Auswahl der wissenschaftlichen Literatur zum Thema „Monkstown Educate Together National School“

The entrepreneurship vocational school program is based on national policy points in the field of education contained in the National Medium Term Development Plan (PRJMN) document 2015 to 2019. To implement the entrepreneurship Vocational High School (SMK) program as related to the achievement of national policy in the field of education, especially that leads to the formation of character with the formation of attitudes and entrepreneurship attitudes of participants Educate in the management of education is expected to be able to find a better management of education strategy so as to produce output of quality education both viewed from academic and non academic quality. To be a successful entrepreneur, the main requirement is to have an entrepreneurial spirit and character. The entrepreneurial spirit and character are influenced by skill, ability, or competence. School or educational institution becomes a very strategic place to grow entrepreneurial talent. The characteristics of entrepreneurship are part of life skill education. Life skills in entrepreneurship education is the interaction of various knowledge and skills that are very important possessed by learners so that they can live independently as an entrepreneur. With the implementation of entrepreneurship programs in schools has become an alternative in preparing graduates who are able to apply and read business opportunities and able to adjust themselves to succeed in social life. It is expected that learners will be able to compete in facing the era of Asean economic community and global community where needed commitment together with students, schools, parents and society. With the entrepreneurship program is expected to learners in SMK motivated to recognize the concept of entrepreneurship, training to develop business and develop the potential of practical experience of entrepreneurship, fostering entrepreneurial interests and developing entrepreneurial potential so that later can create or make something useful so that become human that can compete in the future will come.

The complexity of environmental effects, caused by the diversity of chemical compounds interacting with the biota, brings to light the urgency of an emancipating education focused on integral human formation. In this sense, there is a concern about appropriately working with themes relevant to environmental education for students in the early years of primary education. Thus, educators in the field of biological sciences are allowed to approach topics related to biodiversity, to educate for citizenship, in the perspective that students recognize themselves as part of the environment. Problem-Based Learning - PBL involves questioning based on the observation of phenomena, hypothesis testing, and analysis of results, being an ally of science, considering that the student is the protagonist in the different stages of knowledge construction. Based on this methodology, auxiliary materials were prepared for use in the classroom, guided by concepts and playfulness. To contextualize the phenomena involved in the study of ecotoxicology, a survey was carried out of the contents and abilities of the Brazilian National Common Core Curriculum (BNCC, as per the acronym in Portuguese), listing the potentials to be examined together with the concepts of ecotoxicology. For these, bioassay protocols were chosen for the elaboration of practical activities that exemplify the thought phenomenon. Two skills were selected for the elaboration of stories that describe problematization, the accomplishment of the experimental activity, and the presentation of the results of the experiments throughout the character’s daily life. The area’s theoretical and practical framework involves using technical terms, which can compromise students’ interest and learning. To remedy the difficulty with the concepts, a mini dictionary was created with definitions and optimization of technical terms to simplify the research process and the student’s understanding.

