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Journal articles on the topic 'School amalgamations'
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1
Evans, John. "School closures, amalgamations and children’s play: Bigger may not be better." Children Australia 23, no. 1 (1998): 12–18. http://dx.doi.org/10.1017/s1035077200008464.
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Recent government decisions to close schools with small enrolments appear not to have taken into consideration the implications such a move might have for children’s out-of-classroom activities. Drawing on relevant literature, and accounts from teachers who have taught, or are teaching in small and large primary schools, this paper questions the prevailing belief that ‘bigger is better’ by pointing to some of the unique characteristics of small school playgrounds which provide children with opportunities and experiences not available in larger schools.
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Boddington, Steven. "The Atlee School Question: The Effects Of School Consolidation In Rural Alberta." Contemporary Issues in Education Research (CIER) 3, no. 2 (November 8, 2010): 17. http://dx.doi.org/10.19030/cier.v3i2.173.
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In the mid-1960s, a bitter dispute broke out between parents in the Atlee-Jenner School District in Southern Alberta Canada, and the Medicine Hat School Board over the bussing of children for the first time to a new school a long distance away. The move was precipitated by the consolidation of several smaller school districts and the subsequent closing of the local school. The parents’ argument was that the road by which the bus was to travel was in an unfinished state and was dangerous. However, the conflict is illustrative of a much deeper issue. An argument might be made that this dispute illuminated a much larger crisis in rural life on the prairies. It may represent, as a case study, the problems and difficulties involved in a shift from rural life, with its unique sorts of interpersonal relationships built on the strength of local community and co-operative spirit, to a much more urbanized and structured existence. As the Great Depression had shown, the myth that you could always go back to the farm for some measure of economic security had been dispelled. However, one’s control over the education of one’s children, and thus the inculcation of appropriate values and beliefs, after having been first of all, institutionalized with universal public schooling (both Protestant and Roman Catholic), had been, at least up to this point, largely a local concern, under a central authority (Ministry of Education). School divisions on the prairies had been relatively small and numerous, for practical reasons, such as transport and regular attendance. Gradually, these small divisions came to be replaced by larger administrative units, thus threatening the perceived control and familiarity of local communities. The other half of the equation in this dispute was the reaction of the Deputy Minister at the time, W.H. Swift. Swift could empathize with the basic issues in play, having strong rural roots himself. Deputy Minister of Education, W.H. Swift was also one of the last to hold that position rising up through the ranks of the education system, from teacher to school inspector to academic. Swift had earned a Ph.D. at an early age, and rose quickly through the ranks of the civil service, learning his job under the tutelage of G. F. McNally. Swift and McNally represented a tradition in the Department, having earned their positions through experience and hard work. As such, they might be viewed as self-made moral exemplars, leaders who could be viewed as role models by the rank and file. This article seeks not only to illustrate how Swift actually functioned in his role as Deputy Minister in times of crisis and high public visibility, but also to show how he reacted when confronted with moral decisions. The Atlee case, taking place between the years 1955 and 1965, serves as an example of the controversy which had developed in many areas as small rural schools were closed as a result of the divisional amalgamations begun by the Social Credit Government before the Second World War. On a wider scale the issues embodied in the dispute also reflect a changing rural landscape. Just as the small family farm was under corporate pressure, so it was with the local school. These economic and administrative transformations brought with them social and cultural changes as well. Although the case was one of the last examples of this kind, it was certainly one of the most bitterly contested.
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Stamopoulos, Elizabeth. "Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 188–217. http://dx.doi.org/10.2304/ciec.2003.4.2.8.
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Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.
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Thapa, Jwala D. "Spreading Environmental Awareness Through Environmental Education in Schools: The Case Study of a Sikkimese Green School." Asian Journal of Legal Education 8, no. 2 (July 2021): 234–46. http://dx.doi.org/10.1177/2322005820985574.
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The subject of environmental education (EE) in India, also known as environment studies (EVS), was introduced through the intervention of the Supreme Court of India (SC). At that time, there was also global recognition towards the creation of ‘environmental citizens’ through inculcating environmental awareness in school-going children, with the motto of ‘catch them young’. Since then, EE in India has seen an evolution in itself through enveloping the studies of various topics related to the natural environment. However, one of the concerns has been that it is taught in a theoretical manner and that since it is not treated as a graded subject, schools have not given it the importance it deserves. However, the study of a green school of the Himalayan state of Sikkim shows that active participation of state machinery, coupled with a practical interpretation of its principles, can lead to positive results. It also shows that the creation of environmental citizens needs a holistic approach, through both amalgamation of theory with practice and syllabus with stringent state intervention and results-oriented action. This article, which uses doctrinal, as well as field research, techniques of interview and observation, looks into these aspects through studying a school in a mountain village of West Sikkim in India.
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Matějová, Lenka, Juraj Nemec, Milan Křápek, and Daniel Klimovský. "Economies of Scale on the Municipal Level: Fact or Fiction in the Czech Republic?" NISPAcee Journal of Public Administration and Policy 10, no. 1 (June 1, 2017): 39–59. http://dx.doi.org/10.1515/nispa-2017-0002.
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AbstractMany countries have carried out extensive amalgamation-related territorial reforms at the level of local self-government and created relatively large municipalities. The Czech Republic is one of the few remaining European countries with a fragmented territorial structure. There is a lot of discussion in the country about the need for amalgamation, but this discussion is mainly based on political arguments rather than on empirical evidence about the feasibility of amalgamation and its potential to improve local government performance. This paper analyses economies of scale on the local level as a factor that should be reflected in debates about the pros and cons of amalgamation in the Czech Republic. To add to the existing knowledge about the reality of economies of scale on the municipal level in the Czech Republic, we processed the municipal costs of three selected areas on a representative sample of municipalities in the South Moravian Region. The analysis showed that economies of scale can be identified for collecting local fees and for pre-school and elementary education, but not for local administration. Our results suggest that the existence of too small municipalities in the Czech Republic results in inefficiencies and should be addressed.
