Academic literature on the topic 'Corporate boys' school'

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation r was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.

Issues of child abuse, neglect, malnutrition and exploitation are the focus of renewed attention amongst governments, policymakers and multilateral institutions. For instance, the United Nations Millennium Declaration 2005 and the Sustainable Development Goals (SDG) 2017 have listed children’s rights to survival, health, and education as their main agendas. Research has shown that children are the most vulnerable segments of society, being exposed to abuse and violence. Each year, an estimated 0.5 to 1.5 billion children are involved in physical violence, 150 million girls and 73 million boys are raped or subjected to sexual abuse, 115 million children are engaged in dangerous work, and 264 million children have no access to school.

Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.

This article explores the overlapping relations between normativity and policies of recognition in curricular discourses from the school experiences of three “gay boys”, named, in this text, as Mitchel, Jonas and Álvaro. Inspired by Judith Butler's work, the argument developed here attempts to displace the critique that describes curriculums as homogenous horizons of normativity and points that schools can contribute to a livable life. On the one hand, the struggle for intelligibility for what counts as a “gay boy” occurs within heterogeneous gender norms, which allow the boys to avoid abjection. As a corollary, these norms displace definitions of homosexuality centered on desire and create new definitions centered on a gender corporality called “gay”. On the other hand, these same corporal forms of circulation of recognition in the curriculum inscribe, through the ambivalence and heterogeneity of normativity, the viability of these school experiences. Therefore, if curriculums are instruments of subjection, they can also function as networks of forces in which intelligibility takes place, contributing to “gay boys” interacting with the historical conditions of the present.

Violent behaviour among school students and its predictors were investigated. Selected children [2170]were requested to complete a self-administered questionnaire. Initiating violent assaults in the 18 months prior to the study was reported by 51.0% of boys and 20.9% of girls. Multivariate logistic regression analysis pointed to 16 predictive variables for violent behaviour; few were related to family background whereas the majority were related to the children themselves. Violent assaults were more likely to be initiated by boys and those who were dangerously daring and risk-takers, often fought verbally, threatened to attack others, were cruel to animals, disrupted class discipline, were truant from school or ran away from home and were disciplined by corporal punishment by their parents and their teachers. School-based prevention and intervention programmes addressing modifiable predictors should be considered

Background. Nocturnal enuresis refers to an inability to control urination during sleep. This study aimed to determine the prevalence of nocturnal enuresis and its associated factors in children in the city of Khorramabad.Materials and Methods. In this descriptive-analytic, cross-sectional study, 710 male and female children were divided into two groups with equal numbers. The samples were selected from the schools of Khorramabad using the multistage cluster and stratified random sampling methods based on the diagnostic criteria of DSM-IV. The data was analyzed using the logistic regression.Results. The results showed that 8% of the children had nocturnal enuresis, including 5.2% of primary nocturnal enuresis and 2.8% of secondary nocturnal enuresis. The prevalence of nocturnal enuresis in the boys (10.7%) was higher compared with that in the girls (5.4%) (P=0.009). There were statistically significant relationships between nocturnal enuresis and history of nocturnal enuresis in siblings (P=0.023), respiratory infections (P=0.036), deep sleep (P=0.007), corporal punishment at school (P=0.036), anal itching (P=0.043), and history of seizures (P=0.043).Conclusion. This study showed that the prevalence of nocturnal enuresis in the boys was higher compared with that in the girls.

Escuelas Deportivas es un proyecto educativo de actividad física (AF) extraescolar, implementado por la Junta de Andalucía (España) para fomentar la AF y prevenir la obesidad escolar. El objetivo del estudio fue observar cambios en la composición corporal, niveles de AF y capacidad aeróbica durante la aplicación del programa Escuelas Deportivas en un curso escolar (2011/2012). Estudio no experimental, con medidas al inicio y al final del curso citado. En él participaron 1713 adolescentes (12-16 años) que cursaban educación secundaria en Andalucía. Índice de masa corporal y capacidad aeróbica fueron evaluados con medidas objetivas, AF mediante un cuestionario previamente validado. El programa Escuelas Deportivas tuvo mayor aceptación entre los adolescentes varones y entre los adolescentes de ambos sexos que fueron más activos y obtuvieron mayor puntuación en la prueba de capacidad aeróbica. Durante su aplicación, se observó un descenso de los niveles de AF y capacidad aeróbica de las chicas que sólo fue significativo entre aquellas que no participaron en el programa.Palabras clave. Adolescente, condición física, educación física, ejercicio, programas extraescolares, promoción de la salud.Abstract. Sport Schools is an educational project of after-school physical activity (PA) developed by the Andalusian Government (Spain) to promote PA and to prevent the obesity among school-aged children. The aim of this study was to observe changes in body composition, PA levels, and cardiorespiratory fitness during application of the Sport Schools program in one school year (2011/2012). Non-experimental study design with measures taken at the beginning and at the end of the mentioned school year. The sample was 1713 teenagers (12-16 yr.) who were attending secondary education in Andalusia (Spain). Body mass index and cardiorespiratory fitness were evaluated with objective measures, PA using a validated questionnaire. The Sport Schools program had greater acceptance among boys than girls, and among the adolescents of both sexes with higher levels of PA and cardiorespiratory fitness than those with lower levels of this variables. During their implementation, we observed a decrease of PA levels and cardiorespiratory fitness in girls that was significant among those who did not participated in the program. Suggestions for improvement are offered in the Discussion section.Key words. After-school programs, exercise, health promotion, physical education, physical fitness, teenager.

