Journal articles on the topic 'Catholic school management'
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Bual, Joel, and Dennis Madrigal. "The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards." Philippine Social Science Journal 1, no. 1 (December 31, 2018): 41–53. http://dx.doi.org/10.52006/main.v1i1.11.
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Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.
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Ibay, Samera Batao, and Mark Anthony Cenas Pa-alisbo. "An Assessment of the Managerial Skills and Professional Development Needs of Private Catholic Secondary School Administrators in Bangkok, Thailand." World Journal of Education 10, no. 1 (February 20, 2020): 149. http://dx.doi.org/10.5430/wje.v10n1p149.
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The knowledge and ability of the individuals in a managerial position are to fulfill some specific management activities or tasks. Managerial skills are important for many reasons. Being a manager in an educational setting is a position to act as an effective leader and problem-solver in many simple and complex situations. However, in Thailand, it was observed that some managerial skills need to improve their skills. School managers should strengthen and develop to manage effectively and efficiently. This mixed research surveyed the managerial skills of the school administrators in terms of conceptual skills, human skills, and technical skills in selected private catholic secondary schools in Bangkok, Thailand. The respondents self-assessed their managerial skills in the form of a checklist, and to validate the results, interviews were conducted to determine the professional development needs according to the lowest items assessed by the school administrators. A questionnaire anchored on Robert Katz’s theory of managerial skills and developed by Goodarzi (2002) was used to gather data. With regards to the assessment of managerial skills’ practice of the school administrators, most of them assessed themselves as very good in terms of conceptual skills, human skills, and technical skills. The professional development needs of the private catholic school administrators in terms of conceptual skills are the identification of informal organization, articulation of strategy, and ability of prediction. On the other hand, school administrators need training in controlling conflict, report generation, and official correspondence in terms of human skills. Finally, they need professional development in financial management, computer skill, and marketing in terms of technical skills.
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Robinson, Gareth, Tony Gallagher, Gavin Duffy, and Helen McAneney. "At the boundaries: school networks in divided societies." Journal of Professional Capital and Community 5, no. 2 (April 20, 2020): 183–97. http://dx.doi.org/10.1108/jpcc-11-2019-0033.
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PurposeThis paper aims to demonstrate the transformative potential of school networks in divided societies, where separate schools often mirror wider ethnic divisions. It describes Shared Education in Northern Ireland, where networks are being utilised to change how Catholic and Protestant schools engage with one another. The concept of boundary crossing is used to frame how staff members build relationships and bridge distinct knowledge communities shaped by socio-cultural practices and identities.Design/Methodology/ApproachA mixed-methods design was employed. Evidence is presented based on a social network analysis of teacher interactions within a Shared Education partnership of five primary schools in Northern Ireland.FindingsThe findings suggest that school networking can overcome systemic separation in divided societies and provide the infrastructure necessary to establish an alternative model for collegial engagement. The structural characteristics of the observed school network are discussed, including comments on its sustainability, the role of boundary-crossing relationships, the professional value for those involved and its transformative potential for society.Originality/valueThis paper provides a unique perspective on the application and utility of school networks for supporting the development of professional communities in challenging circumstances. It also presents valuable social network data on the structure and management of school networks.
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Reyes, Mark Joseph T., and Dennis V. Madrigal. "Assessing Students’ Awareness, Attitude, and Practices on Solid Waste Management in a Philippine Catholic School." Philippine Social Science Journal 3, no. 1 (June 22, 2020): 9–20. http://dx.doi.org/10.52006/main.v3i1.125.
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This descriptive-correlational study assessed the level of awareness, degree of attitude, and extent of practice on solid waste management (SWM) of high school students of a Diocesan Catholic School. The data were collected using a researcher-made instrument and analyzed using Mean, Standard Deviation, and Pearson r. The findings of the study unveiled that students exhibited a high level of awareness, a very positive attitude, and a great extent of practice on SWM regardless of sex and academic level. Also, a significant relationship was found between awareness and practice and sex and academic level of students. Meanwhile, no relationship was found between attitude and sex and academic level. In addition, awareness, attitude, and practice on SWM were correlates. Finally, it indicated that awareness and attitude significantly predict the practice of SWM. It further provided baseline information in designing a comprehensive and effective SWM program to mitigate the problem of solid waste in the school.
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Sumbillo Jr., Lino Z., and Dennis V. Madrigal. "Disaster Risk Reduction Management Practices of Augustinian Recollect Schools in Negros Island." Philippine Social Science Journal 3, no. 2 (November 16, 2020): 135–36. http://dx.doi.org/10.52006/main.v3i2.220.
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Disaster risk reduction and management apply whenever naturally caused disaster or calamity strikes. The reason for this management approach is to minimize injuries and mortalities. A large part of the globe experiences increased risks to natural disasters and calamities, including the Philippines, affecting even schools as well. With that, the Republic Act 10121, known as the "Philippine Disaster Risk Reduction and Management Act of 2010," was passed and enacted into law. The utilization of education to build resiliency was given priority. Section 14 of the Act tasked the DepEd, CHED, and TESDA to incorporate DRRM in the school curricula, both public and private, including Catholic schools such as the Augustinian Recollect schools. Thus, this study ascertains the extent of the practice of DRRM measures of Augustinian Recollects schools in Negros Island. The focus of the assessment includes the four thematic areas: prevention and mitigation, preparedness, response, and rehabilitation, and recovery. Also, it explores the relationship between the practice of DRRM measures and the schools' demographic in size, DRRM budget allocation, location, and population.
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De Nobile, John J., and John McCormick. "Job satisfaction of Catholic primary school staff: a study of biographical differences." International Journal of Educational Management 22, no. 2 (February 22, 2008): 135–50. http://dx.doi.org/10.1108/09513540810853549.
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De Nobile, John J., and John McCormick. "Occupational stress of Catholic primary school staff: a study of biographical differences." International Journal of Educational Management 24, no. 6 (August 17, 2010): 492–506. http://dx.doi.org/10.1108/09513541011067674.
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Fernandez, Judy N., and Celo I. Magallanes. "Demographics as Variables in Assessing the Study Habits of High School Students in a Catholic School." Philippine Social Science Journal 3, no. 2 (November 15, 2020): 97–98. http://dx.doi.org/10.52006/main.v3i2.246.
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Study habits and skills differ from one person to another. Effective study habits are instrumental for students to gain mastery of a topic learned and ensure good academic performance. Study habits that students employ to cope with their lessons are ways, techniques, and learning styles which may include, but not limited to, time management or the number of hours spent studying their lessons and making assignments; study environment, test-taking skills which include students’ readiness or preparedness in taking tests; note-taking skills or student’s efficiency in taking down notes during class hours or while reading; reading skills which are the student’s ability to understand and comprehend lessons, tests, and reading materials; writing skills or the ability to observe correct grammar and to write effectively; and math skills or the facility and ease in solving math problems. With the advancement of technology, students nowadays engage themselves more in gadgets and spend more time in electronic media and social media; thus, students' study habits are slowly deteriorating when it comes to frequency and quality. Hence, this study was conducted to determine the level of study habits in relation to selected demographics of high school students in a Catholic School in Antique during the school year 2019-2020. Likewise, it measured the relationship between the demographic variables and their extent of study habits and determined which areas predict the students' study habits.
