Relevant bibliographies by topics / College of Jewish Studies. Students' Organization

Academic literature on the topic 'College of Jewish Studies. Students' Organization'

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Published: 25 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "College of Jewish Studies. Students' Organization"

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Fischl, Dita, and Shifra Sagy. "Factors related to students’ achievements: comparing Israeli Bedouin and Jewish students in college education." Intercultural Education 20, no. 4 (August 2009): 345–58. http://dx.doi.org/10.1080/14675980903351979.

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Feldman, Anat, and Dikla Barak. "Religious and Spiritual Trends among Female Students ofDifferent Ethnic Origins and Fields of Study at a SecularAcademic College in Israel." Religions 12, no. 6 (June 19, 2021): 453. http://dx.doi.org/10.3390/rel12060453.

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The current study examined trends regarding religion and spirituality among Jewish and Bedouin female students studying education and sciences at Achva Academic College, a rural secular college in southern Israel. The Bedouin women all originated from an isolationist traditional society, vigilantly maintained over many years. Contrastingly, the Jewish women come from a secular or traditional society, which is not isolationist. Science and education are two completely different worlds of content. Science studies include analytical research, with the students carrying out experiments in laboratories and within the community, whereas education studies focus on pedagogy and transfer of knowledge. The study employed a questionnaire with Likert items regarding religion and spirituality. We found the Bedouin students were more religious than the Jewish ones, but spirituality levels were similar. This finding indicated that the Bedouin students have indeed broken down the barriers to academic education, but still have retained their traditional community framework. Likewise, we found that the students of science were less observant of religious practices in comparison to those studying education, but they were similar regarding spirituality and the theoretical aspects of religion. This finding showed that practical aspects of religion can be a factor influencing the choice of field of study.
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Hudi, József Attila. "Zsidó ifjak a Pápai Református Kollégiumban 1848 előtt." Acta Papensia 7, no. 1-2 (2007): 51–62. http://dx.doi.org/10.55954/ap.2007.1-2.51.

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There were 2437 students enrolled in the Pápa Reformed College between 1815-1847 and, out of them , 176 were Israelite. Most of the enrolled Jewish students came from families of traders and artisans. 61,8 % of the parents w ere traders, while 8,4% w orked as craftsmen. The rest of the parents were doctors, surgeons, rabbis, restaurant-keepers, notaries, leaseholders. Even m idw ives provided their children w ith education. The minority of the children started their studies at the elementary school, while the majority at the gram mar school. Legal education was started at the College in 1832, which attracted youth mainly from the Transdanubian region. The reception of Jewish people from H ungary, Bohemia and Moravia testifies the openness of the College. While the colleges in D ebrecen and Sárospatak showed reservation, the Pápa College opened its gates before the Jewish people living in the region. Rabbi Lipót Low (1811-1875) taught Hebrew and French languages in the College for a while.
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Schwartz, Shira E. "Ladin in Lineage: Through the Doors of Jewish Gendered Life at Yeshiva University's Stern College for Women." Shofar: An Interdisciplinary Journal of Jewish Studies 41, no. 1 (2023): 144–84. http://dx.doi.org/10.1353/sho.2023.a903284.

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Abstract: This article traces the crossings of religion and gender, American Orthodox and secular Judaism, teachers and students, religious educational institutions and the lives that inhabit them. Highlighting Jewishness and transness as intersecting forms of crossing, it explores periods of personal and institutional transition in the lives of Professor Joy Ladin, Yeshiva University's first openly transgender employee, and three of her former students. Experimenting methodologically with form and source, this piece combines interview with textual and theoretical analysis to link the Jewish gendered lives of its interlocutors—who emerge from different locations across the Orthodox-secular Jewish spectrum—with one another, and with larger communal and institutional forms of American Judaism they index. In doing so, this essay connects gender, religion, and education as intersecting forms of lineage, which pass through the interlocutors' and institution's historical and contemporary worlds. Activating crossing as a form of Jewish learning and queer scavenging, the piece enacts a method of Jewish institutional and embodied knowledge production that moves across lived and textual religion, articulating an alternate path through current struggles for queer/trans religious lives. This path does not opt to lose or loosen these lives from American Orthodox life and its textual discourse, but rather, it links them to both, and to one another.
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Trapnell, Judson B. "Suffering and Compassion: A Jewish-Buddhist-Christian Dialogue." Horizons 27, no. 1 (2000): 98–113. http://dx.doi.org/10.1017/s036096690002082x.