Abstract This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.

This thesis is a report of a study of masculinity at Canberra Grammar School, a corporate boys' school. The data were collected during 1991 and 1992. The thesis questions the conventional wisdom that a school like Canberra Grammar produces a particular hegemonic masculinity. Indeed, it identifies the production of a hierarchy of exalted, multiple masculinities. There were limitations to what could be investigated in this study, as well as to how it could be investigated. However, the ideas and work of several people were blended in order to provide a way into the questions of masculinity in this school. This eclectic approach drew upon the literature of Popkewitz, Lather, and Parlett and Hamilton, who called for narrative descriptions and interpretation, as well as Beare, Caldwell and Millikan, whose framework of school culture, albeit modified, provided very rich information. This method resulted in an emphasis on what was observed and read within the school, rather than on what might have been heard, but, nevertheless, a great deal of relevant and useful data were generated. The data were then interpreted with the help of questions and insights formed by immersion in the literature on masculinity and schools, particularly that of corporate boys' schools. It was possible to identify multiple masculinities in the school, and arrange them into a hierarchy based on the degree to which each of them was exalted. These masculinities were fluid and the hierarchy was dynamic. During the time of the study greatest support was for "the man as scholar", "the sportsman" and "the man as leader", three notions of masculinity traditionally associated with these schools. There was also considerable support for the notion of "the sensitive man", a notion that has been promoted in schools like this for many years, but which draws upon traits and qualities less traditionally associated with these schools. One area of fluidity was an official move by the school's leaders towards the notion of "the person", rather than the man. Contestation was evident as changes occurred within this hierarchy, as well as within the notions themselves. These findings are significant for several reasons. Firstly, they challenge the conventional wisdom about corporate boys' schools. Secondly, for those working in this school and schools like it who are searching for ways to bring about different gender and social relations, the findings offer an encouraging, optimistic picture of what this school is trying to do. The findings also identify those within the school who might support or oppose counterhegemonic practice, as well as areas of the school's culture that should be targeted in the future. Thirdly, for those wanting to find out about notions of maculinity in these schools, they show that the method used here can be very productive, despite its limitations. The first chapter of this thesis explains the reasons for this study in more detail, and the second chapter describes and accounts for the nature of the study. The main body of the thesis is in Chapters Three, Four and Five, where findings about the school's setting, curriculum and rituals are described and interpreted. The thesis concludes with a chapter containing reflections on the reasons for this study, as well as possible ways forward for those wishing to investigate questions of masculinity in corporate boys' schools in the future.