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Sapunar, Damir, Matko Marušić, Livia Puljak, Ivica Grković, Mario Malički, Ana Marušić, Marta Civljak, and Željko Tanjić. "The Medical School of the Catholic University of Croatia: Principles, Goals, Standards and Organization." Acta Medica Academica 47, no. 1 (June 25, 2018): 61. http://dx.doi.org/10.5644/ama2006-124.215.
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<p>The aim of the study was to present the concept on which the School of Medicine at the Catholic University of Croatia (CUC) will be established. The new School will alleviate the shortage of physicians in Croatia and introduce an innovative form of medical education focused on principles of patient-centered care and social accountability. At the same time, the students will acquire all relevant competencies and levels of knowledge, skills and attitudes that are required by current evidence in medical education, European standards and guidelines for quality assurance at higher education institutions. The four pillars of the CUC Medical School are: 1) distributed medical education that involves health institutions outside major medical centers, 2) the concept of transformative learning, 3) teaching and practicing evidence-based medicine, and 4) implementation of quality management principles supported by information technology solutions for effective management of learning, research and practice. The overall aim of the CUC School of Medicine is to educate and train physicians capable of using best available medical evidence to deliver economically sustainable healthcare that can improve equity and health outcomes in the communities they serve, particularly those that are currently underserved.</p><p><strong>Conclusion. </strong>The proposed programme is introducing an original system of modern medical education that insists on developing humanistic aspects of medicine, patient-centred care and social accountability, while maintaining all competencies and knowledge levels that a physician should have according to the current understanding of medical education.</p>
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Whitehead, Maurice. "‘Briefly, and in Confidence’: Private Views of Her Majesty’s Inspectors on English Catholic Elementary Schools, 1875." Recusant History 20, no. 4 (October 1991): 554–62. http://dx.doi.org/10.1017/s0034193200005616.
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The advent of State intervention in education in the early Victorian period and the creation in 1839 of the Committee of Council on Education, a Select Committee of the Privy Council, brought with it new duties and responsibilities. One of the first tasks confronting the Committee of Council was to determine the manner in which the new grants of money to schools should be distributed. In June 1839 the Committee issued a Minute announcing that all future building grants to schools would involve the right of inspection:The right of inspection will be required by the Committee in all cases; inspectors, authorised by Her Majesty in Council, will be appointed from time to time to visit schools to be henceforth aided by public money: the inspectors will not interfere with the religious instruction, or discipline, or management of the school, it being their object to collect facts and information, and to report the result of their inspections to the Committee of Council.
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van Groningen, Sandra, Chris A. M. Hermans, and Theo van der Zee. "Discerning the Good." Journal of Empirical Theology 29, no. 1 (September 23, 2016): 101–32. http://dx.doi.org/10.1163/15709256-12341338.
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This study addresses normativity in the practice of collaborative decision-making in Dutch Catholic school management teams. ‘Discernment’ is used as a heuristic to describe the process and content of collaborative decision-making. With regard to the process, discernment is marked by four distinctive aspects: reflection; trust; welcoming of diversity; and enactment of decisions. As for the content, discernment in schools requires different modes of reasoning, notably reasoning based on a vision of good education. In addition, this study investigates perceived impediments and conditions for improvement with regard to the practice of collaborative decision-making. The data suggest that the process aspect of welcoming diversity is dominant, whereas trust is almost absent. Reflection and enactment manifest to a moderate degree in decision-making. As for the content of decision-making, reasons referring to (formal) vision, reasons of care, instrumental reasons and reasons of control are dominant in school management teams. Within the reasons of vision, notions referring to the purpose of education are nearly absent; whereas references to (core) values that are abstract (not referring to patterned practices) are dominant. Impediments are experienced as related primarily to institutional, school-bound and team-bound cultural factors, as well as to institutional structural factors. Contrarily, conditions for improvement are experienced as related to team-bound cultural factors and material factors, and are thus found primarily within the direct span of control of the school management team.
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Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College." Organization Studies 14, no. 2 (March 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.
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In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.
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Wulogening, Hiyasintus Ile, and Agus Timan. "Implementasi Total Quality Management (TQM) dalam sistem manajemen perencanaan kepala sekolah." Jurnal Akuntabilitas Manajemen Pendidikan 8, no. 2 (September 28, 2020): 137–46. http://dx.doi.org/10.21831/jamp.v8i2.31282.
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Tujuan penelitian ini adalah menganalisis implementasi Total Quality Management (TQM) dalam sistem manajemen perencanaan kepala sekolah pada SMA Swasta Katolik. Penelitian ini menggunakan rancangan pendekatan kualitatif. Teknik pengumpulan data menggunakan teknik observasi, wawancara, dan studi dokumenter. Teknik analisis data yang digunakan meliputi reduksi data, penyajan data, menarik kesimpulan atau verifikasi data dan pengecekan keabsahan data menggunakan teknik triangulasi data. Temuan menunjukkan bahwa: 1.) Perencanaan program sekolah yang meliputi perumusan visi, misi, dan tujuan sekolah serta rencana kerja sekolah yang terdiri atas 12 program sudah dilaksanakan; 2.) Rencana kerja bidang pendidikan telah disusun sesuai tupoksi dan kewajiban tenaga pendidik dan tenaga kependidikan seperti tertera dalam dokumen pedoman sekolah dan struktur organisasi sekolah yang telah diprogramkan; 3.) Kepala sekolah telah melakukan pengawasan dan evaluasi terhadap seluruh proses kegiatan sesuai program kerja sekolah dan telah menyusun dokumen rencana pengembangan sekolah; dan 4.) Kepala sekolah bersama staf dan dewan guru telah membangun sistem informasi manajemen guna mendukung pengimplementasian budaya mutu dalam seluruh aspek baik fisik maupun nonfisik. AbstractThis research aims to analyze the Total Quality Management (TQM) Implementation in The Principal Planning Management System at Catholic Privat High School. This research uses a qualitative approach design. Data collection techniques using observation techniques, interviews, and documentary studies. Data analysis techniques include data reduction, data intercepting, concluding/verifications, and data validity checking using data triangulation techniques. The findings show that: 1.) School program planning includes the formulation of the school and school work plan's vision, mission, and goals consisting of 12 programs that have been implemented; 2.) The work plan for the education sector has been prepared in accordance with the duties and responsibilities of teaching staff and education staff, as stated in the school guidelines document and school organization structure that has been programmed; 3.) The school principal has supervised and evaluated all the activities of activities according to the school work program and has compiled a school development plan document; and 4.) The principal with the school staff and the teachers have developed an information management system to support the implementation of culture quality in all aspects, both physical and non-physical.