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AbstractTheoretical reflection on interreligious questions can be deeply enriched by the praxis of dialogue. The article describes an undergraduate course in which the students and professor engaged self-critically in such dialogue both with texts and one another in the classroom and with local representatives of three religions in a public symposium. In the latter context, students' encounter of the religious “other” was sharpened by having students, rather than the outside experts, present the papers on the course themes—a feature that also stimulated broader interest among the college community. Such a course illustrates the value and the limitations of a dialogical pedagogy in which attention is simultaneously given to learning about both other religions and the students' points of view, in their distinctness and in their interaction.
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Solberg, Winton U. "The Early Years of the Jewish Presence at the University of Illinois." Religion and American Culture: A Journal of Interpretation 2, no. 2 (1992): 215–45. http://dx.doi.org/10.1525/rac.1992.2.2.03a00040.

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For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.
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Askew, John, D. Gabrielle Jones-Wiley, Diane R. Morovati, and Howard B. Lee. "Evidence for Validity of the Revised Levinson and Sanford Anti-Semitism Scale." Psychological Reports 103, no. 2 (October 2008): 604–6. http://dx.doi.org/10.2466/pr0.103.2.604-606.

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Jones-Wiley, Restori, Lee, and Ho (2007) updated and re-estimated the reliability and construct validity of the 1944 Levinson and Sanford Anti-Semitism Scale. Criterion validity was not adequately supported, given the small number of Jewish and Muslim participants. Two separate studies were conducted, (1)a comparison of Jewish, Muslim, and Christian religious groups on the Anti-Semitism score and (2) the correlation of political preference with the Anti-Semitism scores of college students and local community members. These two studies provide evidence supportive of the criterion validity of the revised scale.
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Abes, Elisa S. "Exploring the Relationship between Sexual Orientation and Religious Identities for Jewish Lesbian College Students." Journal of Lesbian Studies 15, no. 2 (April 8, 2011): 205–25. http://dx.doi.org/10.1080/10894160.2010.510773.

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Friedman, Victor J., Javier Simonovich, Nizar Bitar, Israel Sykes, Oriana Abboud-Armali, Daniella Arieli, Lubna Tannous-Haddad, et al. "Self-in-Field Action Research in Natural Spaces of Encounter: Inclusion, Learning, and Organizational Change." International Review of Qualitative Research 13, no. 2 (July 15, 2020): 247–64. http://dx.doi.org/10.1177/1940844720934369.

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The goal of this paper is to examine the role of participatory action research (PAR) in improving relationships in “natural spaces of encounter” where members of conflicting groups meet and interact. It describes and analyzes a project, “the Academic Puzzle,” that fosters organization-wide change in relations between Jewish and Arab students at a College in Israel. The project consists of 16 programs, all initiatives by College faculty, administrators, or students. Many of these programs, though not all, use PAR methods such as cooperative inquiry, dialogue, action science, action evaluation, and photovoice. The paper focuses on four programs which were explicitly designed as PAR. Furthermore, it illustrates how the Puzzle project is guided by a “self-in-field” approach that helps link these individual initiatives into an “enclave” that offers an alternative to the dominant field in order to transform it.
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Бычков, Анатолий, and Anatoliy Bychkov. "Standards of Continuity: School — College." Standards and Monitoring in Education 5, no. 6 (December 12, 2017): 18–24. http://dx.doi.org/10.12737/article_5a1bf5e2eddf30.49459841.

