy body, but it also promotes emotional, social and cognitive development. Therefore, it is vital that physical activity is integrated into children's daily lives.
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18

Von Krosigk, B. "A holistic exploration of leadership development." South African Journal of Business Management 38, no. 2 (June 30, 2007): 25–31. http://dx.doi.org/10.4102/sajbm.v38i2.581.

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Aligning body, mind and spirit, acquiring emotional intelligence, an unshakable belief in their own intuition and producing outcomes in the context of organisational abilities encompass the attributes of leaders that emerged from this holistic exploration of leadership development. Emotionally aware leaders demonstrated their authenticity and cared for peaceful process. In this exploration such leaders started at the bottom within their enterprise working their way up over time. Agreeableness and flexibility were the core competencies they developed amongst others. A complex mix of behaviour, thoughts and emotions were the specific leadership attributes that were found to differ for different organisations. These specific leadership attributes needed to fit with the character and dynamics of the organisation. Since leadership development was found to be a holistic character development over time leadership courses are recommended for all scholars and students, with a strong emphasis on self-development. A grounded theory approach to this holistic exploration of leadership development serves the community well, by promoting the emergence of grounded theories which are free from practical impossibilities.
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19

Smith, Jerald R., and Peggy A. Golden. "A Holistic Approach to Management Development." Journal of Management Development 5, no. 5 (May 1986): 46–56. http://dx.doi.org/10.1108/eb051629.

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20

Amini, Amin. "The Holistic Approach to Development Research." Journal of Interdisciplinary Economics 12, no. 4 (July 2001): 375–94. http://dx.doi.org/10.1177/02601079x00001200404.

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21

Tan, Oon-Seng. "Singapore's Holistic Approach to Teacher Development." Phi Delta Kappan 94, no. 3 (November 2012): 76–77. http://dx.doi.org/10.1177/003172171209400320.

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22

Mukadam, Yasmin. "Setting the scene for holistic development." Early Years Educator 21, no. 1 (May 2, 2019): 25–27. http://dx.doi.org/10.12968/eyed.2019.21.1.25.

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23

Shefy, Erella, and Eugene Sadler‐Smith. "Applying holistic principles in management development." Journal of Management Development 25, no. 4 (April 2006): 368–85. http://dx.doi.org/10.1108/02621710610655837.

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24

Hanna, Nagy. "Why a Holistic E-Development Framework?" Information Technologies and International Development 4, no. 4 (October 2008): 1–7. http://dx.doi.org/10.1162/itid.2008.00022.

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25

Sundberg, Lennart. "A holistic approach to competence development." Systems Research and Behavioral Science 18, no. 2 (March 8, 2001): 103–14. http://dx.doi.org/10.1002/sres.405.

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26

N.H, Mohamad, Selamat A, and . "Exploration of Spiritual Elements in Holistic-Entrepreneur (Holistic-E): Student Development Perspectives." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 82. http://dx.doi.org/10.14419/ijet.v7i3.30.18161.

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The Entrepreneurship is seen as a potential career path for overcoming the problem of unemployment. However, this career has yet to get a second or even a last option among graduates in Malaysia. Government has introduced several initiatives to cultivate entrepreneurial spirit among students or graduates such as the first surge of the Malaysia Education Blueprint 2015-2025 (Higher Education) and Entrepreneurship Action Plan 2016-2020. Despite the magnitude of these efforts, little is known whether graduates today are entrepreneurial. Furthermore, based on current achievements, this is quite difficult to implement as the desire of graduates in entrepreneurship is not particularly encouraging, especially graduates in technical courses. Compared to previous studies on student development that only examines the external element of the student affecting entrepreneurial desires, this study focuses on the internal elements of students holistically to increase student entrepreneurial desires and improve entrepreneurship as one of the preferred careers in Malaysia in meeting the challenges of the first shift of the Malaysia Education Blueprint 2015-2025; produce more graduate entrepreneurs.
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27

Ventegodt, Søren, Mark Gringols, and Joav Merrick. "Clinical Holistic Medicine: Holistic Rehabilitation." Scientific World JOURNAL 5 (2005): 280–87. http://dx.doi.org/10.1100/tsw.2005.37.