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Tolchah, Moch. "Pemahaman Pendidik dan Tenaga Kependidikan tentang Pendidikan Umum dengan Kekhasan Agama Islam di MAN 3 Malang." ISLAMICA: Jurnal Studi Keislaman 9, no. 2 (March 15, 2016): 373. http://dx.doi.org/10.15642/islamica.2015.9.2.373-401.
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<p>Discourses on Islamic school curriculum can be divided into theoretical and practical levels. In this paper, the practical level of the curriculum is examined in terms of its philosophical meaning within teachers, the translation of the philosophical view into school curriculum, and what strategy is being used to sharpen the curriculum messages. This article discusses the understanding of the school teachers and administrators towards the specific religious characteristics of public education at Madrasah Aliyah Negeri (MAN) 3 Malang. From the field research, this article finds three important results. First, the educators in MAN 3 Malang perceived their institution as the agent of amalgamation between Pesantren tradition and secular education to uphold excellences in academic and non-academic areas. Second, in order to materialize such philosophical thought, the educa-tors developed and implemented particular schemata. Third, in order to strengthen Islamic characteristics through curriculum development, the school applied the strategy of religious activity, direct monitoring and evaluation, educative activity designs, and implementing school’s vision through strategic platforms.</p>
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Divekar, Rajiv, and Ramakrishnan Raman. "Talent Management in Academia – The Indian Business School Scenario." International Journal of Higher Education 9, no. 2 (January 16, 2020): 184. http://dx.doi.org/10.5430/ijhe.v9n2p184.
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The purpose of this paper is to explore the gamut of human resource practices prevailing in private Indian Business Schools (B Schools) with specific focus on the talent management strategies adopted. The paper explores the interdependence of talent management strategies adopted by the private Indian business schools and the organisational strategy along with the metrics and scales used to measure the academic performance. The paper analyses and critiques the present scenario for lacking alignment between the vision vis-à-vis the strategies adopted for talent recruitment, talent development and retaining and rewarding talent. The paper debates on the fact that prudent talent management can help in developing a conceptual framework to augment performance of B Schools over long term by amalgamating the B school’s strategy with its performance metrics.
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Zascke, Wolfgang. "Internationale Sozialpolitik als Netzwerkpolitik?" PROKLA. Zeitschrift für kritische Sozialwissenschaft 24, no. 97 (December 1, 1994): 579–622. http://dx.doi.org/10.32387/prokla.v24i97.981.
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The analysis of international networks with the eyes of the critical-rational theory's paradigm-rivalry overestimates the fresh start in comparison to the continuity of International Relations. The optimistic view of liberal, intermediate cross-linking has to be partially corrected in respect to the policy-area or regime analysis of the ILO's international social policy which refers to the domination aspect of issue-orientated cross-linking and the strong position of national and local intervention administration in the vertical policy amalgamation. Additionally, other acting possibilities, unexploited so far, are made visible. The comparison of ideology, politics, structure and process of international social policy leads to corresponding recommendations for the ILO-politics and for the policy-area-analysis in the dominating liberal school of International Relations
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Shibli, Naveed, Mudassir Ahmad, Anwar ul Haq, Hafiz Hameedullah, Noshaba Anjum, Alia Randhawa, Muhammad Irfan, and Muhammad Adeeb Nasir. "A Scientific Study of Religion as a Catalyst to Bring Positive Change in Human Behavior." Clinical and Counselling Psychology Review 1, no. 1 (June 2019): 55–60. http://dx.doi.org/10.32350/ccpr.11.05.
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It is a fact well-established that religion has influenced humankind throughout the course of history irrespective of the strength of its influence and its permanence that reflects its relatedness with human existence. It was assumed that the lesser befitting implementation of ‘modernity’ in the ancient tradition of religion is one of the causes of low religious productivity and less positivity in the present day life. Perhaps this is the case with all the Abrahamic religions. An amalgamation of tradition and moderation in a chain of a school system was assessed. The psychological and scientific follow up of the outcome supported the fact that religion has the ability to bring in positive and desirable ‘behavioral change’ in a given direction and to contribute towards ‘peace’ which is an internationally known positivity.
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Loewe, Andreas. "Michaelhouse: Hervey de Stanton's Cambridge Foundation." Church History and Religious Culture 90, no. 4 (2010): 579–608. http://dx.doi.org/10.1163/187124110x545173.
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AbstractThis article recalls the foundation of one of Cambridge's lost Colleges. It documents the transformation by a private benefactor, Hervey de Stanton (or Staunton), of a small Cambridge living into the university's third College, giving an overview of the life of its founder and outlining the personal connections that led to the establishment of Michaelhouse. It traces the foundation history of parish and College and their expansion through the strategic accumulation of benefactions. It gives an insight into the College statutes, a highly original composition by Stanton to govern the life at Cambridge's only college for priest-fellows. Finally, it documents the development of a distinctive catholic humanist school at the College, and its opposition to Henrician reformation measures, which made it a natural candidate for amalgamation into King Henry VIII's larger foundation, Trinity College.
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Pantenburg, Volker. "Class Relations: Diagnoses of the Present in the Films of Julian Radlmaier and Max Linz." New German Critique 46, no. 3 (November 1, 2019): 53–78. http://dx.doi.org/10.1215/0094033x-7727413.