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Titeca, Kristof, Tom De Herdt, and Inge Wagemakers. "God and Caesar in the Democratic Republic of Congo: negotiating church–state relations through the management of school fees in Kinshasa's Catholic schools." Review of African Political Economy 40, no. 135 (March 2013): 116–31. http://dx.doi.org/10.1080/03056244.2012.761963.
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Manrique, Ana Lucia, Ely A. T. Dirani, Annie F. Frere, Geraldo E. Moreira, and Pedro M. Arezes. "Teachers’ perceptions on inclusion in basic school." International Journal of Educational Management 33, no. 2 (February 4, 2019): 409–19. http://dx.doi.org/10.1108/ijem-02-2018-0058.
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PurposeDespite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.Design/methodology/approachIn order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).FindingsFrom the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.Originality/valueIt is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.
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Hukom, Kenia, and Dennis Madrigal. "Assessing the Correlation between Demographics, Academic Stress, and Coping Strategies of Filipino High School Students with Single-Parents." Philippine Social Science Journal 3, no. 3 (December 30, 2020): 151–61. http://dx.doi.org/10.52006/main.v3i3.291.
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Academic stress is a certain level of academic-related demands that exceed the students' adaptive capabilities. Related to this is coping strategies, which is a mindful effort to endure the stress. Thus, the descriptive-correlational research determined the associations among the demographic variables, the level of academic stress, and the extent of coping strategies. Academic Stress Scale and COPE Inventory standardized tests, were used among sixty-seven Filipino high school students with single-parents of a Catholic school. The data were statistically analyzed using Mean, Standard Deviation, Pearson r, and Spearman rank correlation. As a whole, their academic stress is low with no significant relationship between academic level and single-parents' educational level. However, a moderate level of academic stress was found with a significant relationship between sex and family monthly income. The overall coping strategies is great with a significant relationship between family monthly income. However, there is no significant relationship between coping strategies and academic level, sex, and single-parents' educational level. Finally, no significant relationship was found between academic stress and coping strategies. The study recommends designing an enhanced stress management program for high school students.
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Ronoh, Thomas Kipkorir, and Anthony K. Sang. "Contribution of Early Missionaries to the Expansion and Management of Education in Colonial Kericho, Kenya, 1901-1962." World Journal of Social Science Research 4, no. 1 (February 13, 2017): 82. http://dx.doi.org/10.22158/wjssr.v4n1p82.
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<p><em>The paper critically analyzed the contribution of the early missionaries to the expansion and management of education in colonial Kericho of Kenya. Arguably, it extensively utilized structural functionalism and dialectical materialism theories as organizing frameworks as well as guided the conceptualization of data analysis and interpretation. As aptly articulated in this paper, </em><em>the close association of Christianity and education among the local Kipsigis of Kericho cannot be overemphasized, for it was through the innumerable schools established by both Protestant and Roman Catholic missionaries that many Kipsigis came into contact with Christianity. In fact, school was the church in many parts of Kipsigis. The Christian missionaries therefore saw the school as a key institution, being the most reliable means for membership recruitment and for creating self-perpetuating congregations whose members would ensure the survival of Christianity. Education and evangelization were so closely linked that for, many parts of Kipsigis, the pitching of the missionary tent was synonymous with the establishment of a school. Among the inhabitants of Kericho, as elsewhere in Kenya, the missionaries preceded the administrators and settlers. Education was the inevitable concomitant of Christian proselytisation, since the ability to read the Bible was fundamental. But from the onset, it had been recognized that the principal actor in conversion would have to be the locals themselves. The missionary education was thus intended to prepare the locals in Christian dogma and to ensure that the students observed proper Christian principles. The education also aimed at discouraging the extended family system, encouraging individualism, abolishing polygamy and more so female circumcision. The Christian missionaries had entered Kericho region with a purpose of preaching the Gospel of Christ, but when they realized that illiteracy among the local inhabitants especially the Kipsigis was a serious hindrance to their enterprise they picked up pen and book to spread Western education. This education was geared to serving their interests - basically evangelism. They achieved this by trying to reach out to the locals i.e. the Kipsigis through elementary schools in the villages. Largely, they taught elementary education aimed at producing cheap but literate manpower. On the other hand, the early converts saw education as a sure way of bridging the cultural gap between them and the Europeans who appeared to represent a superior type of human being and this synthesis found its fulfillment within the realm of dialectical materialism framework.</em><em></em></p>
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Malaikosa, Yes Matheos Lasarus. "STRATEGI KEPALA SEKOLAH DALAM MENGIMPLEMENTASIKAN MANAJEMEN BERBASIS SEKOLAH UNTUK MENINGKATKAN MUTU SEKOLAH." Idaarah: Jurnal Manajemen Pendidikan 5, no. 1 (April 13, 2021): 1. http://dx.doi.org/10.24252/idaarah.v5i1.20270.
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Abstract: Principal Strategies in Implementing School Based Management to Improve School Quality This study aims to obtain an overview of the principal's strategy in implementing school-based management to improve school quality. Education has a strategic role in preparing the quality of human resources to respond to the industrial revolution 4.0. This research uses a qualitative approach with a multi-case study design, the researcher tries to understand the meaning of events and interactions by involving the principal, teachers, students, school staff, as well as the business world and the industrial world, so that researchers can understand the concepts and strategies related to the principal's strategy in implementing school-based management to improve school quality. The findings of the study show that school principals are able to implement SBM to improve the quality of education, by directly involving teachers, education staff, students, school committees, parents, alumni, stakeholders and the community to formulate a vision, mission, and objectives, as well as strategic targets for SMA Negeri 1 Kupang and Giovanni Catholic High School. Implementing SBM, the principal in an objective, transparent and accountable manner in conducting ongoing evaluations of short and long term programs, and always sending program implementation reports to all parties including stakeholders.Abstrak: Strategi Kepala Sekolah dalam Mengimplementasikan Manajemen Berbasis Sekolah untuk Meningkatkan Mutu Sekolah Penelitian ini bertujuan untuk memperoleh gambaran mengenai strategi kepala sekolah dalam mengimplementasikan manajemen berbasis sekolah untuk meningkatkan mutu sekolah. Pendidikan memiliki peran strategis untuk menyiapkan kualitas sumber daya manusia dalam merespon revolusi industri 4.0. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multikasus. Peneliti berusaha memahami makna peristiwa serta interaksi dengan melibatkan kepala sekolah, guru, peserta didik, staf sekolah, serta dunia usaha dan industri, sehingga peneliti dapat memahami konsep serta strategi kepala sekolah dalam mengimplementasikan manajemen berbasis sekolah untuk meningkatkan mutu sekolah. Temuan penelitian menunjukkan bahwa kepala sekolah mampu mengimplementasikan MBS dalam meningkatkan mutu pendidikan dengan melibatkan langsung guru, tenaga kependidikan, peserta didik, komite sekolah, orang tua, alumni, dan stakeholder serta masyarakat untuk merumuskan visi, misi, dan tujuan, serta sasaran strategis pada SMA Negeri 1 Kupang dan SMA Katolik Giovanni. Implementasi MBS yang dilakukan kepala sekolah secara objektif, transparan dan akuntabel dalam melakukan evaluasi secara berkelanjutan terhadap program jangka pendek dan jangka panjang, serta selalu mengirim laporan pelaksanaan program kepada semua pihak termasuk stakeholder.