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Recommendations for the design continuity of the content of basic General and secondary vocational education in the context of general and structural changes in the education in our country. On the basis of the comparative analysis of the Federal state educational standards for “Technology” and the Federal state educational standards of secondary professional education the foundation for the design continuity of the content of education in educational complexes “school — College” are set in the form of organizational-pedagogical conditions implemented in the context of personal-oriented approach, motivating students to continue studies in colleges. The methodists and teachers can use presented in the article missions for the organization of practical activities of students.
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Dissertations / Theses on the topic "College of Jewish Studies. Students' Organization"

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Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.

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Books on the topic "College of Jewish Studies. Students' Organization"

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1954-, Maiworm Friedhelm, ed. Transition to work: The experiences of former ERASMUS students. London: Jessica Kingsley Publishers, 1994.

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New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Discussion with regard to provisions of the Interdistrict Public School Choice Program Act of 1999, dealing with studies to be conducted to evaluate operation of the program. Trenton, N.J: The Committee, 2000.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Book chapters on the topic "College of Jewish Studies. Students' Organization"

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Reimers, Fernando M., and Francisco Marmolejo. "Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020." In Knowledge Studies in Higher Education, 1–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_1.

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AbstractThe rapid disruptions caused by the Covid-19 pandemic in multiple sectors and areas of daily life provide a unique opportunity to study the university’s capacity to respond to changes in the external environment, to be a learning organization, in service of addressing significant social challenges. In this book we study universities’ responses to one such challenge: the disruption to educational opportunities caused by the interruption of schooling brought about by the pandemic.In response to the Covid-19 pandemic, universities innovated on several fronts. Unsurprisingly, some of those innovations focused on internal actions implemented to mitigate the impact of the pandemic by transitioning to online teaching delivery or extension of semester break, etc. (Crawford J et al. J Appl Learning Teaching 3.1:1–20, 2020; Leon-Garcia F, Cherbowski-Lask A, Leadership responses to COVID 19: a global survey of college and university leadership. International Association of Universities – Santander Universities. IAUP. https://www.iaup.org/wp-content/uploads/2020/11/IAUP-Santander_Survey_to_COVID-19_Report2020.pdf, 2020). Beyond the solutions to mitigate the pandemic’s impact on their communities of students, faculty, or staff, universities also innovated to mitigate such impact on the larger community. While the contributions of universities to alleviate the pandemic’s impact have been most visible in public health (Daniels, R. J. 2020. Universities’ Vital Role in the Pandemic Response. Hopkins Bloomberg Public Health Magazine. https://magazine.jhsph.edu/2020/universities-vital-role-pandemic-response), they have extended to other areas of relief and support as well. Almost half of universities participating in a global survey conducted by the International Association of Universities indicated that due to the pandemic, their community engagement had increased (Marinoni G et al. The impact of Covid-19 on higher education around the world. IAU global survey report. International Association of Universities, Paris. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf, 2020).This book is a study of one such response of universities to the pandemic which has not yet received sufficient attention: their support of schools at the pre-collegiate level through a variety of innovative approaches to mitigate the impact of the pandemic on opportunity to learn.In this chapter, we argue that studying such innovations provides insight into the responsiveness of universities to complex societal needs and into their capacity to operate as learning organizations open to their external environment. We introduce the study, explain its value in understanding the role and nature of higher education’s outreach, social impact, and capacity to deal with complex challenges, and summarize the chapters of the book and the results of a survey which was administered to over one-hundred universities to study the nature of their collaborations with schools during the first 9 months of the pandemic, between March and December of 2020.
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Janeczko, Jeff. "Curating the Virtual Museum." In Voices of the Field, 177–200. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197526682.003.0011.