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Abstract This article examines the work of Max Linz and Julian Radlmaier, two German directors born in the mid-1980s. It traces their academic and practical training in film studies and film directing and highlights their aesthetic and political approach as an attempt to counter the cinema of the Berlin School. Amalgamating various German and international influences, from Christoph Schlingensief, Alexander Kluge, and Rainer Werner Fassbinder (Linz) to Roberto Rossellini, Pier Paolo Pasolini, and the classical avant-gardes of the 1920s (Radlmaier), their student shorts and feature films combine a playful eclecticism with an acute sense of contemporary political issues like precarious working conditions, gentrification, and the commodification of art and culture.
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Marwell, Nicole P., and Shannon L. Morrissey. "Organizations and the Governance of Urban Poverty." Annual Review of Sociology 46, no. 1 (July 30, 2020): 233–50. http://dx.doi.org/10.1146/annurev-soc-121919-054708.
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Many recent sociological studies of urban poverty have drawn inspiration from the Chicago School model of social disorganization. Studies of urban poverty and formal organizations have been profoundly shaped by this theoretical perspective, casting organizations as components of neighborhoods and thus relevant for study as potential contributors to neighborhood social control. We argue that this approach obscures many ways in which formal organizations are involved in the production and management of urban poverty. In order to take advantage of the many insights offered by sociological studies of organizations, we propose that students of urban poverty expand their theoretical perspective on formal organizations. We develop such an approach, an amalgamation of key concepts from two existing theoretical frameworks rarely discussed in urban poverty studies: urban governance and strategic action fields . This perspective offers new directions for research on urban poverty and urges greater integration with related studies from political science and geography.
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Van Wieren, Gretel. "The New Sacred Farm." Worldviews 21, no. 2 (2017): 113–33. http://dx.doi.org/10.1163/15685357-02102002.
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The food and faith movement in the U.S. is a loose amalgamation of religious communities and organizations, clergy members and lay volunteers, activists and agricultural practitioners who are working, in varied and diverse ways, to address the social, ecological, political, and ethical challenges posed by current food systems. Oftentimes these groups work hand-in-hand with secular food and food justice organizations in organizing community supported agriculture projects, farm to school programs, educational efforts around health, nutrition, cooking, and gardening, and public policy advocacy efforts. What distinguish religious approaches to this work are the ritual practices and narrative tropes that oftentimes orient them. This paper explores some of these motifs by examining the work of three religious, community-based farming projects. It concludes that these religious farms and others like them should be considered sacred spaces for how they ritualize and symbolically interpret agricultural and food practices.
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Bapat, Dhananjay, S. Sidharthan, and C. Yogalakshmi. "An analysis of financial inclusion initiatives at Odisha Gramya Bank." Emerald Emerging Markets Case Studies 6, no. 3 (September 23, 2016): 1–20. http://dx.doi.org/10.1108/eemcs-09-2014-0227.
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Subject area Financial Services Marketing, Financial Inclusion, Emerging Market Studies. Study level/applicability The case is suitable for graduate management students in courses such as general management and marketing courses. It is also suitable for a specialised rural marketing course and marketing of financial services. In business schools outside India, the case can be used in a course on marketing strategies for emerging economies. The case is suitable for executive development programmes for the areas pertaining to rural banking, marketing of banking services and financial inclusion programmes. Case overview The case analyses the financial inclusion initiative by Odisha Gramya Bank, a regional rural bank set up after amalgamation of three banks in the state of Orissa, India. The topic of financial inclusion has been the attraction from bankers, policymakers and academia in light of linkage between formal financial system and inclusive growth. To harness the fortunes at the bottom of pyramid, the case looks into the development of financial inclusion, business strategies and strategies for various customer segments. Expected learning outcomes To introduce students to analyse and compare various financial inclusion options. The case is useful to comprehend the various methods of financial inclusion. To analyse the evolution of regional rural banks and Odisha Gramya Bank after its amalgamation. To appreciate the issues faced by Odisha Gramya Bank. To understand various market segment and to evaluate its potential. To suggest appropriate strategies for each market segment. To appreciate how technology can be harnessed for business correspondents. To recommend the roadmap for financial inclusion to Mr Sidharthan, Chairman, Odisha Gramya Bank. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 8: Marketing.
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Malusi, Benerdeta, Luke Odiemo, and Kimamo Githui. "Educational Inclusiveness: Addressing Society’s Failure to Accommodate Left-Handedness." International Journal of Learning and Development 9, no. 4 (November 21, 2019): 60. http://dx.doi.org/10.5296/ijld.v9i4.15577.
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Although left-handers are approximately 10% of any indiscriminate general population, they are remarkably over-represented globally in positions of leadership, administration and governance. This has been explained as being due to their right-brain dominance which appears to have made it easier for left-handers to be more elastic in cognitive activities, allowing them to easily cope with challenges, perceive the bigger idea and be self-sustaining. Cross-sectional studies also show meaningfully enhanced left-hander incidences among top athletes exclusively in interactive sports and boxing occasioned by the surprise effect. Despite this, left-handers experience difficulties using everyday tools. Pre-school left-handers experience hitches primarily in writing left-to-right, expressing and responding to spatial discernments, which has contributed to them being the majority in remedial classes. Mismatches in the teaching/learning environment causes older children to fail to complete timed tasks which negatively affects their academic achievements. In sports, left-handers benefit more from long and intense training because of using training manuals meant for right-handers. The adjustments left-handers have to make in school and at the workplace in order to function comfortably usually causes hand, back, neck and shoulder pains which not only decreases their effectiveness but also compromises their physical and emotional wellbeing. An amalgamation of all these has made left-handedness appear as an obstruction to daily life generally and specifically in school. This review paper that sought to establish that the society’s failure to accommodate left-handedness needs addressing, recommended creating societal left-handedness awareness programs, paradigm shifting in initial and continuing teacher training programs and classroom pedagogical approaches, establishment of inclusive teaching/learning resources, and the provision of evenhanded daily use tools by manufacturers at no extra cost.