Esta dissertação visa produzir contributos teóricos-analíticos no domínio do Marketing Escolar, inexplorado a nível nacional, a partir da escola pública como canal de media e de consumo e do seu papel central na mediação entre Estado, mercado e sociedade civil. O modelo de análise assenta num diagrama de mediação tridimensional (x, y, z) avaliativo de uma gama de acções de marketing e comunicação escolar que tentam compreender: (x) se o papel de mediação da escola revela uma “marketização” da parceria ou um partenariado sócio-educativo dada a profundidade interaccional entre parceiros; (y) se o papel e a função destas acções para o ensino-aprendizagem resulta numa comunicação educativa responsável ou numa comunicação comercial pronta-a-consumir/“mcdonaldizada”; e (z) que positividade ou negatividade os princípios éticos legislados e auto-regulados fomentam, o que propiciou uma proposta de Código de Boas Práticas em Marketing e Comunicação Escolar. A estratégia metodológica combina uma análise quantitativa (inquéritos por questionário aos órgãos de direcção dos agrupamentos escolares E.B.2.3) com uma análise qualitativa (análise documental e entrevistas semi-estruturadas a actores público-privados). Os resultados alcançados permitem infirmar as hipóteses que apontam, quer para uma “marketização” da escola pública, apesar de transparecer uma fragilidade nesta mediação, quer para a prevalência de acções responsáveis interpostas por códigos de boas práticas. Além de permitirem validar a hipótese que demarca posicionamentos ideologicamente antagónicos, o que nos leva, ainda e sobretudo, a concluir que a reprodução e a concepção destas acções possibiltam, tanto modelar iconicamente a identidade organizacional escolar, como integrar simbólico-socialmente a comunidade educativa numa cultura hegemónica.
The field of in-school marketing is largely unexplored in Portugal. This thesis aims to produce analytical-theoretical contributions on the school as a new medium and a new channel of consumption, analysing its central role in mediating between state, market and civil society. The analysis model is based on a three-dimensional mediation diagram (x, y, z) underpinned by a range of in-school marketing activities in an attempt to understand: (x) whether the school’s intercessionary role reveals a ‘marketisation’ or a socio-educational partnership, given the depth and range of school-partners interaction; (y) whether the role and function of these activities make the teaching-learning process one of responsible educational communication or one of ready-to-consume/‘ mcdonaldized’ commerce; and (z) what degree of positivity and negativity the legislated ethical principles and those which are self-regulated foster. This evaluation led to a Working with Schools Best Practice Principles proposal. The methodology combines a quantitative analysis via questionnaires to school group representatives management committees (10-15 years old children) and a qualitative approach via document analysis and semi-structured interviews with public-private stakeholders. Our results lead us to negate hypotheses which speak of school ‘marketisation’, despite school’s weak role in this mediation, and the prevalence of responsible in-school marketing based on best practice principles. They also lead us to support the hypothesis describing ideologically antagonistic positions and to conclude overall that reproduction and conception of these activities works towards an iconic shaping of schools’ organisational identity and a socio-symbolical integration of the educational community into a hegemonic culture.

Education of women severely lags behind that of men in many developing nations. Fewer girls go to school, tend to drop out earlier than boys, do not receive the same level of education as their male counterparts, and often choose careers that are female predominant (Kelly, 1987). Without exception, India is quite representative of these gender-biased phenomena in education. However, the recent explosion of offshore outsourcing market in India has created a new recognition regarding the role of women in technological careers. The Indian IT sector has seen a trend contrary to what most western nations are experiencing—predominance of women in IT, particularly in IT-enabled services (ITES). India has acknowledged that extensive and intensive use of information and communications technologies (ICT) alone can help the nation develop its neglected human resources, emerge as a knowledge-based society, and participate competitively in the global trade and services. Consequently, the development of ICT has become a national issue with strong impetus from the union government in New Delhi (Choudhary, 1999). Explicit in this initiative is the recognition that to progress as an information society, women must be empowered as key players the IT sector. In parallel, two other trends have focused attention on women in the information society—a nationwide movement for women’s rights spearheaded by many non-government organizations (NGOs) and an increased awareness of corporate social responsibility. Consequently, over the last decade, there has been an increased emphasis on education and reskilling India’s female workforce. While many government efforts are targeted toward the overall upliftment of women, many grassroots level initiatives led by NGO’s and corporations emphasize technological training. This article highlights how the intertwining of grassroots and policy level efforts can increase the pace at which a nation’s female workforce can be reskilled and prepared for a technological world. The article also addresses concerns about such rapid development and potentially challenging outcomes while making recommendations for improvement.

Asserting self-worth was necessary for twentieth-century female business owners in order to be successful and Lewis, Beech and Lewis each did it skilfully yet differently—respectively positioning herself in terms of stature, the irrelevance of gender or competence. They had to generate a positive valuation of themselves at a time when gender roles and stereotypes triggered an automatic discount to their worth expressed in lower pay, questions about their abilities, and the trenchant hold of the “family claim” positing that their job, first and foremost, was to care for husbands, children and homes. Articulating a counternarrative that established their value to their companies was important for female business owners and had an impact on the bottom line. Additionally, all three came from non-traditional backgrounds, making an unorthodox entrance into corporate leadership positions from secretarial jobs. This in combination with a lack of formal education beyond high school or even elementary school and the fact that they operated businesses in the highly male-dominated manufacturing sector, meant that the task of self-presentation was both complex and essential in order to achieve the most advantageous outcome for her company and herself.

At age 14, the author was sent to a public school in England. It was very different from his previous boarding school and boys from other countries were not made welcome. Life at a school of this type in the 60s is described, including how corporal punishment was used. The author’s English developed further, his pronunciation became British, but he continued losing his French (the special bilingualism of foreign language teachers is described at this point). He started resembling heritage language bilinguals. His final years there were easier and he shows how out-of-class activities prepared him for later academic life. He left after his A levels and headed back to France for his university studies.

The recollection of what has been said by some on the supposed necessity of corporal punishment at college, induces me to express my entire dissent from the notion. Flogging or caning has a tendency to degrade and debase the minds of boys at school. Those who are subjected to it are well aware that the very highest persons in the realm, and those to whom people are accustomed to look up with most respect and reverence, such as the judges of the land, have quietly submitted to it in their pupilage....