ABSTRACT National education aims to develop the ability and build the character and civilization of the nation, which is dignified in order to educate the life of the nation. The performance of a teacher is said good if the teacher has done the elements of professionalism that include a high commitment to teaching tasks, mastering and developing learning materials, discipline in teaching and other tasks as well as the need to develop themselves by improving the spirit of entrepreneurship through the development of creativity in the implementation of teaching, cooperation and communication with all the school member, the leadership of teachers who become role models of students, good personality, honest, and objective in guiding students, and responsibility for the task. The teacher performance cannot be separated from learning outcomes, because the teacher's performance is crucial to the success of an effective and efficient learning process. The goal of education can be achieved and materialized from student learning outcomes that ultimately quality graduates. The variables of professionalism and entrepreneurship together significantly affect the performance of teachers, the two independent variables can be used to estimate or predict teacher performance variables. Keywords: professionalism, entrepreneurship, teacher performance

The last decade has seen several of the most heinous acts imaginable committed against our educational facilities. In light of the recent shooting in Sandy Hook Elementary School in Monroe (Newtown), CT, which took the lives of 20 children and six employees, a new heightened sense of awareness for safety and security among our educational facilities was created.1 The law enforcement and public-safety community is now looking to work together with many of the educational representatives across the nation to address this issue, which affects the educational environment now and in the future. The US public and private elementary and secondary school systems’ population is approximately 55.2 million students with an additional 19.1 million students attending a 2- and 4-year college or university. These same public and private school and degree-granting institutions employ approximately 7.6 million staff members who can be an enormous threshold of potential targets.2 A terrorist's act, whether domestic, international, or the actions of a Lone Wolf against one of our educational facilities, would create a major rippling effect throughout our nation. Terrorists will stop at nothing to advance their ideology and they must continue to advance their most powerful tool—fear—to further their agenda and mission of destroying our liberty and the advanced civilization of the Western hemisphere.To provide the safety and security for our children and those who are employed to educate them, educational institutions must address this issue as well as nullify the possible threat to our national security. This thesis used official government reports and data interview methodologies to address various concerns from within our nation's educational system. Educational personnel along with safety and security experts identified, describe, and pinpointed the recommended measures that our educational institutions should include to secure our nation from within. These modifications of evaluating and updating their current emergency operations plan, if implemented correctly, will bring heightened awareness, as well as define roles and responsibilities, to everyone involved. In addition, these implementations will assist in coordinating and strengthening a multiagency partnership's among the public-safety community that will mitigate the risk to our student body, faculty, and staff, and strengthen our national security.

The article highlights the place of competitive design based on the tasks of real customers in the educational process of students of the Lviv architectural school – at the Department of Architectural Environment Design. An important component of education at the department was competitive futuristic design in the form of international and national student design seminars and competitions. The purpose of this vector is to prepare our students for the strict conditions of the need to comply with regulatory requirements in real design and at the same time teach them to experiment freely and creatively. The more complex the project task, methodology, and requirements for its implementation, and the more restrictions there are in the project, the better and more efficient the imagination should work. Participation of students in educational competitive design based on the tasks of real customers helps to educate and study them not by artisans with limited creative imagination, but by master artists and at the same time highly educated professional engineers. In the competitive projects made under real orders, special ones were those that were developed in 2021, because they were carried out taking into account the problems caused by the COVID-19 pandemic. Among them, projects for the best draft proposal of a new architectural solution and expansion of the functions of the Panorama shopping centre in Odesa stand out. These projects are valuable because they were solved not only in one aspect – by offering only typological, spatial, functional or architectural and aesthetic ideas, but by taking them syncretically all together. Teachers of the Department of Architectural Environment Design are convinced that this practice can significantly enrich the educational process because it teaches students to work in teams, use all the special knowledge acquired during their studies in the field of architecture, create without feeling barriers between educational, search, experimental, competitive and real design.