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Krogager, Stinne Gunder Strøm, Jonatan Leer, Karen Klitgaard Povlsen, and Susanne Højlund. "The amalgamation of media use practices and food practices in a school setting: methodological reflections on doing non-media-centric media research with children." Communication Research and Practice 6, no. 2 (December 22, 2019): 79–94. http://dx.doi.org/10.1080/22041451.2019.1693869.
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Pfau, Thomas. "Editor's Introduction: Medium and Message in German Modernism." Modernist Cultures 1, no. 2 (October 2005): 69–71. http://dx.doi.org/10.3366/e2041102209000069.
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Even a cursory glance at the artistic projects and aesthetic conceptions that take shape in the German-speaking parts of Central Europe between 1890 and 1930 and that have since come to be viewed as indispensable to an understanding of German Modernism will yield an enormous variety of projects. From the early expressionist projects of the Brücke and the Viennese Sezession to the brutally satiric and anti-aestheticist indictments of a bankrupt bourgeois culture in Georg Grosz, Otto Dix, or Max Beckmann in the visual arts; from the second Viennese School of Schoenberg, Berg, Webern to the unique amalgamation of seemingly disparate and often brilliantly adaptive styles in late-or avowedly post-Romantic composers such as Mahler, Berg, Zemlinski, Korngold, or Kurt Weill; and from the post-Humanism of such dissimilar figures as the post-Nietzschean pessimist Oswald Spengler and the only slightly more upbeat projects of Max Weber and Georg Simmel to the epigrammatic concision of Karl Kraus and Ludwig Wittgenstein, German Modernism, characterized by a propensity for manifesto-style self-authorization, claims programmatic status for itself even is it comprises enormously diverse and distinctive figures.
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Ferencziné Ács, Ildikó. "The Nyíregyháza Model: The Teaching of Teaching Music / of Making Music." Studia Universitatis Babeş-Bolyai Musica 65, no. 2 (December 21, 2020): 9–36. http://dx.doi.org/10.24193/subbmusica.2020.2.01.
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"The Music Pedagogy Workshop working within the Institute of Music at the University of Nyíregyháza has initiated several programmes related to music methodology, financed by EU funds. Within the framework of subproject entitled “Renewing the practice of teaching music in public education based on folk traditions,” digital handbooks and teachers’ books have been designed for the Grades 1 to 4 of primary schools. The present paper introduces the novel features of the material designed for Grades 1 and 2. It touches upon the issues of the relevant points in curricular regulations, the possibilities of the innovative methods of score notation and score reading, tailored to the age characteristics of students, and the new approach to teaching the musical elements connected to a selected song corpus. The basic concept in designing the material of the first two grades was the amalgamation of folk culture, including folk tales and children’s game songs, and the world around children. The elements of the knowledge of the present and the past appear side by side in the individual thematic units. Interdisciplinarity also gets emphasised. The generative and creative music activities, the tasks aimed at developing receptive competences, games, and the application of graphic notation, targeting the development of fine motor skills and music literacy, have been designed to broaden the toolkit of music pedagogy for junior schools. Keywords: digital education material, folk music, children’s songs, graphic notation, generativity"
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Riley, Howard. "Seeing into Drawing: Perception and Communication." Art and Perception 4, no. 1-2 (December 8, 2016): 57–71. http://dx.doi.org/10.1163/22134913-00002045.
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The central theme of this article proposes that an amalgamation of aspects of visual perception theory and visual communication theory can inform the pedagogy of drawing in an art school context, and can empower the drawing practices of art students. The article explores James J. Gibson’s (1979) insights about how information contained within the structure of the arrays of light arriving at the eyes may be converted into geometric constructions used to represent our three-dimensional world upon a two-dimensional surface. The structure of these ambient arrays can be observed through three ways of seeing — modes of attention — that inform teaching strategies in the art school drawing studio. Roman Jakobson’s (1960) model of communication is introduced and adapted for use within a teaching programme that facilitates students’ understanding of how their compositional choices, informed by the three ways of seeing, and made in the process of drawing, can position viewers in terms of their mood and attitude towards the subject matter represented. These modes of attention are introduced to students as channels of vision through which they may focus upon levels of information pertaining to specific properties of the environment under observation. For example, we may notice some of the features of the constantly-changing arrays of light arriving at the eyes which afford us information about the nature of surfaces in the world — haptic values — softness, hardness, rigidity, plasticity. At another degree of abstraction, features affording information about our spatial position relative to surfaces and edges may be noticed: in general, the mode of attention tuned to information based upon distance-values. Some other features within the arrays of light relate to the interplay of line, shape, tone, texture and colour at the level of pattern and rhythm divorced from three-dimensional form: proximal values. The article is illustrated with student drawings and those of the author.
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Sukhodolov, Alexander, and Dmitry Maidachevsky. "I.M. Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk." Journal of Economic History and History of Economics 20, no. 3 (September 30, 2019): 331–65. http://dx.doi.org/10.17150/2308-2488.2019.20(3)331-365.
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The article reconstructs the unknown life and activity facts about Ilya M. Kamov (1873–1942) an eminent personality of practice-oriented education in Irkutsk in the first quarter of the 20th century. The authors focus their attention on the «works and days» of the teacher dedicated to Irkutsk Industrial College and also to the City’s Commercial College and Irkutsk Industrial and Economic Institute founded on the basis of the latter, where he was Director. On the pages of this article, we can see the eminent figure of a real enthusiast oriented at practical professional education. The content of the article is beyond the scope of the historical storyline reconstructed in it. The historical events of secondary and higher professional school are considered in the wider context of the period of the so called «pragmatic» turn in pre- and post-revolutionary Russian education, which meant submission of the country’s educational policy to the needs of modernization and, namely, of industrialization. Even the professional activity of the main character of the article reflects the clear line of institutional thinking of practice-oriented education development of that period from technical education to commercial one with their subsequent amalgamation in the framework of industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.