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Buttigieg, Sandra C., Gabrielle Attard Debono, and Dorothy Gauci. "Needs assessment for sexual health services development in a small European Union member state." Health Services Management Research 32, no. 4 (May 22, 2019): 180–90. http://dx.doi.org/10.1177/0951484819846086.
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Introduction Awareness of sexual health in Malta – a small European Union member state started to gain momentum in the new millennium. Taboos and norms about sexuality pose strong barriers for the provision of information, and reproductive health services. A major contributor is the strong influence of the Roman Catholic Church, which holds fast to its prohibitions of sexual behaviours, albeit counterbalanced by the liberal standpoint adopted by the State in recent years. Methods Survey data were collected from 269 students aged 16–21 (response rate 89.7%) in a state post-secondary school. The sample was selected through convenience sampling within the school grounds. Results Women were more knowledgeable in relation to available services and risks when compared to men. No geographical differences were found. School was the most common source for information, while health professionals, namely general practitioners were considered trusted resources for their needs. Confidentiality was deemed to be the most requested and crucial feature of sexual health services. Conclusions Three important multisectoral needs emerged, namely adequate dissemination system of sexual health information, scientifically based sexual health education for professionals in contact with young people, and well-designed and accessible sexual health services. Implications for management include updating health sexual education and promotion strategies, as well as designing better services. Young people should be able to make informed choices regarding their sexual health, in line with contemporary needs.
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Rui, Jian Raymond. "How a Social Network Profile Affects Employers’ Impressions of the Candidate: An Application of Norm Evaluation." Management Communication Quarterly 34, no. 3 (May 15, 2020): 328–49. http://dx.doi.org/10.1177/0893318920916723.
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Employers have used social network sites (SNSs) to screen job candidates. However, the mechanism by which SNS posts shape employers’ impressions of the candidates is unclear in previous research. Two studies were conducted to examine how employers develop impressions of job candidates by evaluating their SNS profile against perceived organizational and societal injunctive norms (perceived organizational injunctive norms [POINs] and perceived societal injunctive norms [PSINs], respectively), through a 2 (SNS profile type: alcohol-free vs. alcohol-included) × 2 (industry: Catholic school vs. information technology [IT]) × 2 (gender-role perceptions based on candidate’s sex: male vs. female) between-subjects experiment design. Findings contribute to the scholarship on impression formation via SNSs by showing that individuals develop their impressions by evaluating how much the target SNS profile aligns with POINs. Specifically, an alcohol-included Facebook profile violated POINs and PSINs more than an alcohol-free profile. In addition, both studies found that the interaction effect between the profile and the industry on the extent to which the SNS profile aligned with POINs and PSINs was significantly different for the male and female candidate. This research offers practical implications about how to manage professional self-presentation on SNSs.
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El Salous, Ahmed. "Acceleration of cocoa fermentation through the action of bacteria (Acetobacter aceti) and yeast (Saccharomyces cerevisiae)." Espirales Revista Multidisciplinaria de investigación 3, no. 28 (May 1, 2019): 1. http://dx.doi.org/10.31876/er.v3i28.572.
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Introductionthe management of the curriculum in teacher training within the Catholic University of Salta in the School of Education and Teacher Improvement, this thought from a deductive perspective in which theoretical processes are established that allow the explanation of the curriculum in terms of teacher training and its impact on the organizational articulation. Objectiveto specify a strategic articulated intervention device that requires the constitution of a new emancipatory discourse. Materials and methodsWe present a qualitative research that analyzes the problems and variables established in the study. ResultsThe process of rupture leads us to reflect on the teaching position in the face of praxis, on the processes of "learning to teach" which involves continuous training. DiscussionThis perspective points to the development of certain skills that are developed over time of the formation through diverse strategies Conclusionsthe development of the professional competences of the teacher that confront with the disciplinary approach from an innovative glance
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Beatriz Puente, Karina, and Zulma Del Pilar Morillo. "Analysis of university level teacher training: reflections and revisions." Espirales Revista Multidisciplinaria de investigación 3, no. 28 (May 1, 2019): 46. http://dx.doi.org/10.31876/er.v3i28.575.
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Introductionthe management of the curriculum in teacher training within the Catholic University of Salta in the School of Education and Teacher Improvement, this thought from a deductive perspective in which theoretical processes are established that allow the explanation of the curriculum in terms of teacher training and its impact on the organizational articulation. Objectiveto specify a strategic articulated intervention device that requires the constitution of a new emancipatory discourse. Materials and methodsWe present a qualitative research that analyzes the problems and variables established in the study. ResultsThe process of rupture leads us to reflect on the teaching position in the face of praxis, on the processes of "learning to teach" which involves continuous training. DiscussionThis perspective points to the development of certain skills that are developed over time of the formation through diverse strategies Conclusionsthe development of the professional competences of the teacher that confront with the disciplinary approach from an innovative glance
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 2." Higher Education Studies 8, no. 2 (May 30, 2018): 107. http://dx.doi.org/10.5539/hes.v8n2p107.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (August 31, 2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
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Shaughnessy, Michael F., Tammy Lynne Moore, and Kobus Maree. "A reflective conversation with Kobus Maree, Faculty of Education, University of Pretoria, South Africa." Gifted Education International 29, no. 1 (March 19, 2012): 43–53. http://dx.doi.org/10.1177/0261429412440650.
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Always regarded as somewhat of an ‘outsider’ (the child of an Englishspeaking (Catholic) mother and an Afrikaans (Protestant) father in an exclusively Afrikaans milieu) and growing up extremely poor, seeing the hardship of others and realising how much talent was going to waste, Kobus Maree took a particular interest in gifted disadvantaged persons. A marginalised loner, he almost inevitably developed creative abilities and took a keen interest in creativity, giftedness and the education of gifted, disadvantaged learners. As an adult, his research showed that many teachers in South Africa have to contend with the generally poor socioeconomic background of learners. A dire need for appropriate teacher and learner support materials, and school environments that are not conducive to achievement (including inadequate facilities, overcrowded classrooms, lack of teacher and learner support materials). South Africa is at a critical stage in its education. It is therefore important for educators to teach emotional intelligence in their classrooms. Our biggest challenge will be to maintain and enhance vitality in gifted education in a dynamic, ever-evolving environment. A combination of scholarly leadership and strategic management to support gifted learners is important. We should do all we can to promote societal transformation and diversity, focussing anew on underrepresented groups (women and ethnic groups) who show promise and support them. The widest array of partners possible including the big institutional players, the entire teaching fraternity (including government departments), nongovernmental organisations and miscellaneous interest groups together should develop strategic, rolling five-year plans and make gifted education a priority.
