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Relevant bibliographies by topics / Homeland schools

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Academic literature on the topic 'Homeland schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Homeland schools"

1

Yamamoto, Kaori. "What is Our “Homeland?”: Zainichi Korean High School Students on “Homeland Visit” Tours to the DPRK." Culture and Empathy: International Journal of Sociology, Psychology, and Cultural Studies 4, no. 2 (June 25, 2021): 119–42. http://dx.doi.org/10.32860/26356619/2021/4.2.0004.

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Less Zainichi youth are opting for Chosŏn (i.e. pro-DPRK) schools, partially because of integration into Japanese society and the wider career options that Japanese public education offers. Nevertheless, Chosŏn schools continue to provide universal education in Korean to nurture “proud and proper Koreans.” To this end, Korean schools aim to connect the students to their “homeland”: The Democratic People’s Republic of Korea. Participant observation of school trips to the DPRK reveals what the “homeland” means to the students and how it relates to the schools’ educational goal. Vis-à-vis the rampant xenophobia in Japan, the schools’ practices carry an urgency that cannot be ignored.

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Garde, Murray. "The Maningrida Outstation Schools Radio Program." Aboriginal Child at School 19, no. 2 (May 1991): 27–31. http://dx.doi.org/10.1017/s0310582200007392.

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Children living on a number of remote outstations or homeland centres in Central Arnhem Land have had access to European style education for nearly twenty years now. The Northern Territory Education Department employs visiting teachers who make regular visits to some outstations to work with Aboriginal teachers and children in these small ‘remote’ communities. The visiting teachers mostly live in a central larger community and use the central hub school as their base. A number of these hub schools or C.E.C.s now have homeland centre education resource buildings which provide the base for the provision of educational services to homeland centre schools.

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Gutsu, Elena G., Nadezhda N. Demeneva, Svetlana A. Zaitseva, Oksana V. Kolesova, Elena V. Kochetova, and Tatiana V. Mayasova. "Study of the value attitude towards the Homeland in primary school children." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 280–96. http://dx.doi.org/10.32744/pse.2021.4.18.

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Introduction. The formation of a value attitude in the younger generation towards their Homeland, a sense of patriotism, as well as pride in their Homeland is the basis of the statehood of any country. This problem is especially acute in modern conditions, characterized by a large-scale rethinking of traditional values, the formation of new ideals, and spiritual and moral guidelines. Objective: to study the value attitude towards the Homeland in children aged 8-9 years. Materials and methods. The study was conducted on the basis of secondary schools in Nizhny Novgorod and the Nizhny Novgorod region (Russian Federation), the sample consisted of 316 students aged 8-9 years. The χ2-Pearson criterion was used to statistically evaluate the effectiveness of formative influences. Research results. Based on the theoretical analysis of current research and their own experience, the authors determined the criteria for developing the value attitude of children to the Homeland: awareness of the concept of "Homeland", moral categories, as well as inclusion in social activities. The data of the ascertaining stage showed that only 22.2% of the respondents have a high level of formation of the value attitude towards the Homeland. A significant number of students' answers (77.8%) testifies to the lack of the necessary knowledge regarding the Homeland. This necessitated the organization of purposeful activities aimed at forming a value attitude towards the Homeland among primary school students. As part of the formative stage, the following content lines were implemented: "Russia is my Homeland", "Native land", "I am a patriot of my country", "Father's house", "Culture and traditions of my people". Discussion and conclusion. For the first time, the value attitude towards the Homeland has been purposefully diagnosed among schoolchildren of 8-9 years old. Empirically, the results were obtained, reflecting the peculiarities of awareness of the concepts of "Homeland", "small homeland" by younger schoolchildren. The dynamics are most pronounced in terms of the indicators "Awareness of the concept of "Homeland" and "Involvement in active social activity" (χ2= 91.77; p<0.001).

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Glassner, Barry. "A Curriculum of Fear: Homeland Security in U.S. Public Schools." Contemporary Sociology: A Journal of Reviews 47, no. 2 (February 21, 2018): 209–11. http://dx.doi.org/10.1177/0094306118755396dd.

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Buckley, Paul. "What Entitles a School to Legitimately Call Itself an Aboriginal School?" Australian Journal of Indigenous Education 24, no. 1 (April 1996): 10–16. http://dx.doi.org/10.1017/s1326011100002209.