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Academic programs in ethnomusicology are almost exclusively oriented toward training students for tenure-track positions at research institutions and liberal arts colleges. However, the students that graduate from these institutions do not exclusively follow this singular, narrowly defined career path. Nor should they. If the field of ethnomusicology is to increase its relevance outside academe, it would do well to pay to greater attention to how it prepares its practitioners for nontraditional career paths. This chapter examines some of the themes and issues that the author has encountered as an ethnomusicologist working for a nonprofit organization focused on the preservation and dissemination of American Jewish music. In addition to outlining some of the key differences between working inside and outside academe, it argues for a view of applied (or public) ethnomusicology that bridges gaps between ethnomusicology and musicology, between the academic and the “real” world, and between the universal and the particular—with case studies illustrating specific examples from the author’s work. A discussion section considers the ubiquity of the term “curator” in the present cultural moment, and offers suggestions as to how to individuals can prepare themselves and their students for nontraditional career paths. Ultimately, it argues that the pursuit of traditional and nontraditional career paths should be complementary—rather than mutually exclusive—endeavors, and that working to bridge the perceived gap between the two will strengthen both.
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"Cases in Organization and Administration." In Linking Theory to Practice - Case Studies for Working with College Students, 57–89. Routledge, 2012. http://dx.doi.org/10.4324/9780203197417-8.

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"Studia dziejów i kultury Żydów w Polsce po 1945 roku." In Polin: Studies in Polish Jewry Volume 16, edited by Jerzy Tomaszewski, 548–49. Liverpool University Press, 2003. http://dx.doi.org/10.3828/liverpool/9781874774730.003.0043.

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This chapter discusses the book Studia z dziejów i kultury Żydów w Polsce po 1945 roku (Studies on the History and Culture of Jews in Poland after 1945), which was edited by Jerzy Tomaszewski. This volume consists of three short monographs by Polish graduate students in the early stages of their professional development. Two were originally written as MA theses: one by Maciej Pisarski on Jewish emigration from Poland from 1945 to 1951, and the other by Albert Stankowski on Jewish emigration from western Pomerania from 1945 to 1960. The third, by August Grabski, on the organization of Jewish religious life in Poland during the communist and (primarily) post-communist eras, originated as a seminar paper. On the whole, postgraduate writing of this type, if it is published at all, appears in limited-circulation journals for an audience of academics. The fact that these studies were published in book form, especially in paperback with the aid of a subsidy from the Polish Ministry of Culture, offers further testimony of the keen interest in the history of Jews in Poland evident among the Polish public in recent years.
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Stukalin, Yelena, and Sigal Levy. "Introducing Probability Theory to Ultra-Orthodox Jewish Students by Examples from the Bible and Ancient Scripts." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 522–25. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.098.

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Cultural diversity in the classroom may motivate teachers to seek examples that reflect their students’ cultural backgrounds, thus making the course material more appealing and understandable. In this context, the Holy Bible is a source of many stories and anecdotes that may be included in teaching probability theory to even ultra-Orthodox Jews. This paper aims to demonstrate the use of stories from the Bible to introduce some concepts in probability. We believe that this approach will make learning probability and statistics more understandable to the Ultra-Orthodox students and increase their motivation to engage in their studies. Keywords: cultural diversity, biblical examples, non-statisticians
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"Irving Greenberg." In Wrestling with God, edited by Steven T. Katz, Shlomo Biderman, and Gershon Greenberg, 497–555. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0041.

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Abstract Irving Greenberg was born in 1933 in Brooklyn, New York. His father was the rabbi of the Chevra Shas (a talmudic study group) in Boro Park. As a child, he received an Orthodox day school education that was enriched by active involvement in the Zionist youth movement Hashomer Hadati (known today as Bnai Akiva). He continued his Jewish education at the Beth Joseph Rabbinical Seminary and his secular education at Brooklyn College. In 1953, he received his B.A. in history from Brooklyn College and continued on to a doctoral program in intellectual history at Harvard. He received his Ph.D. from Harvard in 1960. Eschewing an academic career, he became a communal rabbi in Boston where he came under the influence of Rabbi Joseph B. Soloveitchik. This encounter caused a change of career plans, and Greenberg began to teach Jewish history at Yeshiva University in New York City. In 1961-1962, he was a Fulbright scholar at Tel Aviv University and while in Israel turned to deep reading about both the Holocaust and the State of lsrael. Upon his return to the United States, he became involved in Holocaust education which, in turn, led him to leave Yeshiva University in 1965 in order to accept a rabbinical position in Riverdale, New York. After seven years in this post, he once again entered academic life, accepting the chairmanship of the Department of Jewish Studies at the City University of New York. In 1979 he made another turn, leaving the university to become the director of CLAL, the National Jewish Center for Learning and Leadership, an organization that aimed to bring intense, advanced, Jewish education to the wider Jewish community. During the 1970s, Greenberg also teamed with Elie Wiesel and others to create the U.S. Holocaust Memorial Museum, and from 2000 to 2002 he served as chairman of the museum’s council.
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"Eliezer Berkovits." In Wrestling with God, edited by Steven T. Katz, Shlomo Biderman, and Gershon Greenberg, 462–89. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0039.