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Quality of life, health, and ability are often lost at the same time and most often in one decaying existential movement over 5 or 10 years. This “lost life” is mostly too slow to be felt as life threatening, but once awakened to reality, it provokes the deepest of fears in patients: the fear of death itself and destruction of our mere existence. The horrible experience of having “lost life””, often without even noticing how it happened, can be turned into a strong motivation for improvement. Personal development is about finding the life deeply hidden within in order to induce revitalization and rehabilitation. Rehabilitation is about philosophy of life with the integration of the repressed painful feelings and emotions from the past and the letting go of the associated negative beliefs and decisions. The holistic medical toolbox builds on existential theories (the quality of life theories, the life mission theory, the theory of character, the theory of talent, and the holistic process theory) and seems to have the power to rehabilitate the purpose of life, the character of the person, and fundamental existential dimensions of man: (1) love; (2) strength of mind, feelings, and body; and 3) joy, gender, and sexuality; allowing the person once again to express and realize his talents and full potential. The principles of rehabilitation are not very different from other healing, but the task is often more demanding for the holistic physician as the motivation and resources often are very low and the treatment can take many years.
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28

Nugroho, Fibry Jati. "Pendampingan Pastoral Holistik: Sebuah Usulan Konseptual Pembinaan Warga Gereja." Evangelikal: Jurnal Teologi Injili dan Pembinaan Warga Jemaat 1, no. 2 (August 2, 2017): 139. http://dx.doi.org/10.46445/ejti.v1i2.71.

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Fibry Jati Nugroho, Pastoral Assistance Holistic: A Proposed Conceptual Development Residents Church. A strong church is formed of a strong congregation. Strong congregation obtained from the pastoral care that actively touches the whole life of the churches. The Church should strive to develop a holistic pastoral care to the congregation. Various programs designed to be used to achieve a holistic pastoral care. Multiculture congregation accompanied by multiproblem, requiring pastoral agents set the strategy and create a model to be able to provide a holistic pastoral care services to the citizens of his church. The concept of holistic pastoral care of Howard Clinebell and Totok Wiryasaputra will help create a framework to analyze the development of church people holistically. The theoretical framework will be integrated with pastoral models developed by David Yonggi Cho's Yoido Full Gospel Church. The concept and model of pastoral care holistic support each other as well as a "scalpel" of pastoral care that is geared towards the empowerment of the laity effectiveness and small groups methods. ABSTRAK: Fibry Jati Nugroho,Pendampingan Pastoral Holistik:Sebuah Usulan Konseptual Pembinaan Warga Gereja. Gereja yang kuat terbentuk dari jemaat yang kuat. Jemaat yang kuat didapat dari pendampingan pastoral yang secara aktif menyentuh keseluruhan kehidupan warga gerejanya. Gereja perlu berusaha mengembangkan pendampingan pastoral holistik kepada jemaatnya. Berbagai program yang dirancang digunakan untuk mencapai sebuah pendampingan pastoral holistik. Jemaat yang multikultur disertai dengan multiproblem, mengharuskan para pelaku pastoral mengatur strategi dan menyusun model untuk dapat memberikan pelayanan pendampingan pastoral holistik kepada warga gerejanya. Konsep pendampingan pastoral holistik dari Howard Clinebell dan Totok Wiryasaputra akan membantu menganalisis dalam kerangka membuat pembinaan warga gereja secara holistik. Kerangka teoretis tersebut akan dipadukan dengan model pastoral yang dikembangkan oleh David Yonggi Cho di Yoido Full Gospel Church. Konsep dan model pendampingan pastoral holistik saling menopang serta menjadi pisau bedah dari pendampingan pastoral yang bermuara kepada efektifitas pemberdayaan kaum awam dan metode kelompok kecil.
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29

Sharma, Subhash. "Rotating the Pyramid: Towards a New Vision of Holistic Globalization and Holistic Development." Management Dynamics 8, no. 1 (April 26, 2022): 33–39. http://dx.doi.org/10.57198/2583-4932.1185.