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According to the 1995 Northern Territory Department of Education Directory, the numberof schools within the Territory which cater for Aboriginal students are as follows:• 40 preschools in predominantly Aboriginal communities• 67 primary schools of predominantly Aboriginal communities• 53 outstations and Homeland Learning Centres in predominantly Aboriginal communities• 33 Community Education Centres and other post-primary schools in predominantly Aboriginal communities.

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Pulko, Radovan. "The Russian Emigrant School System in Interbellum Slovenia." Monitor ISH 16, no. 1 (November 21, 2014): 87–106. http://dx.doi.org/10.33700/1580-7118.16.1.87-106(2014).

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In almost every country where they settled, the Russian emigrants who had left their homeland after the defeat of the antirevolutionary forces organised their own school system. This was also the case in the Kingdom of Serbs, Croats and Slovenians, where Russian emigrant schools were not only included in the educational system of the so-called ‘Expatriate Russia’ but integrated into the educational system of the host country as well. The Russian educational institutions in the Kingdom of Serbs, Croats and Slovenians included some recognised institutions from Tsarist Russia, which had emigrated together with their students and teachers after the Russian Civil War, as well as institutions recently founded by Russian emigrants. The territory of present-day Slovenia hosted Russian kindergartens, primary schools, school groups, a Realgymnasium and – briefly – two cadet corps.

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Berlioz, Esther María Claros. "A Curriculum of Fear: Homeland Security in U.S. Public Schools by Nicole Nguyen." Diálogo 21, no. 2 (2018): 119–20. http://dx.doi.org/10.1353/dlg.2018.0039.

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Abdullah, Irwan, Bambang Hudayana, Pande Made Kutanegara, and Agus Indiyanto. "Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 145–59. http://dx.doi.org/10.2478/jesr-2019-0032.

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Abstract The ability of Indonesian schools related to the character education of students is still far from the expectations and mandate of the law. Based on the qualitative research conducted in the three schools in Indonesia, the current study shows that the educational process only introduce students to the standardized concepts with no involvement in social process and practices, which will give them experience and opportunities to adopt the character values. The school curriculum only forms the ideal type of character, does not stimulate the active involvement of students in the community. Students only learn the character, based on dominant values constrained by the state, i.e.: having loyalty, defending the country, and loving homeland. In addition to narrowing the character space values to the interests of the state, the character education also does not accommodate the wealth of ethnic and religious cultures in Indonesia. This paper proposes the need for changes in school autonomy from an extension of the government, leading to provision of a conducive climate for the emergence of various approaches to improve character education. Character education stems from differences in school ideology and Indonesian cultural diversity. The education system should release itself from the text orientation to better fit in with the dynamic cultural context as a source of character learning.

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Ferrari, Marco. "Not all Americans are creationists. Not all creationists are American." Journal of Science Communication 05, no. 02 (June 21, 2006): C03. http://dx.doi.org/10.22323/2.05020303.

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In addition to their intrusive presence in American schools, creationists - or more modern epigones thereof, known as “intelligent designers” - are also and unexpectedly to be found in other countries. Take the United Kingdom as an example. Over the past few years, Darwin’s homeland has actually been witnessing attempts to introduce literal faith in the Bible into school programmes in a way which does not significantly differ from the one adopted in the United States. It is multi-billionaire Howard H. Ahmanson who generously finances the Discovery Institute across the Atlantic, one of the dissemination centres of the creationist “creed”.

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Mustapa, Mustapa. "Love of Homeland Character Education through Green Harmony Program in State Elementary School Border Sambas - Malaysia." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 1 (January 1, 2019): 11. http://dx.doi.org/10.26418/jp2d.v2i1.62.

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This research aimed to know the character education of love of homeland through a green harmony program at Border State Elementary School Sambas - Malaysia. Which viewed from the aspect of planning, implementation, and evaluation of learning characteristic of green harmony. Place of research conducted at Sajingan Besar 03 State Elementary School and Sasak 07 State Elementary School. This research was qualitative research that produces descriptive data. The subject of this research were headmasters, teachers, and students. Data collected by interview, observation, and documentation. Data were analyzed using data analysis techniques with data collection steps, data reduction, data presentation, and data verification (drawing conclusions). Technique examination of data validity by using technique triangulation and source. The results showed that character education through green schools program implemented in the planning, implementation, and evaluation of learning was running well. Characteristic learning planning begins with an understanding of school programs and planning of learning scenarios. The implementation of learning was carried out by applying SERU's learning (happy, effective, friendly, unique) and contextual learning approaches. Characteristic learning evaluation was conducted by observation, anacdetal record, and portfolio.