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Sukhodolov, Alexander, and Dmitry Maidachevsky. "I.M. Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk." Journal of Economic History and History of Economics 20, no. 1 (April 5, 2019): 9–22. http://dx.doi.org/10.17150/2308-2588.2019.20(1).9-22.
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The article reconstructs the unknown life and activity facts about Ilya M. Kamov (1873–1942) an eminent personality of practice-oriented education in Irkutsk in the first quarter of the 20th century. The authors focus their attention on the “works and days” of the teacher dedicated to Irkutsk Industrial College and also to the City’s Commercial College and Irkutsk Industrial and Economic Institute founded on the basis of the latter, where he was Director. On the pages of this article, we can see the eminent figure of a real enthusiast oriented at practical professional education. The content of the article is beyond the scope of the historical storyline reconstructed in it. The historical events of secondary and higher professional school are considered in the wider context of the period of the so called “pragmatic” turn in pre- and post-revolutionary Russian education, which meant submission of the country’s educational policy to the needs of modernization and, namely, of industrialization. Even the professional activity of the main character of the article reflects the clear line of institutional thinking of practice-oriented education development of that period from technical education to commercial one with their subsequent amalgamation in the framework of industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.
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Sukhodolov, Alexander, and Dmitry Maidachevsky. "Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk." Journal of Economic History and History of Economics 20, no. 4 (December 28, 2019): 539–71. http://dx.doi.org/10.17150/2308-2588.2019.20(4).539-571.
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The article reconstructs some little-known pages of life and activities of Ilya M. Kamov (1873–1942), an outstanding practice-oriented educator of Irkutsk of the first quarter of the 20th century. The authors focus their attention on «the works and days» of the educator related to Irkutsk Industrial College and also to the City Commercial College and Irkutsk Economic and Industry Institute founded on its basis, the director of which he was. The article reconstructs the prominent figure of a real enthusiast of public education in Russia, oriented at the practice of professional education. The content of the article goes far beyond the scope of the local historical issues developed in it. The historical events of secondary and higher professional school of the region are considered in a broader context of the epoch of the so called «pragmatic» turn of the pre- and post-revolutionary Russian education which consisted in adapting the educational policy for the needs of modernization and, more precisely, for those of the country’s industrialization. Even the professional career of the main character of the article reflects the main institutional logic of the practice oriented education development in that period, from the technical education to the commercial one with their subsequent amalgamation into industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.
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이은애. "Discussion of a critical cultural study with capacity of ‘amalgamation(convergence)’ through description text – with 말죽거리잔혹사:The Spirit of Jeet Keun Do - Once upon a Time in High School -." 한국문예비평연구 ll, no. 35 (August 2011): 97–137. http://dx.doi.org/10.35832/kmlc..35.201108.97.
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Sali, Abdul Haiy A. "Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process." IAFOR Journal of Education 8, no. 4 (November 27, 2020): 115–31. http://dx.doi.org/10.22492/ije.8.4.07.
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The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected Asatidz. These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the Asatidz. These programs should better suit and complement Madrasah teachers’ pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.
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Simões, Israel Bueno, Carlos Alberto Gonçalves, Márcio Augusto Gonçalves, Shirlei Da Conceição Domingos Silva, and Elimar Silva Melo. "Entre The Fame e Joanne: paralelos da carreira de Lady Gaga com estratégias de negócio em ambientes competitivos." Revista de Administração da UFSM 12, no. 2 (July 8, 2019): 384. http://dx.doi.org/10.5902/1983465937480.
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In 2018, the American singer Lady Gaga celebrates a decade of the release of her first pop album, The Fame. Ten years ago, the world through a series of more successful and awarded songs of the new generation, capable of breaking records in the disputed music industry. As every product has its lifecycle, Lady Gaga's music has come to decline, but the singer has been able to react and maintain her competitive edge. In the ups and downs of the market, Lady Gaga is a strong analogy of product changes, amalgamating itself to revitalize her sector, articulating the internal activities, repositioning herself; an image of the challenge that is accomplished in reinventing herself. Thus, from this historical analysis in which the organisation is viewed as a persona, this work reflects on survival strategies in an environment of rapid change and that requires at the same time, identity and constant adaptation. The approach is qualitative and descriptive, based on real cases of the corporate context that work as parallel to the storytelling created from the Gaga case. As a result, a conceptual model on business strategy in competitive environments is presented, which aggregates different schools of thought of the organizational strategy and that can be verified in future researches.
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Frechette, Julie. "Keeping Media Literacy Critical during the Post-Truth Crisis over Fake News." International Journal of Critical Media Literacy 1, no. 1 (April 3, 2019): 51–65. http://dx.doi.org/10.1163/25900110-00101004.
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As citizens demand more media literacy education in schools, the criticality of media literacy must be advanced in meaningful and comprehensive ways that enable students to successfully access, analyze, evaluate and produce media ethically and effectively across diverse platforms and channels. Institutional analysis in the digital age means understanding who controls the architecture(s) of digital technology, and how they use it. Big data, high tech, and rich transnational global media all need to be carefully studied and held accountable. “Panopticonic” practices such as surveillance, geolocation, data mining, and niche microtargeting need to be studied as information brokers reap huge profits by amalgamating and selling off the data that internet and social media users unwittingly but willingly provide to companies. In light of the growing evidence that online-only networks create filter bubbles and polarization, people will need to interact and mobilize in offline real world spaces. Critical media literacy education must explore how human interactivity is undergoing tectonic shifts as powerful ideological and economic interests work to alter our digital media ecology. Such an approach will allow us to better leverage our public interest goals through a media landscape that preserves the multidirectional, participatory, global, networkable aspects of the digital world.