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DILLS, ANGELA K., and REY HERNÁNDEZ-JULIÁN. "NEGATIVE PUBLICITY AND CATHOLIC SCHOOLS." Economic Inquiry 50, no. 1 (December 16, 2010): 143–52. http://dx.doi.org/10.1111/j.1465-7295.2010.00342.x.
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Sander, William. "Catholic Grade Schools and Academic Achievement." Journal of Human Resources 31, no. 3 (1996): 540. http://dx.doi.org/10.2307/146264.
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Duran, Kevin. "Reviewer Acknowledgements for International Business Research, Vol. 10, No. 7." International Business Research 10, no. 7 (June 28, 2017): 185. http://dx.doi.org/10.5539/ibr.v10n7185-186.
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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to ibr@ccsenet.org.Reviewers for Volume 10, Number 7 Abedalqader Rababah, Arab Open University, OmanAlina Badulescu, University of Oradea, RomaniaAlireza Athari, Eastern Mediterranean University, IranAmran Awang, Head of Entrepreneurship Center, MalaysiaAnca Gabriela Turtureanu, “DANUBIUS” University Galati, RomaniaAndrea Carosi, University of Sassari, ItalyAnna Paola Micheli, Univrtsity of Cassino and Southern Lazio, ItalyArash Riasi, University of Delaware, USAAshford C Chea, Benedict College, USABenjamin James Inyang, University of Calabar, NigeriaCheng Jing, eBay, Inc. / University of Rochester, USACristian Marian Barbu, “ARTIFEX” University, RomaniaGilberto Marquez-Illescas , Clarkson University , USAGiuseppe Granata, University of Cassino and Southen Lazio, ItalyGrzegorz Zasuwa, The John Paul II Catholic University of Lublin, PolandHanna Trojanowska, Warsaw University of Technology, PolandHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIonela-Corina Chersan, “Alexandru Ioan Cuza” University from Iași, RomaniaJorge Mongay-Hurtado, ESIC Business and Marketing School, SpainKaren Gulliver, Argosy University, Twin Cities, USAManlio Del Giudice, University of Rome "Link Campus", ItalyMaria do Céu Gaspar Alves, University of Beira Interior, PortugalMaria J. Sanchez-Bueno, Universidad Carlos III se Madrid, SpainMaria Teresa Bianchi, University of Rome “LA SAPIENZA”, ItalyMaria-Madela Abrudan, University of ORADEA, RomaniaMiriam Jankalová, University of Zilina, SlovakiaMohamed Abdel Rahman Salih, Taibah University, Saudi ArabiaMohamed Rochdi Keffala, University of Kairouan, TunisiaMohsen Malekalketab Khiabani, University Technology Malaysia, MalaysiaMongi Arfaoui, University of Monastir, TunisiaOzgur Demirtas, Turkish Air Force Academy, TurkeyRadoslav Jankal, University of Zilina, SlovakiaRafiuddin Ahmed, James Cook University, AustraliaRaphaël Dornier, Université Savoie Mont Blanc, FranceRoberto Campos da Rocha Miranda, University Center Iesb, BrazilRoxanne Helm Stevens, Azusa Pacific University, USASang-Bing Tsai, University of Electronic Science and Technology of China, ChinaValeria Stefanelli, Università degli Studi Niccolò Cusano, ItalyVassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), FranceVincent Grèzes, University of Applied Sciences Western Switzerland (HES-SO Valais-Wallis), SwitzerlandYan Lu, University of Central Florida, USA
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Duran, Kevin. "Reviewer Acknowledgements for International Business Research, Vol. 10, No. 7." International Business Research 10, no. 7 (June 28, 2017): 185. http://dx.doi.org/10.5539/ibr.v10n7p185.
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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to ibr@ccsenet.org.Reviewers for Volume 10, Number 7 Abedalqader Rababah, Arab Open University, OmanAlina Badulescu, University of Oradea, RomaniaAlireza Athari, Eastern Mediterranean University, IranAmran Awang, Head of Entrepreneurship Center, MalaysiaAnca Gabriela Turtureanu, “DANUBIUS” University Galati, RomaniaAndrea Carosi, University of Sassari, ItalyAnna Paola Micheli, Univrtsity of Cassino and Southern Lazio, ItalyArash Riasi, University of Delaware, USAAshford C Chea, Benedict College, USABenjamin James Inyang, University of Calabar, NigeriaCheng Jing, eBay, Inc. / University of Rochester, USACristian Marian Barbu, “ARTIFEX” University, RomaniaGilberto Marquez-Illescas , Clarkson University , USAGiuseppe Granata, University of Cassino and Southen Lazio, ItalyGrzegorz Zasuwa, The John Paul II Catholic University of Lublin, PolandHanna Trojanowska, Warsaw University of Technology, PolandHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIonela-Corina Chersan, “Alexandru Ioan Cuza” University from Iași, RomaniaJorge Mongay-Hurtado, ESIC Business and Marketing School, SpainKaren Gulliver, Argosy University, Twin Cities, USAManlio Del Giudice, University of Rome "Link Campus", ItalyMaria do Céu Gaspar Alves, University of Beira Interior, PortugalMaria J. Sanchez-Bueno, Universidad Carlos III se Madrid, SpainMaria Teresa Bianchi, University of Rome “LA SAPIENZA”, ItalyMaria-Madela Abrudan, University of ORADEA, RomaniaMiriam Jankalová, University of Zilina, SlovakiaMohamed Abdel Rahman Salih, Taibah University, Saudi ArabiaMohamed Rochdi Keffala, University of Kairouan, TunisiaMohsen Malekalketab Khiabani, University Technology Malaysia, MalaysiaMongi Arfaoui, University of Monastir, TunisiaOzgur Demirtas, Turkish Air Force Academy, TurkeyRadoslav Jankal, University of Zilina, SlovakiaRafiuddin Ahmed, James Cook University, AustraliaRaphaël Dornier, Université Savoie Mont Blanc, FranceRoberto Campos da Rocha Miranda, University Center Iesb, BrazilRoxanne Helm Stevens, Azusa Pacific University, USASang-Bing Tsai, University of Electronic Science and Technology of China, ChinaValeria Stefanelli, Università degli Studi Niccolò Cusano, ItalyVassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), FranceVincent Grèzes, University of Applied Sciences Western Switzerland (HES-SO Valais-Wallis), SwitzerlandYan Lu, University of Central Florida, USA
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Semrau, Katarzyna, and Jarosław Rutkowski. "Dziedzictwo zakonu pijarów w perspektywie badań Zespołu Szkół Pijarskich w Elblągu." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 171–84. http://dx.doi.org/10.14746/bhw.2020.42.11.