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Abstract Eliezer Berkovits (1908-1992) was born into an Orthodox Jewish family in Transylvania, which then was part of the Austro-Hungarian empire and which today is located in northern Romania. As a young man he received a traditional Jewish education, and this prepared him to continue his studies at the Hildesheimer Rabbinical Seminary in Berlin, Germany. After completing his rabbinical studies, he moved on to the University of Berlin and received his doctorate in philosophy in 1933. He then began his rabbinical career and held pulpits in Berlin (1934-1939); Leeds, England (1940-1946); Sydney, Australia (1946-1950); and finally Boston (1950-1958). In 1958, he gave up the communal rabbinate to assume the chairmanship of the Department of Jewish Philosophy at the Hebrew Theological College in Skokie, Illinois, where he became an outstanding teacher to generations of rabbinical students. He published a series of significant works on subjects ranging from the Bible to modern Jewish thought. These publications include his influential study God, Man, and History, published in 1959; his wide-ranging study of other major twentieth-century Jewish thinkers, Major Themes in Modern Philosophies ef Judaism, published in 1974; and his three well-known works on the Holocaust, Faith efter the Holocaust (1973), Crisis and Faith (1975), and With God in Hell:Judaism in the Ghettos and Camps (1979).
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Dryfoos, Joy G. "Prevention of School Failure and Dropping Out." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0016.

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At least three different kinds of interventions are suggested in discussions of schools and high-risk children: preventing school failure, preventing school dropouts, and finding and reinstating students who have already dropped out. The first set is touched on in the effective schools literature, assuming that improving the quality of education will result in higher achievement for all children. Thus, the interventions are primarily aimed at school reform and organization. The second set is described in the dropout prevention literature, with much more attention to individual needs and support services, along with alternative school structures. Because official dropout statistics are generally calculated only for high schools, most of the interventions are directed toward older students, although there is increasing recognition of the need for early intervention. Reinstating students in school is approached largely through employment and “recovery” programs for young people over the age of 18. Because this book is focused on 10- to 17-yearolds, the third set of interventions relating to job placement and programs for older youth will not be included. That subject has been thoroughly addressed by the Grant Foundation Commission on Work, Family, and Citizenship and other sources. The public has been deluged with studies focusing on the crisis in American education. The rationale for intensified concern is that unless the quality of education is improved we as a nation will not be able to compete with foreign countries (the Japanese educational system is most often cited as a model). One source reported that more than 275 education task forces had been organized in the mid- 1980s and “reform literature [has become] a cottage industry among scholars.” States enacted more than 700 pieces of legislation between 1983 and 1985, mostly stressing a return to basics. Most recommendations directed toward raising quality call for higher standards for graduation from high school, higher college admission standards, teacher competency tests, and changes in teacher certification requirements.
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Stephany, Kathleen. "Augment Nursing School and Workplace Experience by Promoting Psychological Safety, Compassion Satisfaction and Joy in Work." In Trauma-informed Care for Nursing Education: Fostering a Caring Pedagogy, Resilience & Psychological Safety, 221–58. BENTHAM SCIENCE PUBLISHERS, 2024. http://dx.doi.org/10.2174/9789815223767124010010.