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30

Abumeeiz, Salma, and Daria Wingreen-Mason. "Holistic Collection Development and the Smithsonian Libraries." Library Resources & Technical Services 64, no. 1 (2020): 26–38. http://dx.doi.org/10.5860/lrts.61n1.26.

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31

Abumeeiz, Salma, and Daria Wingreen-Mason. "Holistic Collection Development and the Smithsonian Libraries." Library Resources & Technical Services 64, no. 1 (2020): 26–38. http://dx.doi.org/10.5860/lrts.64n1.26.

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32

Paranagamage, P., A. Price, and F. Khandokar. "Briefing: Holistic assessment of sustainable urban development." Proceedings of the Institution of Civil Engineers - Urban Design and Planning 163, no. 3 (September 2010): 101–4. http://dx.doi.org/10.1680/udap.2010.163.3.101.

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33

Stodden, David, Kimberley D. Lakes, Jean Côté, Eivind Aadland, Ali Brian, Catherine E. Draper, Panteleimon Ekkekakis, et al. "Exploration: an overarching focus for holistic development." Brazilian Journal of Motor Behavior 15, no. 5 (December 1, 2021): 301–20. http://dx.doi.org/10.20338/bjmb.v15i5.254.

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34

Nokovic, Bojan, and Emil Sekerinski. "A Holistic Approach in Embedded System Development." Electronic Proceedings in Theoretical Computer Science 187 (August 14, 2015): 72–85. http://dx.doi.org/10.4204/eptcs.187.6.

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35

Lee, Monica. "Human Resource Development from a Holistic Perspective." Advances in Developing Human Resources 9, no. 1 (February 2007): 97–110. http://dx.doi.org/10.1177/1523422306294498.

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36

Bansal, Ipshita, and Jaya Srivastava. "Creating socially responsible systems for holistic development." Social Responsibility Journal 4, no. 4 (October 3, 2008): 464–73. http://dx.doi.org/10.1108/17471110810909876.

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37

Rovers, Martin, and Lucie Kocum. "Development of a Holistic Model of Spirituality." Journal of Spirituality in Mental Health 12, no. 1 (March 2010): 2–24. http://dx.doi.org/10.1080/19349630903495475.

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38

Coyle, Tom, and Jane LeMaster. "A more holistic paradigm on sustainable development." International Journal of Trade and Global Markets 4, no. 3 (2011): 243. http://dx.doi.org/10.1504/ijtgm.2011.041760.

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39

Takase, Miyuki, and Sachiko Teraoka. "Development of the Holistic Nursing Competence Scale." Nursing & Health Sciences 13, no. 4 (August 31, 2011): 396–403. http://dx.doi.org/10.1111/j.1442-2018.2011.00631.x.

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40

Gaynor, Alan Kibbe. "Development toward School Readiness: A Holistic Model." Journal of Education 195, no. 3 (October 2015): 27–40. http://dx.doi.org/10.1177/002205741519500304.

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41

Baxter Magolda, Marcia B. "Teaching to Promote Holistic Learning and Development." New Directions for Teaching and Learning 2000, no. 82 (2000): 88–98. http://dx.doi.org/10.1002/tl.8209.

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42

Rogers, J., M. Mizwa, J. Wilkinson, D. McGuire, and A. Gibson. "Community Development: A Holistic Approach in Malawi." Annals of Global Health 83, no. 1 (April 7, 2017): 187. http://dx.doi.org/10.1016/j.aogh.2017.03.471.

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43

Zellma, Anna. "Accompanying the Catechised in Their Holistic Development." Roczniki Teologiczne 69, no. 11 (December 21, 2022): 5–22. http://dx.doi.org/10.18290/rt226911.1.