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Dissertations / Theses on the topic "Homeland schools"

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Gjelsten, Craig A. "Homeland security planning for urban area schools." Thesis, Registration and login required, 2008. https://www.hsdl.org/homesec/docs/theses/08Mar_Gjelsten.pdf&code=0b11819a26de4946f5547907991d6aad.

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Griffin, Barry A., and n/a. "The evolution and development of outstation education in the Elcho Island area 1984 to 1989 : indicators to predict the long term viability of outstation educational programs." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060713.105348.

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Since the early 1970's a rapid increase has been experienced in the number of Aboriginal homeland communities being established throughout the Northern Territory. While educational services commenced to many homeland communities as early as 1972/3, such services did not commence in the Elcho Island area until 1983/4. Since this time educational services have been provided to eleven homeland communities in the Elcho Island area. Of the eleven educational programs established, five continued to operate at the end of 1989. It is established that homeland schools in the Elcho Island area differ significantly in characteristics of student enrolment, frequency of student attendance and in the homeland school's ability to continue to function as a viable community initiative. On the basis of the data presented in the study, the following four levels of classification of homeland schools is established; highly functional homeland schools, moderately functional homeland schools, minimally functional homeland schools, and homeland schools that have ceased operating. It is revealed that enrolment and attendance data, traditionally utilised by government authorities to prioritise the allocation of limited resources between competing homeland communities, is in fact a poor indicator for assessing a homeland community school's long term viability. This study identifies the following three sociological characteristics as being strongly correlated to the long term viability of homeland schools in the Elcho Island area; land affiliation, parental residency, and family mobility. From the analysis of the data, three recommendations are proposed; 1. In assessing the long term viability (functional status) of a homeland community school, educational administrators should analyse the three sociological indicators; land affiliation family mobility, and parental residency as an alternative to the more traditional method of relying primarily upon enrolment and attendance data. 2. In the allocation of scarce resources, especially resources of a fixed capital nature, to homeland community schools, priority be given to those homeland community schools that fit the profile of a moderate to highly functional homeland school. 3. Minimally functional homeland schools need access to resources in order to provide the educational programs requested by the local community. Resources provided for this category of homeland school need to be easily re-located should the educational program be suspended at the homeland community.

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Fageol, Pierre-Éric. "Le sentiment d'appartenance et de représentation nationale à La Réunion (1880-1950)." Thesis, La Réunion, 2013. http://www.theses.fr/2013LARE0021.

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Le sentiment d'appartenance nationale au sein de la population réunionnaise semble une constante dans l'histoire de la colonie et n'a jamais été durablement remis en cause. Le travail proposé confirme pour la période étudiée sa vigueur, particulièrement à l'occasion des conflits coloniaux et mondiaux. Mais il montre aussi que cette adhésion inclut la conscience d'une singularité qui n'est pas seulement la conséquence de la géographie mais aussi le fruit de l'histoire. Le sujet permet de croiser une approche d'histoire sociale et d'histoire des représentations sur une séquence coloniale cohérente qui englobe les prémices de la Troisième République jusqu'au processus de départementalisation. En proposant de « dénationaliser le national » par le biais d'une étude se penchant sur les principes identitaires en situation coloniale, il s'agit de mettre en évidence la spécificité des processus d'acculturation en situation coloniale et l'interconnexion des territoires coloniaux (île Maurice et Madagascar) dans la définition d'un sentiment d'appartenance en cours de construction. La première partie sur le sentiment d'appartenance en situation coloniale cherche à poser les enjeux et la méthode de la recherche. La deuxième partie se penche sur les liens entre le colonialisme et le sentiment d'appartenance nationale en focalisant l'analyse sur l'impérialisme réunionnais comme vecteur d'une reconnaissance commune au reste de la Nation. La troisième partie prend en compte les différentes manifestations de patriotisme et leur influence sur la définition d'un sentiment d'appartenance nationale. Enfin, la quatrième partie se focalise sur les vecteurs de l'acculturation nationale en tenant compte du rôle de l'école, de l'église et de l'armée dans la construction d'un sentiment d'appartenance nationale spécifique à La Réunion, sentiment auquel les élites ont apporté leur concours tout en étant les principales bénéficiaires de la quête d'une reconnaissance de la Nation
The feeling of national membership among the Reunionese population seems to be a regular fact in the colony history and has never been really questioned. This work confirms its strength in the period in study, and more particularly during the colonial and world conflicts. But it also shows that this support includes the conscience of a singular feeling, which is not only the consequence of geography, but also of history. This subject allows us to mix a social historical approach with a historical representation approach on a coherent colonial period, which goes from the beginning of the Third Republic up to the region establishment. By suggesting to « denationalise the national » through a study dealing with the identity principles in a colonial situation, we mean to focus on the particular acculturation processes in a colonial period and the interconnection of colonial territories (Mauritius, Madagascar) in defining a constructing feeling of membership. The first part deals with the feeling of membership in a colonial period and tries to analyse what is at stake in the research methods. The second part studies the links between colonialism and the feeling of national membership and focuses on Reunionese imperialism as a trigger to a recognition shared by the rest of the Nation. The third part takes into account the different signs of patriotism and their influence on the definition of what a feeling of national membership is about. Finally, the fourth part focuses on the triggers of national acculturation while taking into account the role of school, church, and the army in the building up of a typical Reunionese national membership feeling, shared by the elite which mainly benefited from the quest of a recognition from the Nation