Background. Western Ukraine’s cultural musical life had its own paths of development. The fi rst musical school began working in this region in September 1903. The issue of creating a specialized musical educational institution with native-language teaching was repeatedly highlighted in Lviv newspapers in XIX and early XX centuries. Nevertheless, most musicians were forced to obtain knowledge either on their own or in Polish, German and Czech educational establishments. Composer S. Liudkevich was the most ardent fi ghter for foundation of a Ukrainian conservatory in Lviv. He became one of the fathers of professional musical education not only in Lviv, but in Western Ukraine as a whole. Yet, Lviv’s fi rst educational institution – the Higher Musical Institute – was created other than a standard conservatory of Russian Imperial Musical Society with quite a perfect educational system – it was closer to West European establishments on a parallel basis attended by secondary and higher school students, who studied only musical disciplines in the conservatory. A. Vakhnyanin (who taught theory and history of music) has become the fi rst Director of Lviv Higher Musical Institute with O. Bandrovs’ka and L. Ulukhanova teaching solo singing. In the year of 1912, after the death of M. Lysenko, the Higher Musical Institute was given his name. Lviv’s M. Lysenko Higher Musical Institute gained authority and prominence by constantly improving its educational system. Together with the conservatory of Polish Musical Society and K. Shimanovski conservatory, it became one of those educational establishments, on which basis M. Lysenko Lviv State Conservatory was created upon the reunion of West European lands. As of today, it is among our country’s leading musical universities. Vocals faculty exists since the day of Lviv conservatory’s foundation. In this period, they prepared numerous singers for opera and operetta theaters, philharmonic halls, teachers of secondary and higher schools. Having been founded in 1959, the opera studio functions as a training subdivision of the conservatory, being the source of professional growth for outstanding representatives of national vocal arts and opera conductors. The studio’s fi nancial position has been troubled for many years – there is no own premises and full-time soloists. And yet, teachers’ dedication has always allowed the studio to work so as to serve the basis for practical training of the vocals faculty students. The studio was offi cially opened on November 16, 1959 in M. Zan’kovetska Theater. A year later, on November 16, 1960, the premiere performance of “Zaporozhets za Dunayem” opera by S. Gulak-Artemovsky took place (conductor M. Lobaniv, director V. Shevchenko, assistant conductor – 4th year student S. Turchak). The entire faculty worked on the performance – vocals students enthusiastically participated in ballet scenes, their teachers sang leading parts together with students, teaching the mastery lesson to their mentees onstage. But it was emphasized in 1960 annual report by the Director of Lviv State Conservatory professor M. Kolesa that, with opera studio’s certain achievements, there also was a weak point, and namely the absence of creative and organizational contact between solo singing and opera training departments. In autumn 1963, Lviv opera studio performed in Kyiv at the Republican conference dedicated to education of actor singers, representing fragments from “Taras Bulba” (M. Lysenko) and “La traviata” (G. Verdi) performances. The conference stressed the necessity to alter the course of training – to educate actor singers, performer singers, rather than just “sound professional”. By the Order of the Ministry of Culture of Ukraine of January 25, 1966, opera training department was founded in Lviv State Conservatory. The functions of the Head of department were vested in the associate professor of solo singing department V. Kobrzhitsky. In this period, absence of creative contacts between the two departments of the vocals faculty continues to be felt, with their teachers exchanging accusations. They do not show aspiration to do the common cause – to educate actor singers. In the beginning of academic year 1971-72, the department was joined by Ukraine’s Honored Artist conductor O. Gritsak, who already in his fi rst year of work showed himself as a talented manager. It was stated in the department’s annual report that working stability, which is defi nitely a positive factor, is not always typical for the students. The number of performances for students’ practical training is insuffi cient. The repertoire must have at least three performances, so that students could be involved in several parts for a multifaceted disclosure of their creative abilities. The department made the resolution to improve its operation by fundamentally altering its organizational principles and the methodology, for which purpose to replace the department’s management.

Amount raised: $1500.00 Background and context: Evidence for the role of physical activity in cancer incidence is well known and increases cancer survivorship. Cancer survivors as well as new patients would like to have a more active role in their health care, including what diet and lifestyle changes they should make. Since physical exercise has attracted increasing interest in our country we decided to do and experience the first hiking activity suggested by the Honduran Urology Society as an excellent way to raise awareness about prostate cancer and how to prevent it. Aim: The key aim was to raise awareness among men and their families and therefore organize the Prostate Cancer Association for Patients since there is none in Honduras. Strategy/Tactics: We started an alliance with the doctors from Honduran National Society of Urology so they could be the official spokesman for this activity. We contacted radio stations and TV health programs in order for the physicians to educate and publicized the event. Networking the activity on social media and decided on a Sunday as the day of the event since most people were off from work and school. November was chosen as it commemorates Prostate Cancer Awareness Month. A public facility was the place chosen since it had been shortly renovated and would be an attraction for men and their families. Program process: Since prostate cancer is the most common type of cancer among men, we felt the need to get involved in this activity. We contacted town officials to find out if a permit was needed. We also requested local businesses to donate T-shirts, drinks and food for the participants. We asked businesses to place campaign publicity on visible areas of shopping centers. We contacted a fitness instructor to donate an hour of his time for this cause. Once the T-shirt donation arrived we had printed a logo as a symbol for our campaign. Costs and returns: Since the very beginning we decided to get the most from this campaign by getting almost everything donated and the outcome was surprisingly a positive reaction. Donated kits with a T-shirt and a water bottle were given in exchange of a registration fee of $10, there was no fee from the hiking park. What was learned: With proper tools, educating patients for early detection may be the key to successful treatment. We all can better understand the facts about prostate cancer, who it affects and what you can do about it. We learned that we made such a great team working together as one and looking forward to our 2nd hiking event for 2018.