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The aim of the article is to indicate the heritage of the Piarist order in contemporary education. From the very beginning, activity of Piarist monks was directed at poor children and young people, who through education were to become better citizens and Catholics. Nowadays, this heritage is visible in schools run by Piarist monks. One of the school centers is the Piarist School Complex in Elbląg. An interview with the management and teachers, as well as the results of the survey questionnaire collected, allow you to view the modern heritage of Piarist in this school. The article indicates the Piarist School Complex in Elbląg as an example of contemporary piarist activity, which on the one hand is a modern approach to education, and on the other fulfills the assumptions accompanying from the beginning of the activity of piarist education.
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McNeil, Teresa. "Catholic Indian Schools of the Southwest Frontier: Curriculum and Management." Southern California Quarterly 72, no. 4 (1990): 321–38. http://dx.doi.org/10.2307/41171545.
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Silhol, Guillaume. "Régler l’heure de religion : l’enseignement de la religion catholique comme dispositif administratif entre les écoles publiques italiennes et l’Église catholique." Social Compass 66, no. 2 (March 26, 2019): 198–210. http://dx.doi.org/10.1177/0037768619833311.
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This article deals with Catholic religious education in Italian State schools from a political-sociology perspective. The ‘hour of religion’ works as an arrangement, not limited to classrooms, that involves practices of control across State schools and ecclesiastic administrative bodies. The school’s management of this arrangement leads to practical negotiations between teachers and personnel, related to its legitimization as a subject of ‘religious culture’. However, bureaucratic rationalization also occurs in Church dioceses, through the management of human resources and periodic checks of teachers’ ‘proofs’ of faith. Catholic religious education appears then as a case study of the informal, hybrid regulation of religion in the ‘grey areas’ of State institutions.
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Morris, Andrew B. "The Academic Performance of Catholic Schools." School Organisation 14, no. 1 (January 1994): 81–89. http://dx.doi.org/10.1080/0260136940140107.
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SANDER, WILLIAM, and ANTHONY C. KRAUTMANN. "CATHOLIC SCHOOLS, DROPOUT RATES AND EDUCATIONAL ATTAINMENT." Economic Inquiry 33, no. 2 (April 1995): 217–33. http://dx.doi.org/10.1111/j.1465-7295.1995.tb01858.x.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 4." Higher Education Studies 8, no. 4 (November 30, 2018): 200. http://dx.doi.org/10.5539/hes.v8n4p200.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 8, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Anna Liduma, University of Latvia, Latvia
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Bahar Gün, İzmir University of Economics, Turkey
Barba Patton, University of Houston-Victoria, USA
Edward Lehner, Bronx Community College, City University of New York, USA
Evrim Ustunluoglu, Izmir University of Economics, Turkey
Gerard Hoyne, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
John Cowan, Edinburgh Napier University, United Kingdom
John Rafferty, Charles Sturt University, Australia
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laid Fekih, University of Tlemcen Algeria, Algeria
Mehmet Ersoy, Eskisehir Osmangazi University, Turkey
Meric Ozgeldi, Mersin University, Turkey
Michael John Maxel Okoche, Uganda Management Institute, Uganda
Mirosław Kowalski, University of Zielona Góra, Poland
Najia Sabir, Indiana University Bloomington, USA
Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada
Philip Denton, Liverpool John Moores University, United Kingdom
Qing Xie, Jiangnan University, China
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Savitri Bevinakoppa, Melbourne Institute of Technology, Australia
Suat Capuk, Adiyaman University, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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De Nobile, John J., and John McCormick. "Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools." Educational Management Administration & Leadership 36, no. 1 (January 2008): 101–22. http://dx.doi.org/10.1177/1741143207084063.
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Dorman, Jeffrey P., and Tony D'Arbon. "Assessing Impediments to Leadership Succession in Australian Catholic Schools." School Leadership & Management 23, no. 1 (February 2003): 25. http://dx.doi.org/10.1080/1363243032000080014.
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Hannaway, Jane. "The organization and management of public and catholic schools: Looking inside the ‘black box’." International Journal of Educational Research 15, no. 5 (January 1991): 463–81. http://dx.doi.org/10.1016/0883-0355(91)90025-n.
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S u l a i m a n, S. u. l. a. i. m. a. n. "MANAJEMEN PENDIDIKAN MULTIKULTURAL PADA ANAK USIA DINI DI SEKOLAH DASAR KATOLIK SUKORENO UMBULSARI JEMBER." An-Nisa' : Jurnal Kajian Perempuan dan Keislaman 13, no. 1 (April 27, 2020): 182–95. http://dx.doi.org/10.35719/annisa.v13i1.28.
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This research is motivated by various forms of violence in schools that arise due to the diversity of students in various ways. Thus, multicultural values education is needed in shaping religious character that involves the management process in schools. This research method uses qualitative research methods with the type of field research. Data collection uses observations, interviews and documentaries. the results of this research that management of multicultural education in Catholic Primary Schools (SDK) carried out by maximizing management functions by planning, implementing and supervising the process and results of multicural education itself.
Penelitian ini dilatar belakangi dari munculnya berbagai bentuk kekerasan yang cukup beragam di sekolah yang timbul karena adanya keberagaman yang terjadi antar siswa dalam berbagai hal, sehingga sangat diperlukan adanya pendidikan nilai-nilai multikultural dalam pembentukan karakter religius yang melibatkan serangkaian proses manajemen di sekolah. Metode penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian lapangan (field reaserch). pengumpulan datanya menggunakan pengamatan (observasi), wawancara dan dokumenter. Kesimpulan dari penelitian ini adalah manajeman pendidikan multikultural di Sekolah Dasar Katolik (SDK) dilakukan dengan memaksimalkan fungsi-fungsi manajeman yaitu dengan merencanakan, melaksanakan dan mengawasi proses maupun hasil dari pendidikan multikural itu sendiri.
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Flint, John. "Faith schools, multiculturalism and community cohesion: Muslim and Roman Catholic state schools in England and Scotland." Policy & Politics 35, no. 2 (April 24, 2007): 251–68. http://dx.doi.org/10.1332/030557307780712979.
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O’Malley, John W. "The Distinctiveness of the Society of Jesus." Journal of Jesuit Studies 3, no. 1 (January 5, 2016): 1–16. http://dx.doi.org/10.1163/22141332-00301001.