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Yang, Jyh-Yiing, and 楊智穎. "A study on homeland language curriculum implementation in three elementary schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/39939745575570427405.

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博士
國立臺灣師範大學
教育研究所
91
The purposes of this study were to explore the practice and related issues of homeland language curriculum implementation in three elementary schools. The study focused on three connected aspects：1.the planning and strategies；2.the practice of teaching and learning；3. the affecting factors and dilemmas. In order to correspond the purposes and the nature of the study questions mentioned above, a case study approach was applied from September, 2001 to June, 2002. The methods used were participant observation, interview and document collection. The literature review included three parts. The first part was to analyze the related concepts of homeland language curriculum, and to establish the theory of homeland language curriculum from the viewpoint of multicultural education, sociology of knowledge, and curriculum orientation . The second part was to explore the content of curriculum implementation in order to analyze the strategies of homeland language curriculum implementation. The third part was to survey the development and research of homeland language curriculum in Taiwan . According to the literature review and field study, the research conclusions were illustrated in four parts：the planning and strategies of curriculum, the practices of teaching and learning, the affecting factors and dilemmas, and the model of homeland language curriculum operating processes. Finally, based on the conclusions, the study recommended three implications for the theory, the implementation strategies of the curriculum and teaching, and the further research. Keywords：homeland language, homeland language curriculum, curriculum implementation

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Hong, Jin-Bin, and 洪靖斌. "A Study on the Idea and Implementation of Elementary Schools’ Homeland Study Curriculum in Hualien County." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/78826767799617959068.

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碩士
國立花蓮師範學院
鄉土文化研究所
90
The purpose of this study is to understand the differences and causes between the Homeland Study Curriculum idea and its implementation. This study is based on three researching methods: First of all, via analyzing documents and semi-structured interviewing the compilers of curriculum, to understand the compiling idea and developing process. Secondly, observing by taping the Homeland Study classes in 5th and 6th grade in order to compare the idea and implementation. Thirdly, based on the differences between idea and implementation to interview the teachers for understanding the causes of differences. The following findings are emerged from this study: 1.The developing process of curriculum is active and multiple. Teachers are the main compilers. However, they encounter some difficulties on obtaining and using resources. Besides, local, international and inheriting homeland education will be the developing goal in the future. 2.The collaborative teaching is hard to accomplish because the lack of teaching resources, administrative support and relative information. The teachers’ expertise and cognition toward the curriculum content are also the causes of the differences between idea and implementation. 3.Reasons that affect the selection on teaching content are local human concept and trait, and the emphasis on living experiences. However, the uncertainness of homeland education’s future orientation also affects the enthusiasm of teachers and students. 4.Teachers think that it would be more helpful to arouse studying interests via understanding the ancient’s culture and activity records. Multi-thinking and observing are good studying methods. 5.Considering students’ individual differences, teachers may flexibly adopt various teaching and evaluating methods. From the teaching content teachers can lead students to think their future development. According to the findings, some suggestions are provided in the study for the field of homeland curriculum development in the future.

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Chen, Shu-Ying, and 陳淑英. "An Action Research on Developing School-based Homeland Teaching Materials in Elementary Schools- An Example based on The Tu-Cheng Elementary School in An-Nan Area, Tainan City -An Action Research on Developing School-based Homeland Teaching Materials in." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19179083364984293439.