Perfect vision for the path ahead? As I write this editorial it seems that once again, we stand on the threshold of yet another significant date. The fortieth anniversary of ISCPES and also that of this journal, that has been the voice of the society’s contribution over that period, has been and gone. This time it is 2020 that looms on the near horizon. It is a date that has long been synonymous with perfect vision. Many may perhaps see this as somewhat ironic, given the themes surrounding change and the directions it has taken, that have been addressed previously in these pages. Perfect vision and the clarity it can bring seem a far cry away from the turbulent world to which we seem to be becoming accustomed. So many of the divisions that we are facing today seem to be internal in nature and far different from the largely: nation against nation; system against system strife, we can remember from the cold war era. The US, for example, seems to be a nation perpetually at war with itself. Democrats v Republicans, deplorables v elites - however you want to label the warring sides - we can construct a number of divisions which seem to put 50% of Americans implacably opposed to the other 50%. In the UK, it has been the divide around the referendum to leave the European Union – the so-called Brexit debate. Nationally the division was 52% to 48% in favour of leaving. Yet the data can be reanalysed in, it seems, countless ways to show the splits within a supposedly ‘United’ Kingdom. Scotland v England, London and the South East v the English regions, young v old are just some of the examples. Similar splits seem to be increasing within many societies. Hong Kong has recently been the focus of world interest We have watched this erstwhile model of an apparently successful and dynamic compromise between two ‘diverse’ systems, appear to tear itself apart on our television screens. Iran, Brazil, Venezuela are just three further examples of longstanding national communities where internal divisions have bubbled to the surface in recent times. These internal divisions frequently have no simple and single fault line. In bygone times, social class, poverty, religion and ethnicity were simple universal indicators of division. Today ways of dividing people have become far more complex and often multi-dimensional. Social media has become a means to amplify and repeat messages that have originated from those who have a ‘gripe’ based in identity politics or who wish to signal to all and sundry how extremely ‘virtuous’ and progressive they are. The new technologies have proved effective for the distribution of information but remarkably unsuccessful in the promotion of communication. This has been exemplified by the emergence and exploitation of Greta Thunberg a sixteen-year-old from Sweden as a spokesperson for the ‘Extinction Rebellion’ climate change lobby. It is a movement that has consciously eschewed debate and discussion in favour of action. Consequently, by excluding learning from its operation, it is cutting itself off from the possibility of finding out what beneficial change will look like and therefore finding a way by which to achieve it. Put simply, it has predetermined its desired goal and defined the problem in inflexible terms. It has ignored a basic tenet of effective problem solving, namely that the key lies in the way you actually frame the problem. Unfortunately, the movement has adopted the polarised labelling strategies that place all humans into the category of either ‘believers’ or ‘deniers’. This fails to acknowledge and deal with the depth and complexity of the problem and the range of our possible responses to it. We are all the losers when problems, particularly given their potential significance, become addressed in such a way. How and where can human behaviour learn to rise above the limits of the processes we see being followed all around us? If leadership is to come, it must surely come from and through a process of education. All of us must assume some responsibility here – and certainly not abdicate it to elite and powerful groups. In other words, we all have a moral duty to educate ourselves to the best of our ability. An important part of the process we follow should be to remain sceptical of the limits of human knowledge. In addition, we need to be committed to applying tests of truth and integrity to the information we access and manage. This is why we form and support learned societies such as ISCPES. Their duty is to test, debate and promote ideas and concepts so that truth and understanding might emerge from sharing and exploring information, while at the same time applying the criteria developed by the wisdom and experience of those who have gone before. And so, we come to the processes of change and disruption as we are currently experiencing them at International Sports Studies. Throughout our history we have followed the traditional model of a scholarly journal. That is, our reason