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Books on the topic 'Homeland schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Elder Justice Act, the Elder Abuse Victims Act of 2008, the School Safety Enhancements Act of 2007, and the A Child is Missing Alert and Recovery Center Act: Hearing before the Subcommittee on Crime, Terrorism, and Homeland Security of the Committee on the Judiciary, House of Representatives, One Hundred Tenth Congress, second session, on H.R. 1783, H.R. 5352, H.R. 2352, and H.R. 5464, April 17, 2008. Washington: U.S. G.P.O., 2009.

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12

To extend the District of Columbia College Access Act of 1999: Report of the Committee on Homeland Security and Governmental Affairs, United States Senate, to accompany S. 343, to extend the District of Columbia College Access Act of 1999. Washington: U.S. G.P.O., 2007.

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13

The D.C. Opportunity Scholarship Program: Preserving school choice for all : hearing before the Committee on Homeland Security and Governmental Affairs, United States Senate of the One Hundred Eleventh Congress, first session, May 13, 2009. Washington: U.S. G.P.O., 2011.

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14

The value of education choices: Saving the D.C. Opportunity Scholarship Program : hearing before the Committee on Homeland Security and Governmental Affairs, United States Senate of the One Hundred Twelfth Congress, first session, February 16, 2011. Washington: U.S. G.P.O., 2012.

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15

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. Enhancing educational and economic opportunity in the District of Columbia: 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 Ninth Congress, second session, February 28, 2006. Washington: U.S. G.P.O., 2006.

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16

Office, General Accounting. Coast Guard: Non-homeland security performance measures are generally sound, but opportunities for improvement exist : report to the Subcommittee on Fisheries and Coast Guard, Committee on Commerce, Science, and Transportation, U.S. Senate. [Washington, D.C.]: United States Government Accountability Office, 2006.

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17

A Curriculum of Fear: Homeland Security in U.S. Public Schools. Univ Of Minnesota Press, 2016.

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18

Homeland security threat level guidelines: Recommended actions for individuals, families, communities, schools, businesses and government. Waterbury, CT: Dept. of Public Safety, Division of Homeland Security, 2003.

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19

Sanders, James W. Laying the Cornerstone, 1825–1846. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190681579.003.0002.

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Benedict Fenwick, the second Roman Catholic bishop of Boston, had a rocky relationship both with the continued influx of Irish peasants and the Boston establishment. His priority was to lay the groundwork for Catholic higher education in Boston rather than establishing a parochial school system. Given that the Boston public schools presented a clear challenge to the faith of the Roman Catholic newcomers, one might expect that there would be a concerted counter-effort to provide a Catholic school alternative. However, the overall parochial school effort in Boston was much less than would have been expected. The major reasons for this “failure” were (1) the nature of the Catholic newcomers, who were overwhelmingly destitute Irish immigrants with no tradition of schooling in their homeland; (2) Bishop Fenwick’s background and personal characteristics; and (3) the policies adopted by the Boston establishment that controlled the public schools.
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20

Teoh, Karen M. Home Is That Which I Adore. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0006.

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This chapter looks at self-narratives of educated Chinese women who migrated to China during the 1940s and 1950s, and the complex effects of twentieth-century Chinese nationalism as it acquired a transnational reach among a female constituency. These re-migrant women, also known as guiqiao (Chinese for “returning sojourner”) were sufficiently politicized by their school experiences in Malaya and Singapore to detach themselves from their natal homes and seek out an ancestral homeland. In China, they hoped to obtain something that diasporic identity seemed to deny them—a sense of authentic belonging—but found that the nation-state could be as exclusionary as their lands of settlement. Their stories reveal an unanticipated dimension of overseas Chinese female education: by attending girls’ schools, many women learned to see themselves as non-gendered individuals, whose claim to national citizenship was in some ways rebellious but also complied with restrictive norms of Chinese ethno-nationalism and sociopolitical revolution.
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21

Press, Dominie. Homelink Reading & Writing Strategies for the Home-school Connection. Pearson, 2004.

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22

United States. Congress. Senate. Committee on the Judiciary. Subcommittee on Immigration, Refugees, and Border Security. Strengthening the integrity of the student visa system by preventing and detecting sham educational institutions: Hearing before the Subcommittee on Immigration, Refugees and Border Security of the Committee on the Judiciary, United States Senate, One Hundred Twelfth Congress, second session, July 24, 2012. 2015.

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23

Horne, Gerald. “We Charge Genocide”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037924.003.0009.

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This chapter explores Patterson's genocide petition, which was a devastating indictment of the U.S. authorities' complicity and dereliction in lynching, murder, deprivation of voting rights, and all manner of crimes. Ominously for Washington, the petition virtually invited the international community to intervene forcefully in what had been seen traditionally as an internal U.S. affair. By early 1952, Patterson claimed that as a result of this petition, “the international offensive against racist terror” in his homeland had “reached unprecedented heights.” When Eleanor Roosevelt felt compelled to disparage the petition, it suggested that the campaign could not be ignored easily. Even in Seattle, which had been thought to be a liberal citadel, the public library banned the genocide book, while the public-school system sought to bar the CRC from renting an auditorium.
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24

Graber, Jennifer. 1875 to 1881. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190279615.003.0006.

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The years after the Red River War brought worsening conditions for Kiowas. American officials incarcerated dozens of men involved in the conflict at a military prison in Florida. They also instituted new regulations aimed at getting more Indians to farm, attend school, and build permanent housing. Some Kiowas considered these options, including the ways schooling and manual labor education could benefit their children. They also continued their rituals for seeking sacred power, although some considered newly available options for empowerment, such as peyote rites and Christian affiliation. Even as Kiowas underwent these changes, more Americans expressed impatience with Plains Indians and argued that reservations had not achieved their goal of transforming Native people. Some, including leading Protestants, called for reservations to be abolished altogether. Kiowas continued to argue that their treaty with the Americans guaranteed them a place in their homeland.
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25

Assyrians: The Continuous Saga: Assyrians have been deprived of their rich heritage in their ancestral homelands in Mesopotamia. From one side, history curriculum taught in the Middle East's public schools is manipulated and it focuses predominantly on the region's Islamic era. Such curriculum is grossly altered and rewritten to suit a meticulously planned ‘Arabization,’ ‘Turkicization,’ and more recently Kurdification process of the Assyrians. From the other side, some historians question the continuation of ancient Assyrian civilization and people. Furthermore, certain Old Testament nonfavorite images of Assyrians are dominant in literature. Thus, unbiased publications and historical references regarding the survival of Assyrians since the fall of their Imperial capital Nineveh are of great importance. United States of America: Xlibris Corporation, 2005.

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