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Chapter Six presents an overview of how trauma-informed educational processes ensure that student nurses feel safe and supported in an ideal learning environment. Strategies that promote psychological safety are recommended followed by measures to foster compassion satisfaction and joy in work. Psychological safety consists of a civil and respectful place for learning to occur. Compassion satisfaction is derived from the gratification experienced by caregivers when caring for others, and joy in work consists of positive components in the work environment. Nursing students are a risk group for trauma, and they identify the following situations as sources of trauma, individual-related interpersonal experiences; those related to their role as students; trauma related to institutional and organizational exposure; and stressors associated with the community. The Four Core Assumptions of Trauma-informed Care are used as a guide to implementing psychological safety in nursing school and include specific measures for the classroom, simulation, and clinical settings. Those directly related to high-fidelity simulation include actions to make students feel safe before, during, and after each session. The positive feelings and six core assumptions associated with compassion satisfaction, and the role that self-compassion and worklife balance play are featured. Key aspects of the work environment that have the greatest impact on the well-being of nurses working in critical care consist of adequate staffing, meaningful recognition, and effective decision-making. Student nurses with a history of trauma can experience compassion satisfaction if they are able to identify with some of the positive aspects associated with being a trauma survivor. If new nurses are adequately supported by their employers they experience less stress, and increased fulfillment in their jobs. There are valuable justifications for creating joy in work. A focus on joy enhances the work experience, increases employee engagement, benefits the organization, and improves patient outcomes. Making the workplace happy is a shared responsibility, where everyone is expected to do their best work. Meaningful connection to other people is important where teamwork, cooperation, and a sense of camaraderie are ideal. Two specific forms of governance that promote joy in work are participatory and servant leadership. Psychological personal protective equipment (PPE) consists of individual and system-wide measures that support and safeguard the mental health of employees. Two Narrative Case Studies were presented. In the first one, a student nurse became re-traumatized when listening to a detailed story of someone’s traumatic experience. The second Narrative Case Study revealed how a new nurse considered leaving his high-acuity job because of a lack of appreciation. The following five learning activities were proposed, exploring assumptions about constructive feedback; ways to professionally express appreciation; understanding how you handle mistakes; creating a self-inventory to assess work-life balance; and incorporating the ten characteristics of servant leadership into practice. At the end of the Chapter, specific strategies were recommended to build college students’ self-confidence.
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Conference papers on the topic "College of Jewish Studies. Students' Organization"

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Staiculescu, Camelia, Dobrea Razvan catalin, and Maria liana Lacatus. "EDUCATION AND CONTEMPORARY CHALLENGES - THE DEVELOPMENT OF NEW LEARNING ENVIRONMENTS - CASE STUDY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-035.

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The preoccupation with the creation of complete educational systems, responding to the needs of their beneficiaries (pupils, students, course attendants) is now more valid than ever. The extension of school into non-traditional social spaces, the creation of new learning environments, represents a solution for the current educational needs. This article presents the results derived from an educational project which has managed to put together both the traditional learning environment, from the university, and the social-economic environment represented by the employers. The two entities acted together to contribute to the success of college graduates. The educational experiences created by the two entities aimed to develop complex educational services targeting students: traditional teaching, with the organization of learning experiences in real working environments, face-to-face, as well as on-line student guidance and tutoring, the provision of complex counselling services, at individual and at group level, both face-to-face and on-line. The work indicates the fact that there is a direct dependence between the growth in the number of students who were involved in learning experiences in real working environments, corresponding to their preparation, abilities, interests, competencies and the facilitation of transition from school to active life, reflected by the time necessary for students/ graduates to be employed in the specialty that they completed. Also, the work indicates that there is a direct relation between the increase in the complexity of information, orientation, counselling, and monitoring services provided to the students within the learning community in real working environments and the reinforcement of the partnership between the university and the social and economic environment. The impact of the educational project on the beneficiaries, future graduates of master’s degree studies, was a major one. The students developed their capacity for adjustment to the requirements of a workplace, they put into practice the matters learned in theory, they developed their learning and communication capacities, improved their career opportunities by developing specific competences on the initiation and management of their own career within orientation and counselling activities etc. The educational project presented by the article represents a best practice model which indicates the mode in which the opportunities for the start of active life can be improved, by improving communication between the students and future employers within a varied learning community, conducted in the real environment, as well as online.
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