for existence is to provide a scholarly forum for colleagues who wish to contribute to and develop understanding within the professional and academic field of Comparative Physical Education and Sport. As the means of doing this, we encourage academics and professionals in our field to submit articles which are blind reviewed by experts. They then advise the editor on their quality and suitability for publication. As part of our responsibility we particularly encourage qualified authors from non-English speaking backgrounds to publish with us, as a means of providing a truly international forum for ideas and development. Where possible the editorial team works with contributors to assist them with this process. We have now taken a step further by publishing the abstracts in Portuguese, Spanish and Chinese on the website, in order to spread the work of our contributors more widely. Consistent with international changes in labelling and focus over the years, the title of the society’s journal was changed from the Journal of Comparative Physical Education and Sport to International Sports Studies in 1989. However, our aim has remained to advance understanding and communication between members of the global community who share a professional, personal or scholarly interest in the state and development of physical education and sport around the world. In line with the traditional model, the services of our editorial and reviewing teams are provided ex gratia and the costs of publication are met by reader and library subscriptions. We have always offered a traditional printed version but have, in recent years, developed an online version - also as a subscription. Over the last few years we have moved to online editorial support. From 2020 will be adopting the practice of making articles available online immediately following their acceptance. This will reduce the wait time experienced by authors in their work becoming generally available to the academic community. Readers will no doubt be aware of the current and recent turbulence within academic publishing generally. There has been a massive increase in the university sector globally. As a result, there has been an increasing number of academics who both want to and need to publish, for the sake of advancement in their careers. A number of organisations have seen this as providing a business opportunity. Consequently, many academics now receive daily emails soliciting their contributions to various journals and books. University libraries are finding their budgets stretched and while they have been, up until now, the major funders of scholarly journals through their subscriptions, they have been forced to limit their lists and become much more selective in their choices. For these reasons, open access has provided a different and attractive funding model. In this model, the costs of publication are effectively transferred to the authors rather than the readers. This works well for those authors who may have the financial support to pursue this option, as well as for readers. However, it does raise a question as to the processes of quality control. The question arises because when the writer becomes the paying customer in the transaction, then the interests of the merchant (the publisher) can become more aligned to ensuring the author gets published rather than guaranteeing the reader some degree of quality control over the product they are receiving. A further confounding factor in the scenario we face, is the issue of how quality is judged. Universities have today become businesses and are being run with philosophies similar to those of any business in the commercial world. Thus, they have ‘bought into’ a series of key performance indicators which are used to compare institutions one with another. These are then added up together to produce summative scores by which universities can be compared and ranked. There are those of us that believe that such a process belittles and diminishes the institutions and the role they play in our societies. Nonetheless it has become a game with which the majority appear to have fallen in line, seeing it as a necessary part of the need to market themselves. As a result, very many institutions now pay their chief executives (formerly Vice-Chancellors) very highly, in order to for them to optimise the chosen metrics. It is a similar process of course with academic journals. So it is, that various measures are used to categorise and rank journals and provide some simplistic measure of ‘quality’. Certain fields and methodologies are inherently privileged in these processes, for example the medical and natural sciences. As far as we are concerned, we address a very significant element in our society – physical education and sport - and we address it from a critical but eclectic perspective. We believe that this provides a significant service to our global community. However, we need to be realistic in acknowledging the limited and