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The analyses presented in this paper focus on the accompaniment for the catechised in their holistic development. Thus described, the educational activity of a catechist is consistent with the principle of faithfulness to God and to man. It always concerns a specific catechised person with specific developmental predispositions who lives in a specific community and is influenced by modern culture. By referring to the Catechetical directory and the literature on the subject, it was pointed out that the accompaniment for the catechised in their holistic development is the fundamental pedagogic and catechetic category. Various aspects of accompaniment for the catechised in the contemporary world are presented. Vocation, passion as well as the testimony of life and faith were particularly emphasised. The importance of the encounter, presence, being near and being with the pupil, and dialogue were stressed. Active listening, trust, care, devotion, kindness, empathy, and credibility were also regarded as important. The described traits and predispositions of a catechist play an important role in establishing authentic relations with pupils. They are manifestations of the communicative and pedagogic competence of the catechist and his ability to accomplish his goals, as well as of his awareness of the vocation and the educational mission among the catechised.
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Ngale, Ilongo Fritz, and Mahlatsi Monaheng. "Holistic Education." Humanities and Social Science Research 2, no. 1 (February 25, 2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.

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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho.
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Yoshida, Noriko, Ryoko Takeshima, Keiko Gibo, Akiko Nakano, Keishin Kimura, and Teruo Honbou. "Holistic health, medicine and care for elder generation ～Development at holistic health plaza kagoshima～." Nippon Ronen Igakkai Zasshi. Japanese Journal of Geriatrics 51, no. 2 (2014): 135–37. http://dx.doi.org/10.3143/geriatrics.51.135.

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46

Ventegodt, Søren, Mohammed Morad, Joseph Press, Joav Merrick, and Daniel T. L. Shek. "Clinical Holistic Medicine: Holistic Adolescent Medicine." Scientific World JOURNAL 4 (2004): 551–61. http://dx.doi.org/10.1100/tsw.2004.112.

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The holistic medical approach seems to be efficient and can also be used in adolescent medicine. Supporting the teenager to grow and develop is extremely important in order to prevent many of the problems they can carry into adulthood. The simple consciousness-based, holistic medicine — giving love, winning trust, giving holding, and getting permission to help the patient feel, understand, and let go of negative beliefs — is easy for the physician interested in this kind of practice and it requires little previous training for the physician to be able to care for his/her patient. A deeper insight into the principles of holistic treatment and a thorough understanding of our fellow human beings are making it work even better. Holistic medicine is not a miracle cure, but rather a means by which the empathic physician can support the patient in improving his/her future life in respect to quality of life, health, and functional capacity — through coaching the patient to work on him/herself in a hard and disciplined manner. When the patient is young, this work is so much easier. During our lifetime, we have several emotional traumas arranged in the subconscious mind with the smallest at the top, and it is normal for the person to work on a large number of traumatic events that have been processed to varying degrees. Some traumas have been acknowledged, some are still being explored by the person, and yet others are still preconscious, which can be seen for example in the form of muscle tension. Sometimes the young dysfunctional patient carries severe traumas of a violent or sexual nature, but the physician skilled in the holistic medical toolbox can help the patient on his/her way to an excellent quality of life, full self-expression, a love and sex life, and a realization of his/her talents — all that a young patient is typically dreaming about. Biomedicine is not necessary or even recommended when the physical or mental symptoms are caused by disturbances in the personal development that can be corrected with love and understanding. If possible, biomedicine must be avoided, even if this means suffering for the young person, who needs to confront the tough realities of life in order to grow into an able and sound adult.
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Shaked, Haim, and Chen Schechter. "Holistic School Leadership." NASSP Bulletin 100, no. 4 (December 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.

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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.
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48

Estacioa, Randel D. "Development and validation of analytic and holistic rubric guides in assessing concept cartoons." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 27–35. http://dx.doi.org/10.18844/prosoc.v4i1.2048.