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Chamankhah, Leila. "Dialogue with The Master: Early Shī‘a Encounters with Akbarīan Mysticism." TEOSOFI: Jurnal Tasawuf dan Pemikiran Islam 10, no. 1 (June 1, 2020): 155–78. http://dx.doi.org/10.15642/teosofi.2020.10.1.155-178.
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Muḥy al-Dīn Ibn ‘Arabī’s theoretical mysticism has been the subject of lively discussion among Iranian Sufis since they first encountered it in the seventh century. ‘Abdul Razzāq Kāshānī was the pioneer and forerunner of the debate, followed by reading and interpreting al-Shaykh al-Akbar’s key texts, particularly Fuṣūṣ al-Ḥikam (Bezels of Wisdom) by future generations of Shī‘ī scholars. Along with commentaries and glosses on his works, every element of ibn ‘Arabī’s mysticism, from his theory of the oneness of existence (waḥdat al-wujūd) to his doctrines of nubuwwa, wilāya, and khatm al-wilāya, was accepted by his Shī‘ī peers, incorporated into their context and adjusted to Shī‘a doctrinal platform. This process of internalization and amalgamation was so complete that after seven centuries, it is difficult, if not impossible, to distinguish between Ibn ‘Arabī’s theory of waḥdat al-wujūd, or his doctrines of wilāya and khatm al-wilāya and those of his Shī‘ī readers. To have a clearer picture of the philosophical and mystical activities and interests of Shī‘ī scholars in Iran under Ilkhanids (1256-1353), I examined the intellectual and historical contexts of seventh century Iran. The findings of my research are indicative of the contribution of mystics such as ‘Abdul Razzāq Kāshānī to both the school of Ibn ‘Arabī in general and of Ṣadr al-Dīn al-Qūnawī in particular on the one hand, and to the correlation between Sufism and Shī‘īsm on the other. What I call the ‘Shī‘ītization of Akbarīan Mysticism’ started with Kāshānī and can be regarded as a new chapter in the history of Iranian Sufism.
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Tabi, Emmanuel, and Jennifer Rowsell. "Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men." Studies in Social Justice 11, no. 2 (March 3, 2018): 275–97. http://dx.doi.org/10.26522/ssj.v11i2.1574.
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This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men’s production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men’s narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men’s emotional worlds, and how the visual allows for sense-laden, agentive meaning-making.
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Hidayah, Siti Nur. "Pesantren for Middle-Class Muslims in Indonesia (Between Religious Commodification and Pious Neoliberalism)." QIJIS (Qudus International Journal of Islamic Studies) 9, no. 1 (July 30, 2021): 209. http://dx.doi.org/10.21043/qijis.v9i1.7641.
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<p>Research about Islamic educational institutions, the market and the rise of the new Muslim middle-class in Indonesian society has mainly focused on schools. Its correlation with pesantren (Islamic boarding schools) as Islamic education providers has not yet been deeply portrayed. This paper aims to identify changes in pesantren management practices in relation to the growth of the Muslim middle-class and questions whether pesantren management practices intended to cater for the middle-class segment of society can be categorized as commodification or as acts of pious neoliberalism. As a preliminary examination, this paper was based on extensive literature and media research, interviews with teachers and parents in pesantren, and non-participant observation. This research highlights three different strategies developed by pesantren to respond to the growing size of the Muslim middle-class in Java, Indonesia: ‘developing’, ‘inserting’ and ‘creating’ new pesantren education programs. Three models are highlighted here in three select pesantren in Java: Firstly, a pesantren established and designed to accommodate middle-class Muslims that employs an approach that is an amalgamation between religious education and international educational standards. Secondly, a well-established traditional pesantren which built new ‘elite’ buildings to respond to demand from middle-class Muslims. And thirdly, a pesantren that targets urban middle-class students of all ages who have limited religious knowledge and which mainly focuses on a tahfidz program (memorizing of the Qur’an) through creating a ‘friendly’ image of learning the Qur’an. These pesantren maintain a deeply religious curriculum similar to traditional pesantren and provide good facilities for students but charge high fees for education, and as such may connotate a commodification practice. Using Mona Atia’s concept of pious neoliberalism, the writer questions whether the fusion of religious practices of any kind, commodification and adjustment to market logic, in this context, might be better understood as pious neoliberalism. In this sense, the commodification practices in the examples offered here should not always bear a pejorative meaning. While admitting that global changes have introduced new challenges to the Muslim community and in relation to Islamic education, it is hoped that this article will encourage further discussion and investigation on the subject of the changing nature of provision and management of Islamic educational institutions, in particular pesantren, in Indonesia.</p>
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Dutta, Venkatesh, Manoj Vimal, Sonvir Singh, and Rana Pratap Singh. "Agricultural practices in a drought-prone region of India: opportunities for S&T innovations." World Journal of Science, Technology and Sustainable Development 16, no. 4 (October 7, 2019): 208–26. http://dx.doi.org/10.1108/wjstsd-04-2018-0019.