restricted nature of that community. Sport Science has become dominated by physiology, data analytics, injury and rehabilitation. Courses and staff studying the phenomenon of sport and physical education through the humanities and social sciences, seem to be rarer and rarer. This is to the great detriment of the wellbeing and development of the phenomenon itself. We would like to believe that we can make an important difference in this space. So how do we address the question of quality? Primarily through following our advertised processes and the integrity and competence of those involved. We believe in these and will stick with them. However, we appreciate that burying our heads in the sand and remaining ‘king of the dinosaurs’ does not provide a viable way forward. Therefore, in our search for continuing strategy and clear vision in 2020, we will be exploring ways of signalling our quality better, while at the same time remaining true to our principles and beliefs. In conclusion we are advising you, as our readers, that changes may be expected as we, of necessity, adapt to our changing environment while seeking sustainability. Exactly what they will be, we are not certain at the time of going to press. We believe that there is a place, even a demand for our contribution and we are committed to both maintaining its standard and improving its accessibility. Comments and advice from within and outside of our community are welcome and we remain appreciative, as always, of the immense contribution of our international review board members and our supportive and innovative publisher. So, to the contributors to our current volume. Once again, we would point with some pride to the range of articles and topics provided. Together, they provide an interesting and relevant overview of some pertinent current issues in sport and physical education, addressed from the perspectives of different areas across the globe. Firstly, Pill and Agnew provide an update to current pedagogical practices in physical education and sport, through their scoping review of findings related to the use of small-sided games in teaching and coaching. They provide an overview of the empirical research, available between 2006 and 2016, and conclude that the strategy provides a useful means of achieving a number of specific objectives. From Belgium, Van Gestel explores the recent development of elite Thai boxing in that country. He draws on Elias’ (1986) notion of ‘sportization’ which describes the processes by which various play like activities have become transformed into modern sport. Thai boxing provides an interesting example as one of a number of high-risk combat sports, which inhabit an ambiguous area between the international sports community and more marginalised combat activities which can be brutal in nature. Van Gestel expertly draws out some of the complexities involved in concluding that the sport has experienced some of the processes of sportization, but in this particular case they have been ‘slight’ in impact rather than full-blown. Abdolmaleki, Heidari, Zakizadeh XXABSTRACT De Bosscher look at a topic of considerable contemporary interest – the management of a high-performance sport system. In this case their example is the Iranian national system and their focus is on the management of some of the resources involved. Given that the key to success in high performance sport systems would appear to lie in the ability to access and implement some of the latest and most effective technological information intellectual capital would seem to be a critical component of the total value of a competitive high performance sport system Using a model developed by a Swedish capital services company Skandia to model intangible assets in a service based organisation, Abdolmaleki and his associates have argued for the contribution of human, relational and structural capital to provide an understanding of the current place of intellectual capital in the operations of the Iranian Ministry of Sport and Youth. An understanding of the factors contributing to the development of these assets, contributes to the successful operation of any organisation in such a highly competitive and fast changing environment. Finally, from Singapore, Chung, Sufri and Wang report on some of the exciting developments in school based physical education that have occurred over the last decade. In particular they identify the increase in the placement of qualified physical education teachers as indicative of the progress that has been made. They draw on Foucault’s strategy of ‘archaeological analysis’ for an explanation of how these developments came to be successfully put in place. Their arguments strongly reinforce the importance of understanding the social and political context in order to achieve successful innovation and development. May I commend the work of our colleagues to you and wish you all the best in the attempt to achieve greater clarity of vision for 2020!