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碩士
國立嘉義大學
國民教育研究所
93
ABSTRACT The purpose of this study is to develop supplementary materials of school-based homeland curriculum. In the process of study, the researcher worked in coordination with three other teachers, who are from the early, the intermediate and the high grade separately, to investigate, evaluate and design curriculum, then to examine the learning outcomes of 1-6 graders. Using the collaborative action research method, the researcher gathered daily research log, reflection journals, observation documents and the meeting records regarding the development and the classroom teaching of the teaching materials. Through data analyses, the researcher has understood the effect of the teaching materials on students. Also, the factors that affected the practice of teaching materials have showed from the data. Based on the findings, the researcher hopes that they could be served as the guidance of official execution in the future and the reference for the further modification. Students’ learning outcomes of the teaching materials include the promotion of the understanding about their community, the inspiration of their awareness of the environment, the nurture of their global perspectives, the rebuild of close relations with their parents, and the extension of their interests to explore the relationship regarding the family-school- community. Moreover, the factors that affected the practice of teaching materials include the effective application of teaching resources, the enhancement of students’ knowledge of homeland, the support and assistance of parents, the connection between the teaching materials and the textbooks, as well as to students’ life experience in community, and the promotion of teachers’ proficiency regarding teaching homeland, etc. Finally, the researcher has made some suggestions for developing school-based homeland teaching materials from the aspects of school administration, curriculum and teaching and teachers' professional development, hoping they could be the references for the future implementation, the popularization, and the further study.

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LU, LI-YI, and 陸立儀. "Analysis of the progress achieved in the implementation of marine homeland education for elementary schools in Keelung." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90504375555077918707.

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碩士
國立臺灣海洋大學
環境生物與漁業科學學系
98
ABSTRACT In Keelung City, marine education is promoted in elementary schools to provide students with basic concepts and knowledge of the subject. This paper analyzes the progress achieved in the implementation of marine homeland education. Students’ levels of understanding about the subject and relevant skills involved, and their affections for the subject are studied. Results from the analysis are summarized below: （1）The majority of the students interviewed had acquired their knowledge of the subject from formal lessons; therefore, it is necessary for responsible bodies to provide teachers with various means to improve their knowledge of the subject in order to raise their teaching standards. （2）All the students interviewed had intermediate-level knowledge of the subject. It is therefore advised that apart from incorporating current topics into the teaching, essential basic knowledge and concepts regarding the subject must be included in the curriculum to improve learning efficiency. （3）Students in non-coastal school districts have less knowledge of Keelung’s marine culture development history than those in coastal school districts. （4）All the students interviewed feel that outdoor teaching and marine camps run by the schools are the best methods to increase their knowledge of and interest in the topic, and that essay competitions and drawing competitions have the least impact on their knowledge and interest. Generally speaking, students f that their libraries have too few books and reference materials on the subject of marine lives and find this dissatisfying. （5）Schools in coastal districts should integrate marine education into the core curriculum; and, utilize community resources, the outstanding marine environment and local professionals to help develop distinguished educational materials and activities for students. Schools in non-coastal districts can focus more on river education and employ more outdoor teaching to build on students’ knowledge of mountains, rivers and seas. （6）In terms of affection as discovered in the interviews, students in coastal school districts will transform thoughts into actions; whereas students in non-coastal school districts show affection for relevant matters but lack tangible actions. （7）The interviewed students were tested on their abilities to distinguish different types of vessels and their exteriors, and to identify functions of ports. The rate of students who have successfully acquired these two techniques is low. Keywords: marine education elementary schools in Keelung,marine homeland education, school core curriculum

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SU-CHIEN-CHENG and 蘇建誠. "A research on the homeland knowledge and affection of the sixth grader at elementary schools in Taipei city." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/41052694894064354009.

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Lin, Hsiu-hsia, and 林秀霞. "The Comparative Research on The Teaching Attitude of Homeland Language Teachers at Elementary Schools in Taipei City And Kaohsiung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/99825317588016933690.