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Purpose The purpose of this paper is to assess the agricultural practices in a drought-prone region of India in an effort to find out how science, technology and innovation (STI) measures can address the existing problems and help achieve sustainable solutions. This study has been planned with two specific objectives: to study the agricultural practices of small and marginal-holding farmers in a drought-prone region and to examine the opportunities for suitable interventions to mitigate the impacts of droughts. The study is based on primary survey conducted in Banda district of Bundelkhand region, Uttar Pradesh, India. Design/methodology/approach Empirical survey was done in eight different blocks of a drought-prone region of India using structured questionnaire. The questionnaire was pre-tested with a group of 12 farmers during a workshop through a pilot survey conducted during April 2017. Stratified sampling based on land holdings (small farmers having 1–2 ha of land, medium farmers having 2.1–5 ha of land and large farmers having more than 5 ha of land) and irrigation types (canals and tube wells) were utilised in different blocks of the district for selecting farmers in the surveyed villages. Findings Findings suggest that due to various reasons like change in climatic conditions, frequent crop failure, crop diseases and high cost of production, farmers have adopted certain crops which are not suited to their agro-climatic conditions. The paper recommends that farmer’s school or “on-farm training school” have to be initiated to integrate farmers’ traditional knowledge with modern knowledge systems with amalgamation of STI tools. Research limitations/implications Uttar Pradesh is divided into nine agro-climatic zones; however, this study is focused on Bundelkhand and may be region specific, though the findings are important for other drought-prone areas. Practical implications The paper links the existing agricultural practices and further linking them with farmers’ socio-economic, cultural and environmental settings. Only 17.5 per cent of respondents owned any agricultural equipment due to high cost of farm tools, difficulty in taking equipements on rental basis and lack of sharing tools among the farmers. Social implications This paper targets small and marginal farmers in the drought-prone region of India who face the dual shock of climate impacts and poverty. Adoption of modern agricultural practices and use of technology is inadequate which is further hampered by ignorance of such practices, high costs and impracticality in the case of small land holdings. Originality/value This paper has advocated for well-organised, efficient and result-oriented STI system to mitigate the adverse impacts of drought-prone agriculture. Farming community in drough-prone areas needs adequate investment, local-specific technology, better quality inputs, real-time information on weather and most importantly latest know-how for sustaining commercial and cost effective sustainable agriculture.
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Azar, Aida J., Amar Hassan Khamis, Nerissa Naidoo, Marjam Lindsbro, Juliana Helena Boukhaled, Suneetha Gonuguntla, David Davis, and Yajnavalka Banerjee. "Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110003. http://dx.doi.org/10.1177/23821205211000349.
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Background: The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, ‘to create a “ simulacrum” of the learning environment that students experience in classroom, in DL’. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme. Main: In this study, we define a DL-framework that provides a ‘ simulacrum’ of classroom experience. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick’s framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level 2 that is, cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion: In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times such as that during the COVID-19 pandemia.
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Zabłocka‑Kos, Agnieszka. "„Hin sinkt der Wall, der alte Schutz, es fallen seine Stützen”. Ryska twierdza w XVI–XIX w. i jej defortyfikacja w 1857 r." Porta Aurea, no. 19 (December 22, 2020): 275–93. http://dx.doi.org/10.26881/porta.2020.19.14.
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The following article presents the issue of the fortification of Riga and associated plans of the suburbs in the 17th and 18th centuries (plans of Johann van Rodenburg and Rudolf Friedrich Härbel), as well as the projects of the transformation of the former fortification zones in the 19th century. Additionally, the paper covers the question of an unknown plan of Riga from 1843. In 1812, as a result of an intentional arson during the Russian campaign, the suburbs were completely destroyed. This prompted Filippo Paulucci to create a new plan that, among others, carefully delineated the transformation of the glacis into a wide esplanade. In 1856, after the Crimean War, a decision was made to de-fortify the city. In November 1857, in a very solemn manner, the process of Riga’s defortification began. Torch -bearing citizens participated in marches across the city, taking part in concerts and collective singing; during all these festivities, the city was brightly illuminated. This event was an amalgamation of solemn state celebrations and a folk, carnival-like fiesta. Celebrations connected with the process of Riga’s defortification belong to a small group of defortifications in European cities celebrated so uproariously.
In early 1857, the architect Johann Daniel Felsko created a remarkably interesting plan developing the former fortification grounds, as well as a new idea of the spatial development of the city. Felsko used the modern division into functional zones: the trading-communication zone (port, depots, railway station, and ‘gostiny dvor’ (‘merchant yard’) and the stately-park zone (palaces, elegant revenue houses, public buildings), which, at that time, was still a great rarity. The conception utilized in Riga definitely overtook the ideas for the Vienna Ring Road (the second half of 1857). In my opinion, Felsko’s idea shares the most similarities with the former fortification zones in Frankfurt am Main, which were reclaimed in 1806. However, his plan was never faithfully realized.
Out of numerous projects concerning the esplanade and promenade on the grounds of the former glacis, in the second half of the 19th century, there emerged one of the most interesting and beautiful European promenade complexes. Some of the first public buildings were the Riga-Daugavpils Railway Station and the theatre; later, school buildings, the Riga Technical University, and numerous palaces and houses were erected there. In the early 20th century, Riga was the third biggest and industrially developed city east of the Oder, reaching the population of over 470,000 citizens in 1913, following Warsaw and Wrocław. Its spatial development ideas, created in the 19th century, were then fully implemented.
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Hernandez, Fredyl B. "Musings on the Engagement of the Neophyte with the Established Archive." ASIAN-EUROPEAN MUSIC RESEARCH JOURNAL 5 (June 30, 2020): 9–16. http://dx.doi.org/10.30819/aemr.5-2.