This article explores the development of The SALT Programme: Creative Solutions to Conflict, which is a National School programme linked to the SPHE curriculum. The first pilot project was undertaken in 2005 in Donabate Portrane Educate Together. The research from this pilot programme formed the basis for my Master’s Thesis, which looked at whether this type of education was effective in changing the views and behaviours of children in resolving conflict. The outcomes were seen as positive and so the programme was published. Since then, the programme has been implemented widely in schools with teachers showing considerable interest in being trained in the SALT Process. This has precipitated the development of a full teacher training programme for teachers, delivered through Drumcondra Education Centre and further adult education training, including a HETAC Level 7 mediation training. Introduction

This article examines the case of seminarian David Kezeli who compiled the anti-Russian proclamation To the New Generation of Georgia, confiscated in December 1873. Although the St Petersburg and Caucasian authorities interpreted the case differently, they were united in their inattention to the situation of the Tiflis Theological Seminary. The internal problems of the theological educational institution, including the problem of the disloyalty of the “native” teachers, were to be solved by the officials of the Synod’s Educational Committee and the Exarch of Georgia. The author aims to show the ambivalence of the anti-Russian views of the Georgian seminarians and analyse the Kezeli case as part of the processes in religious education initiated by the 1867 reform. Special attention is paid to the discussion about the establishment of the Georgian language class, the idea of which either led to a consensus among the teachers or to a confrontation described in the Synod documents as a struggle between the Russian and Georgian “parties”. The origins and limitations of anti-Russian sentiments among seminarians are considered in relation to conflicts among teachers, the rules of access to educational and extracurricular literature, and the status of the Russian and Georgian languages. The author concludes that in the first years after the reform, young graduates of the theological academies were inspired by the opportunity to change the content of theological education by introducing the achievements of modern science into it. This goal united teachers of Russian and Georgian origin. They worked together both on projects for Georgian language classes and on compiling lists of advanced literature to be purchased for the student library. Georgian teachers, such as Jacob Gogebashvili, were prepared to become conduits of “human Russification”, arguing that only the Russian language allowed their students to access modern science. The transformation of interaction into conflict, which took on the form of a confrontation between the Russian and Georgian “parties” in the seminary, was explained on both sides by its participants’ personal ambitions. They were fighting for power and money, not for the promotion of the Georgian national idea or the defence of Russian interests in the region. David Kezeli was wholly a product of this situation. After completing his studies at the theological school and moving to the seminary, he felt hostility towards his teachers, seeing in them “Famusovs” who were trying to educate him as a “Molchalin”, while he was constructing himself as a “Bazarov”, the only “nihilist” in Georgia. The anachronism of Kezeli’s “nihilistic” identity emphasises his attachment to the generation of “fathers” who determined the literature available to him and provided him with a tool to master it, i. e. the Russian language.

As more has been learned about the antecedents of youth violence and the core elements of effective prevention programs, there has been growing interest in development of multicomponent programs with a sharp focus on conflict-resolution education. This trend has been fueled not only by the nationwide school shootings, which are dramatic and frightening though actually quite rare, but by two other considerations as well. There is a realization that disruptive behavior in the classroom is highly prevalent and that it takes a great toll in terms of both student distress and major erosions of classroom teaching time. Changing demographics have introduced far greater diversity in the schools, and new challenges are confronted with the mix of cultures. Richard Bodine and Donna Crawford of the National Center for Conflict Resolution Education provide a major review and analysis of current and recent specific efforts to educate for conflict resolution in U.S. schools. They present key research findings from the emergent field of conflict-resolution education and include an overview of relevant contributions from the literature on risk factors and resilience in youth development. Based on these data, they have developed a comprehensive four-part program of conflict resolution education. In doing so, they delineated four curricula segments for conflict-resolution education that are independent but also interrelated. These are the process curriculum, the mediation program, the Peaceable Classroom, and the Peaceable School. The four curricula segments represent a nested set of components, each of which can be used independently, but when taken together, as intended, for each additional component added there are increasingly positive results with maximal efficacy and long-term impact when the full program is mounted. When the full program is implemented, it has direct impacts on students, teachers, other school personnel, and parents. Although there are gains with partial implementation, achievement of the full potential of the program depends on the successful implementation of all segments. When possible, there should be continuity of training across grades, usually in the form of short courses, informal follow-up opportunities, or curriculum development. Shared key themes are central to all four segments, and all apply equally to children and adults. These key themes are (a) awareness of biases, (b) learning the skill of good listening, (c) learning the skill of constructive response, and (d) making conscious commitments to mutually beneficial, win-win solutions. Methods used are developmentally appropriate to each age group.