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碩士
國立臺南大學
教育學系課程與教學碩士班
98
The research’s aim is to understand the current teaching attitude of Minnan language teachers at elementary schools of Taipei city and Kaohsiung county, as well as comparing the differences of their teaching attitude. Moreover, the research explores not only the difficulties and limitations of teaching Minnan language that the elementary school teachers in Taipei city and Kaohsiung have to confront, but also requirements of courses of Minnan language seminar. The research adopts the research methods of literature review, questionnaire and interview. The research conclusions are as followed：According to the answers of questionnaire, Minnan language teachers of Taipei city got lower scores than their counterparts in Kaohsiung county. The results of T test also showed 0.05 obvious differences. All the Minnan language teachers at elementary schools of Taipei city and Kaohsiung county reckon the most serious difficulties and limitations of teaching Minnan language are: “ Minnan language is lacking standard words and sounds, having the divisions of characters and phonetic symbols” and “ The lack of professional Minnan language teachers”. As to the current seminars of teaching Minnan language, the Minnan language teachers of Taipei city and Kaohsiung need “the art of speaking and singing Minnan language” and “ the introduction and appreciation of Minnan children’s songs and poetry” most. According to the research conclusion, it offers suggestions for various subjects : (1) the suggestions for executive education departments (2) the suggestions for schools (3) the suggestions for teachers (4) the suggestions for future research

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huang, tina, and 黃雅惠. "A Study of Infusing Homeland Learning Materials into the Social Studies Textbook :The Case of the Fourth Grade in Sanchung Area Elementary Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/90760045805734461619.

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碩士
臺北市立師範學院
社會科教育研究所
93
Abstract The research aims to examine the feasibility of the adapted teaching materials which infuse homeland learning materials into the social studies textbook. Through discussion of the related references, we develop some teaching materials which infuse homeland learning materials into the social studies textbook. We collect teachers’ opinions on the adapted teaching materials via questionnaire and adopt the design of pre-post test with unequal groups. The fourth graders of Yung-Fu school at Sanchun in Taipei county were recruited in the experiment. We examine the different learning effect between the students who adopt the adapted or original teaching materials. And further, we collect the opinions from the teachers and students who adopt the adapted materials via interview. The main results were as follows: 1. The satisfactory rating of the teachers and students who adopt the teaching materials was higher than 70 percent. 2. There are significant differences on the satisfactory rating in the factors of teacher’s academic degree, teacher’s teaching years, the teaching frequency on the fourth grade, the living period in the teaching neighborhood. The satisfactory rating difference in the teacher’s major in college was not significant. 3. There are significant differences on the satisfactory rating of the adapt method in the factor of teacher’s background such as academic degree. But the difference in the satisfactory rating of the adapted method in the factors of gender, age, teaching period, major in college, teaching frequency on the fourth grade and living period in the teaching neighborhood were not significant. 4. The learning effect of the domestic awareness and the overall effect of the students who use the adapted teaching materials were significant higher than the students who use the original teaching materials. But the difference in the general learning effect was not significant between the two groups. key words: infuse homeland learning materials into the social studies textbook; social studies field; social studies textbook; adapted teaching materials

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Books on the topic "Homeland schools"

1

Safe living in a dangerous world: An expert answers your every question from homeland security to home safety. Sterling, Va: Capital Books, 2003.

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Security, United States Congress House Committee on Homeland. Protecting our schools: Federal efforts to strengthen community preparedness and response : full hearing before the Committee on Homeland Security, House of Representatives, One Hundred Tenth Congress, first session, May 17, 2007. Washington: U.S. G.P.O., 2009.

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Protecting our schools: Federal efforts to strengthen community preparedness and response : full hearing before the Committee on Homeland Security, House of Representatives, One Hundred Tenth Congress, first session, May 17, 2007. Washington: U.S. G.P.O., 2009.

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United States. Congress. House. Committee on Homeland Security. Protecting our schools: Federal efforts to strengthen community preparedness and response : full hearing of the Committee on Homeland Security, House of Representatives, One Hundred Tenth Congress, first session, May 17, 2007. Washington: U.S. G.P.O., 2009.

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D.C. public schools: Taking stock of education reform : hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Eleventh Congress, first session, July 23, 2009. Washington: U.S. G.P.O., 2010.

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United States. Congress. Senate. Committee on Homeland Security and Governmental Affairs. Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia. On the path to great educational results for the District's public schools?: Hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Tenth Congress, second session, March 14, 2008. Washington: U.S. G.P.O., 2008.

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United, States Congress Senate Committee on Homeland Security and Governmental Affairs Subcommittee on Oversight of Government Management the Federal Workforce and the District of Columbia. On the path to great educational results from the District's public schools?: Hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Tenth Congress, second session, March 14, 2008. Washington: U.S. G.P.O., 2008.

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Great expectations: Assessments, assurances, and accountability in the mayor's proposal to reform the District of Columbia's public school system : hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Tenth Congress, first session, July 19, 2007. Washington: U.S. G.P.O., 2008.