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The Society of Jesus has a number of features making it distinctive among the religious orders of the Catholic Church. The ten founders all held university degrees, which meant that they established a tradition of a high regard for learning and of articulated procedures, as exemplified in the Formula instituti (the rule of the order) and in the Constitutions. The high degree of authority enjoyed by the superior general was not only itself distinctive, but it led to a distinctly international character to the Jesuit missions. Once the Society undertook the staffing and management of schools, its distinctiveness only increased and led to its having, besides its religious mission, also a cultural and a civic mission.
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Pons, Xavier, Agnès van Zanten, and Sylvie Da Costa. "The national management of public and Catholic schools in France: moving from a loosely coupled towards an integrated system?" Comparative Education 51, no. 1 (August 14, 2014): 57–70. http://dx.doi.org/10.1080/03050068.2014.935580.
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Acilo, Jerwin E., and Esmen M. Cabal. "Canteen Management in Public Secondary High Schools of Zone Ii, Division of Zambales." International Journal of Management and Humanities 5, no. 11 (July 30, 2021): 8–19. http://dx.doi.org/10.35940/ijmh.k1345.0751121.
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The study was conducted to assess the School Canteen Management in Public Secondary High Schools of Zone II, Division of Zambales for the SY 2018-2019.The research utilized descriptive research design and questionnaire as the main instrument in gathering data supplemented by unstructured interviews from one hundred forty two students and one hundred seventeen faculty, parents and canteen operators who were randomly selected. The researcher found out that most of the teachers, parents and canteen owners are adults; female and married. Their monthly family income is meager. Generally they finished high school but majority of them have their BS degree with masteral units and doctorate degree. They belong to Roman Catholics as to their religious affiliation. The canteen owners and teachers have a enough number of experience in the operation of canteen. The student-respondent is generally male, a teenager in Grade 11 and have small amount of money for school daily allowance. The canteen operators and students assessed that on permit and clearance, personnel and staff, price and commodities, food security and standards, quality and quantity of food served, kinds of service render to the customer, transparency and accountability, sharing and proceeds and reports and documentation are evident. There is significant difference on the perceptions of the teachers, parents and canteen operators towards school canteen management as to the evidence of permit and clearance, canteen personnel and staff, quality and quantity of food served, kinds of services rendered to the customers, transparency and accountability when they are group as to type of canteen they operate, age and years on the operation of the canteen and their highest education attainment; significant to age , length of years and type of canteen operation towards price and commodities; however there is a significant difference on their perceptions when they are grouped as to their highest educational attainment and type of canteen operation towards sharing and proceeds; and significant to highest educational attainment, length of years in the canteen operation and type of canteen operation towards report and documentation. There is significant difference on the perception of the teachers, parents, and canteen operators when grouped according to sex on the assessment towards dimension of canteen management as to permit and clearance, personnel and staff, price and commodities, food security and standards, quality and quantity of food served, kinds of service render to the customer, transparency and accountability. There is a significant difference in the perceptions of the teachers, parents and canteen operators towards the evidence in the permit and clearance and food security standard when grouped according to the type of canteen There is a significant difference in the perceptions of teachers, parents and canteen operators towards management evidences in canteen personnel and staff, price and commodities, quality and quantity of food served, kind of services rendered, transparency and accountability and sharing of proceeds when respondents were grouped according to length of years in operation and type of canteen operation with the inclusion of highest educational attainment towards the parameter of sharing proceeds. There is moderate relationship between the perceptions toward management evidences on price and commodities and the quality and quantity of food served as assessed by teacher, parent and canteen operator and student respondents. Based on salient findings and conclusions arrived, the researcher offers the following recommendations that the school heads should prepare a workable and viable long range master plan on canteen operations and personnel functions; the conduct a regular check-up or ocular visits on school canteens particularly on the kitchen area to assure sanitation and cleanliness in food handling is strongly encouraged; that the school officials should be ready to entertain and provide immediate action on complaints against mishandling of food and other concerns related to canteen operation; to provide discounts, combo meals at cheaper price; that the personnel incharge in cooking should look for organic alternatives of seasoning rather than the use so much amount of glutamate monosodium which affects health and safety condition of the students; that the canteen operators/school management should provide continuous training for crews and staff particularly those newly hired to assure safety on food handling and preparation and finally, future researchers may conduct a similar or parallel study with in-depth and wider in scope so as to validate the findings obtained in the study.
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Brown, Kate. "Introduction." International Labor and Working-Class History 73, no. 1 (2008): 104–5. http://dx.doi.org/10.1017/s0147547908000070.
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In 1980, Poles were the first to jump the communist ship and organize outside of the Communist Party, forming a ten-million strong alternative labor union, Solidarity. When the Communist government banned the Union in 1981, Poles refused to dissolve it. They went underground forming Solidarity-sponsored schools, theaters, newspapers, and political groups. In so doing, Solidarity activists created an alternative civil society that emerged nearly intact in 1989 when Poles were the first to throw off Soviet-backed communism. Yet now, in this land of self-liberation and freedom, the highly conservative Law and Justice party, led by Lech and Jaroslaw Kaczyński, won the 2005 elections on a pro-Catholic, antigay, antiabortion, anticommunist, and xenophobic platform. Now the Kaczyński government is hounding government officials, professors, lawyers, doctors, managers, journalists, judges, and bank managers out of jobs for refusing to declare whether or not they collaborated with the communist security forces. Poles, who during the Solidarność era reached out in solidarity to activists around the world, are now redefining Polish citizenship as singularly Polish and Catholic. Founded as a worker's movement, Solidarity has overseen the diminution of the Polish working class, the emasculation of unions, the downward spiral of purchasing power, and one of the highest unemployment rates in Europe.
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Shen, James T., Michael Weinstein, Alec Beekley, Charles Yeo, and Scott Cowan. "Ambroise Paré (1510 to 1590): A Surgeon Centuries Ahead of His Time." American Surgeon 80, no. 6 (June 2014): 536–38. http://dx.doi.org/10.1177/000313481408000614.
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In their extensive writings, Hippocrates and Celsus counseled physicians to be knowledgeable in both the medical and surgical management of patient recovery.1 However, their words fell by the wayside because cutting of the body was forbidden by the Roman Catholic Church. Furthermore, the contemporaneous Arabic medical teachings emphasized tradition and authority over observation and personal experience. This created an ever-growing rift between the schools of surgical and pharmacologic medicine with both groups denying their involvement in the other domain. Surgeons had been plagued by postoperative complications including infection, malnutrition, and muscular wasting for centuries. Surgeons were forced to re-examine how diet and exercise affected outcomes before the advent of microbiology and advances in pharmacology. All of this changed when Ambroise Paré, a 16th century surgeon, revolutionized the medical world with his astute observations of postoperative diet and exercise.
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Eketone, Anaru. "Māori parenting, from deficit to strength." Aotearoa New Zealand Social Work 24, no. 3-4 (July 8, 2016): 75–80. http://dx.doi.org/10.11157/anzswj-vol24iss3-4id126.