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49

Krisnanik, Erly, Tri Rahayu, and Kraugusteeliana Tambun. "Pendekatan Soft System Methodology (SSM) untuk membangun SIMOKAUD Holistik Integratif." Jurnal Teknologi Informasi dan Ilmu Komputer 9, no. 5 (October 31, 2022): 969. http://dx.doi.org/10.25126/jtiik.2022945117.

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<p class="Abstrak">Pemerintah Indonesia telah mengeluarkan Peraturan Presiden Nomor 60 Tahun 2013 tentang PAUD Holistik Integratif untuk digunakan oleh sekolah PAUD yang digunakan sebagai aturan dan pedoman dalam menjalankan program kerja PAUD. Salah satu bentuk pengembangan holistik integratif adalah perawatan kesehatan pada anak PAUD yang meliputi kebutuhan pemenuhan gizi, penjadwalan imunisasi dan perawatan perkembangan anak paud. Sistem pendidikan di PAUD Kuntum Mekar telah menggunakan pendekatan Holistik Integratif sesuai dengan arahan pemerintah. Permasalahan yang dihadapi oleh PAUD Kuntum Mekar adalah belum adanya sistem untuk merekam semua kegiatan, hal ini mengakitbatkan guru PAUD kesulitan dalam mengontrol perkembangan kesehatan anak didiknya. Mereka juga kesulitan dalam mendapatkan data tentang kegiatan apa saja yang sudah dan belum dilaksanakan. Metode yang digunakan dalam penelitian ini menggunakan pendekatan <em>Soft System Methodology (SSM)</em>. Tujuan dari penelitian ini adalah mempermudah sekolah PAUD dan orang tua PAUD dalam memonitoring perkembangan kesehatan anak didiknya melalui program kegiatan yang ada pada holistik integratif. Kontribusi dari penelitian ini adalah berupa Sistem Informasi Monitoring Kesehatan Anak Usia Dini (SIMOKAUD) Holistik Integratif yang dapat di gunakan oleh PAUD Kuntum Mekar untuk memonitoring perkembangan kesehatan anak didiknya.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Judul2"><em>The Government of Indonesia has issued Presidential Regulation Number 60 of 2013 concerning Integrative Holistic PAUD for use by early childhood schools which is used as a rule and guideline in carrying out PAUD work programs. The education system at Kuntum Mekar PAUD has used an integrative holistic approach in accordance with government directives. One form of integrative holistic development is health care for PAUD children which includes nutritional needs, immunization scheduling and early childhood development care. The problem with PAUD Kuntum Mekar is that there is no system to record all activities, this makes it difficult for PAUD teachers to control the health development of their students. They also have difficulty in obtaining data on what activities have and have not been implemented. The method used in this study is the Soft System Methodology (SSM) approach. The purpose of this study is to facilitate early childhood schools and early childhood parents in monitoring the health development of their students through an integrated holistic program of activities. The contribution of this research is in the form of an Integrative Holistic Early Childhood Health Monitoring Information System (SIMOKAUD) which can be used by Kuntum Mekar PAUD to monitor the health development of their students</em><em>.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>
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50

Azhar, B. A. "Taxation of Agricultural Income: A Holistic View." Pakistan Development Review 30, no. 4II (December 1, 1991): 1065–72. http://dx.doi.org/10.30541/v30i4iipp.1065-1072.

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The issue of agricultural income tax has become the focus of endless controversy in recent year. It has been so thoroughly debated that few aspects remain unexplored. Unfortunately, however, the debate has lost objecti~ty and the vested interests are using all types of arguments against one another. Scholarly ~alyses too show sometimes remnants of ingrained subjectivity. The object of this paper is to look at the issue objectively and suggest a possible way out. The question of taxation of agricultural income can be examined from the following points of view: (a) Historical perspective; (b) Equity; ( c) Administrative considerations; (d) Constitutional provisions; and (e) Revenue potential.
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