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United States. Congress. Senate. Committee on Homeland Security and Governmental Affairs. Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia. Great expectations: Assessments, assurances, and accountability in the mayor's proposal to reform the District of Columbia's public school system : hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Tenth Congress, first session, July 19, 2007. Washington: U.S. G.P.O., 2008.

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United States. Congress. House. Committee on Homeland Security. Subcommittee on Transportation Security. A decade after 9/11 could American flight schools still unknowingly be training terrorists?: Hearing before the Subcommittee on Transportation Security of the Committee on Homeland Security, House of Representatives, One Hundred Twelfth Congress, second session, July 18, 2012. Washington: U.S. Government Printing Office, 2013.

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Book chapters on the topic "Homeland schools"

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Block, Valerie, and Christopher Kapiloff. "Glazing Performance Standards for Improved School Security." In Symposium on Homeland Security and Public Safety: Research, Applications and Standards, 143–56. 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959: ASTM International, 2019. http://dx.doi.org/10.1520/stp161420180040.

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Lev-Aladgem, Shulamith. "Between Home and Homeland: Ethiopian Youth Making Do with Theatre in a Boarding School." In Theatre in Co-Communities, 115–37. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230276499_8.

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Studenna-Skrukwa, Marta. "What history? What homeland? The nationalization of history in the school education before the breakthroughs in 2014–15 and after." In The Politics of Memory in Poland and Ukraine, 85–103. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003017349-8.

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Wright Brown, Cecelia. "Homeland Security Information Technology and Engineering (ITE) Professional Development Training for Educators in Urban High Schools." In Professional Development and Workplace Learning, 134–49. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch010.

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This chapter focuses on an Information Technology and Engineering (ITE) professional development training project designed to increase the number of teachers in an urban school district with proficient skills, tools, and content knowledge in computer/information technology, engineering technology, and technical certifications that will support students in Science, Technology, Engineering, and Mathematics (STEM) fields. Through this process, high school teachers will use tools, resources, and training to understand homeland security issues and career opportunities for students in their schools. A cohort of STEM teachers from an urban school district located in Baltimore City participated in a professional development workshop that included information technology, engineering, and homeland defense education to support students pursuing technical careers in these areas. The training addressed deficiencies in content knowledge of homeland security issues and research linked to the high school STEM curriculum homeland security career opportunities available to high school students. The overall goal of the ITE profession development training was designed to increase the technical proficiency of STEM teachers in urban high schools serving historically underserved students to support students in Information Technology (IT), engineering, and homeland security careers, thus nurturing a homeland security science and engineering workforce.

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Nguyen, Nicole. "Welcome to Milton High." In A Curriculum of Fear. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816698264.003.0001.

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Beginning with an autobiological account, the introduction of A Curriculum of Fear relates the author’s interest in schools featuring specialized Homeland Security program, especially Milton High School. Based on the author’s fieldwork and rooted in political geography, sociology, and critical education studies, this book examines the inner workings of Milton and its Homeland Security program. As the first ethnography of a U.S. public school with a specialized Homeland Security program, it explores how synchronizing the school with the needs of the national security industry shaped its students understandings of the world and their place in it. Moving messily between scales, this ethnography traces how Milton, by design, undertook the epistemic, political, and emotional work needed to train its students as the next generation of national security workers. By investigating this remaking of Milton, it documents the deep implications of these national security pedagogies on young people’s psyches, social imaginaries, and daily interactions.

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Al-Rashoud, Talal. "SCHOOLS FOR THE ARAB HOMELAND: KUWAIT’S EDUCATIONAL MISSION IN SHARJAH." In Building Sharjah, 217–48. De Gruyter, 2021. http://dx.doi.org/10.1515/9783035622775-007.

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Ding, Amy Wenxuan. "Countering Chemical Terrorism." In Social Computing in Homeland Security, 114–33. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-228-2.ch008.