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We have all grieved, been enraged and depressed about the death of Māori children at the hands of whānau . We can all name Māori children who have become terrible bywords for the failure of some Māori families to protect and nurture their children.Over the years the recurring response has been to call for Māori families to take greater responsibility for both their actions and their whānau with parenting courses promoted as one of the ‘across the board’ solutions. In light of this a brief survey was done in 2003 to see what parenting information was available to Māori parents from the main social service agencies and information providers in Dunedin. Early on it was obvious that there was very little information specifically for Māori families and so the search was widened to look at what was available generally in Dunedin. This was not intended to be a rigorous quantitative study, but the numbers do give an indication of what resources were easily available to parents.In all, 12 Dunedin information, health and social service providers were visited to see what was available to parents on parenting skills. Having been involved in health promotion, social work and a number of local community groups, I was confident that I had approached most of the likely organisations that would be expected to either provide, or have links to those providing parenting information to Dunedin parents.Four of the providers ran courses for parents and information was gathered on the topics covered. Plunket ran a six-week course for parents of toddlers that covered issues such as toileting, nutrition, positive parenting, play, development and safety. Barnardos ran two courses, one on family financial management, and a five week course entitled, ‘Parenting with less stress and more enjoyment’. Catholic social service ran three courses based on its ‘Parenting Positive Families’ formula for parents with children under five, primary school age children and teenagers. The Family Care Centre ran a course called ‘Caring with confidence’. No course was targeted specifically at Māori families.From the 12 agencies 21 pamphlets, posters, books and videos were available on parenting skills. In all there were only six resources on parenting skills that were aimed specifically at Māori families. Two were from the Children’s, Young Persons and their Families services and focused on positive things to do with children. The other four were focused on smacking and physical abuse. Three of these were from the Office of the Children’s Commissioner, the other, a video was from the Children and Young Persons Service. (This was a parallel video put out for Māori parents to the mainstream one on smacking. The mainstream video focused on real parents and how they dealt with discipline. The scene that stood out to me was a Pākehā father breaking down in tears admitting that he had smacked his child. The Māori version used actors where the woman in the story eventually beats her son to death.)In all there were 28 resources or programmes available to parents. Six were targeted specifically at Māori and 22 were targeted at the general public. Each resource was assessed to ascertain the general themes and fell into three broad categories: communication, child/adolescent development and discipline.
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Sofyan, Nur Wahid. "POTENSI KONFLIK PASCA BENCANA." Rausyan Fikr: Jurnal Studi Ilmu Ushuluddin dan Filsafat 14, no. 1 (August 15, 2018): 33–59. http://dx.doi.org/10.24239/rsy.v14i1.321.
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The potential conflict for post-disaster, especially between religious communities, is a fact that cannot be denied. This study portrays the potential between the Islamic and Catholic communities in Ngargomulyo Village after the Mount Merapi disaster. This research uses the framework of motive, incentive and apportunities theories popularized by Neil and Reigharts and the conflict and peace approach that was popularized by Johan Galtung. The results of the study showed that the potential confilict for post-disaster was caused by the unstable mental condition of the community and the unstable economic factors. Thus, it is expected that the role of humanitarian institutions is to provide capacity building programs for the community both through training, strengthening existing institutions in the community (RT, RW, PKK, Karang Taruna, churches, mosques, Islamic Boarding Schools, Community Group Schools /community). Other effects of disasters in the form of indirect conflict can also be mitigated by disaster management that includes aspects of mitigation response, good recovery and rehabilitation and overall distribution of aid, based on the principle of no harm in distributing aid and the principle of impartiality looking at ethnicity, religion, race and color, so that the issue of criticism does not interfere with the response period. In addition, humanitarian agencies and disaster management must consider aspects of local wisdom such as culture, the role of figure and involvement of local resources.
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Johnson, Helen. "Using a Catholic model: the consequences of the changing strategic purpose of Anglican faith schools and the contrasting interpretations within liberalism." School Leadership & Management 23, no. 4 (November 2003): 469–80. http://dx.doi.org/10.1080/1363243032000150980.
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Scheitle, Christopher P., and Elaine Howard Ecklund. "Recommending a Child Enter a STEM Career." Journal of Career Development 44, no. 3 (May 4, 2016): 251–65. http://dx.doi.org/10.1177/0894845316646879.
Full textAbstract:
Apparent conflicts between religion and science are often observed in the United States. One consequence of such conflicts might be that religious individuals will be less likely to recommend their children pursue a career in science, technology, engineering, and mathematics (STEM). We examine this possibility using a nationally representative survey focused on a variety of issues related to religion and science. We find that, compared to religiously unaffiliated individuals, evangelical Protestants, mainline Protestants, Catholics, and Jews are less likely to say that they would recommend a child enter the pure STEM careers of physicist, engineer, or biologist. These differences are weaker or nonexistent for the more applied STEM careers of physician and high school chemistry teacher. The religious tradition effects observed for the pure STEM careers are primarily mediated by lower levels of interest in science and higher levels of creationist views among those groups relative to the religiously unaffiliated.
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Chandradasa, Miyuru, Layani C. Rathnayake, Madushi Rowel, and Lalin Fernando. "Early phase child and adolescent psychiatry response after mass trauma: Lessons learned from the Easter Sunday attack in Sri Lanka." International Journal of Social Psychiatry 66, no. 4 (March 20, 2020): 331–34. http://dx.doi.org/10.1177/0020764020913314.
Full textAbstract:
Background: Sri Lanka is a South-Asian nation with a multi-ethnic population. A 26-year-old armed conflict ended in 2009 and the relative stability over the last decade was unexpectedly disrupted by the Easter Sunday Bombings of Catholic Churches and luxury hotels in 2019. More than 250 were killed and most of the deaths were reported from the St. Sebastian’s Church in Negombo in the District of Gampaha. This article describes how mental health services of the District of Gampaha, with a population of 2.3 million and only one child and adolescent psychiatrist responded to the psychological trauma in children. Activities: The child and adolescent psychiatry response to the mass trauma was a collaboration between health, educational and voluntary organisations. The psychological support was provided at affected villages, schools and hospital settings. Medical and non-medical personnel were able to refer affected children directly to the child and adolescent psychiatrist. Children who had developed psychological consequences of trauma were provided with evidence-based psychotherapies and psychopharmacology where necessary. In addition, health staff members and teachers were trained to provide psychological support and a booklet was prepared in the local language based on trauma-focused cognitive behaviour therapy. Psychoeducation about the psychological response to trauma was provided through electronic, printed and social media. The limited number of trained psychotherapists and experts in child mental health were a major barrier to implement effective management strategies. Conclusion: Due to the severe shortage of child mental health experts, practical low-cost methodologies were employed to provide an early response to trauma. Traditional ways of mental health service provision were modified to be implemented via non-experts.