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An industrialized society makes widespread use of toxic chemicals, transported daily in large amounts on the roads or by rail. Approximately 800,000 shipments of hazardous substances, including chemical and petroleum products, travel daily throughout the United States by ground, rail, air, water, and pipeline (DOT, 1998). Although nearly all of these materials safely reach their destinations, many are explosive, flammable, toxic, and corrosive and can be extremely dangerous if released improperly. These materials frequently are transported over, through, and under areas that are densely populated or populated by schools, hospitals, or nursing homes, where the consequences of an acute release could result in environmental damage, severe injury, or death (DOT, 1999; AAR, 2004). According to the U.S. Hazardous Substances Emergency Events Surveillance (HSEES) system, 643 incidents involving chemicals in the highest-ranked group—designated as those that are easy to obtain, travel far by air if released, are highly toxic, and could be used as weapons—occurred in 15 U.S. states between October 2006 and February 2007. These 643 chemical incidents affected 225 victims (who could be associated with more than one chemical) and resulted in 1,200 persons being evacuated. Table 8.1 displays the disposition of most affected people. For an industrial chemical incident, the type of chemical agent involved (if released) is normally known during the occurrence. On the basis of the agent’s characteristics and possible poisonous effects, an event-based, specific response and associated medical rescue procedure can be generated and implemented to handle and control the situation.

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Snow, K. Mitchell. "Dancing beyond the Cactus Curtain." In A Revolution in Movement, 222–52. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066554.003.0011.

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As the dance artists that the Mexican government created through its schools and companies matured, they carried its dances across international borders. The tensions between nationalist esthetics and more formal approaches to creating art were increasingly visible in Mexican painting, yet its fractious dancers proved established a unified front when it came to performing outside of Mexico. The resulting encounters with the official performing arts policies of the Soviet Union and China shifted their perspectives on issues of esthetics and technique. Their government’s concurrent discovery that the folk dances its modern dancers performed overseas provided positive press changed its perspective as well. Amalia Hernández and her independent Ballet Folklórico would garner the direct support of Mexico’s president and her success in providing potent stagings of national identity for audiences inside and outside her homeland marked the moment when Mexico’s dancers became the equals of its celebrated painters.

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Wojdon, Joanna. "The wide world—the homeland." In Communist Propaganda at School, 13–43. Routledge, 2021. http://dx.doi.org/10.4324/9781003155959-2.

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Arshad, Mehak, and Youshib Matthew John. "Pakistan." In Christianity in South and Central Asia, 107–18. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474439824.003.0010.

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Pakistan culminated from the concept that religion is the main denominator identifying and unifying Muslims in the subcontinent, and therefore Hindus and Muslims are two distinct nations. Christians strongly supported the Muslim League in its pursuit of a separate homeland. Through the historical influence of Christian missions there were 3,912 ‘native’ Christians by 1881, and by 1941 this number had increased to 511,299 in Central Punjab. The largest church in the country is the Catholic Church (Latin rite). In 1970 the Church of Pakistan brought together Anglicans, Methodists and some Presbyterians, each with an extensive network providing education, healthcare and pastoral care. Other denominations in Pakistan include the Salvation Army, Pentecostals, Full Gospel Assemblies, Adventists, among others. However, Christians in Pakistan today are maligned, regarded as part of the lowly ‘sweeper community’, with a small number of seats reserved for them in politics. Christians are threatened by the Blasphemy Law, meant to safeguard Islam. At least 700 girls are kidnapped annually and forced to marry Muslims. Nevertheless, the Christian community has demonstrated vitality; with thousands studying in Christian schools and many receiving medical care from Christian hospitals, the Christian community remains committed to engage positively in inter-faith dialogue.

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Conference papers on the topic "Homeland schools"

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Egorova, Evgeniia Nikolaevna. "School Museum as an educational space." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86184.

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The article deals with the organization of school museums in the aksubayevsky district of the Republic of Tatarstan. Against the background of attempts to correspond historical events in Ukraine, the countries of the near and far abroad, the issue of preserving the historical memory of the current and future generations of our country is acute. The school Museum becomes an excellent alternative to the usual history lesson, the work of students in the school Museum is of a research nature, develops patriotism, love for their small homeland, their country.

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Peresada, Oxana. "Formation Of Patriotic Attitude To Small Homeland In Primary School." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.245.

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Welch, Lawrence, and Stephen Ekwaro-Osire. "Seeking Shelter: Towards a Multi-Agent Based Simulation of a School Lockdown Scenario." In 2008 IEEE Conference on Technologies for Homeland Security. IEEE, 2008. http://dx.doi.org/10.1109/ths.2008.4534464.

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Ojasalo, Jukka, Tuomas Turunen, and Hanna-Miina Sihvonen. "Responsibility and decision making transfer in public safety and security emergencies - A case study of school shootings." In 2009 IEEE Conference on Technologies for Homeland Security (HST). IEEE, 2009. http://dx.doi.org/10.1109/ths.2009.5168059.

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"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.

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Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

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