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Music Production of De La Salle – College of Saint Benilde is a program first of its kind in the Philippines. Oriented to trail-blaze for 21st century Filipino musicians, the Music Production program is to be found not in a conservatory, but in a School of Design and Arts. As such, the program ensures responsiveness to the needs of the Creative Industries. With the government’s Long-term Development Plan, wherein culture and the arts are seen as key social and economic capitals, something is to look forward for people who innately possess a certain degree of musicality whether in traditional, folk, popular, indie or in other formats. The program, to a certain extent, makes its own contribution in realizing this governmental thrust. Situated in an amalgamation of cultural expressions as a result of historical determinations, sound and music culture in the Philippines feature a fusion of genres which also naturally results to distinct forms in the fusion and weaving processes. Recognizing this rich context, the program offers a wide variety of training to its students, and sensitive to the needs of the industry, outputs are always made relevant to the demands of the market and the society at large. The capstone projects of the students as well as their other outputs from immersions and on-the-job trainings are in need of safeguarding and proper documentation. In the program’s over two decades of existence, there is no good reason to wait for these outputs to become archaic in the future, acquiring the status of becoming objects or pieces of curiosities. The archival initiative is premised on the idea that these productivities entail a wealth of contemporary musical expressions nurtured in an emerging field of formal learning and mentoring. Offhand, there is a felt necessity of tracing the development of works. At the same time, as prompted by trends, the question to be asked now: What direction must the program take in order to be truly responsive to the industry as well as to actively engage in cultivating contemporary practices of music in the Philippines and in the world? Lastly, the archive is also a soundscape. Akin to the recording of varied sounds simultaneously present in an environment, the archive becomes an instrument of digitizing culture and pedagogy – of recording thought and learning processes of young people as well as educational approaches and methodologies in the part of the program. The initiative seeks to explore the charting of pedagogical outputs – its domiciliation and consignation, and processes involved in its retrieval and dissemination.
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Anjali, Anjali, and Manisha Sabharwal. "Perceived Barriers of Young Adults for Participation in Physical Activity." Current Research in Nutrition and Food Science Journal 6, no. 2 (August 25, 2018): 437–49. http://dx.doi.org/10.12944/crnfsj.6.2.18.
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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.
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Bækgaard, Martin. "Skolelukninger i Kommunalreformens skygge? En analyse af Kommunalreformens policy-konsekvenser." Politik 13, no. 3 (September 11, 2010). http://dx.doi.org/10.7146/politik.v13i3.27456.
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The article explores the e ects of the 2007 amalgamations of Danish municipalities on the policy area of public schools. Proponents of the municipal amalgamations argued that new municipalities, due to economies of scale, would be able to harvest economic gains by closing some of their existing schools in order to create bigger and more efficient units. Based on a data set containing information about all public schools in the school year 2005/2006, and whether they still existed in the school year 2008/2009, the analyses show that the reform did not have the intended effects as the number of school closures increased less in the new municipalities than in those municipalities that were left unchanged. The findings suggest that the municipal amalgamations introduced a geographical cleavage in new municipalities and that this cleavage has made it more diffcult to close public schools, as closures would cause considerable conflict.
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Fargas-Malet, Montserrat, and Carl Bagley. "Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe." European Educational Research Journal, June 6, 2021, 147490412110222. http://dx.doi.org/10.1177/14749041211022202.
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Small rural schools in many countries have historically been viewed as less desirable than their larger urban counterparts, being treated less favourably in the policy arena and facing a risk of closure or amalgamation. Within Europe, they have been the focus of a range of research studies and have been defined in different ways, based mostly on the number of pupils enrolled (typically around 100), but also their geographical isolation or small number of staff. However, the last notable attempt to review the literature in this area was carried out over 10 years ago. Since then, there has been a large volume of research conducted in many European countries. This rigorous scoping review has brought together what we know from research (published in English since 2000) on small rural schools in Europe. The most common themes identified were school leadership, the importance of context (including education policy and school closures/amalgamations), and school-community relationships. Case studies and ethnographic qualitative methods were the most popular, with a stronger use made of theoretical frameworks since the previous review. Nonetheless, the current review found still significant gaps in the literature including an under-theorization of certain topics and a lack of research with children.
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Kusnoputranto, Haryoto, Jonatan Oktoris Simanjuntak, Nila Puspita Sari, Bambang Wispriyono, and Abdur Rahman. "Anthropometric Characteristics and Mineral Distribution and Contamination in Artisanal Small-scale Gold Mining Site of Ciguha in Gunung Pongkor, Bogor." Asian Journal of Applied Sciences 5, no. 2 (April 27, 2017). http://dx.doi.org/10.24203/ajas.v5i2.4659.
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Ciguha in Gunung Pongkor, Bogor, had been an artisanal and small-scale gold mining site (ASGM) since 1998 where amalgamations were used intensively leading to pollution in water, soil, and foodstuffs. The present study assessed distribution and contamination level (CL) of minerals in a total of 69 environmental samples consisting of drinking water (n = 12), rice (n = 13), vegetable (n = 15), fruits (n = 5), fish (n = 14), and soil (n = 10). Chromium, iron, and manganese representing trace essential elements but toxic at high level, mercury representing heavy metal, arsenic representing toxic metalloid, and selenium representing essential metalloid which toxic at high level, were analyzed as mineral contaminants. Meanwhile, a total of 101 Ciguha residents consisting of 60 adults, 15 teenagers, and 26 school aged children were involved to charaterize athropometric exposure factors. The results shows that mercury has polluted soil, kangkung, thai squash, cassava leaves, and rice with contamination level (CL) of 604.43, 8.15, 6.01, 4.14, and 2.76 folds, respectively, while chromium has only polluted thai squash with CL of 1.18 folds. Amazingly, mercury distribution was only in the third position after iron and manganese, while the most distributed mineral was iron and the least was selenium. In overall environmental matrices, the detection frequencies of iron, manganese, mercury, chromium, arsenic, and selenium were 94.2, 56.2, 52.2, 47.8, 21.7, and 15.9 %, respectively. In conclusion, mercury was the most critical contaminant in ASGM site of Ciguha that has heavily polluted soil and grown vegetables, but the most distributed mineral was iron. Toxicologically, only mercury and chromium are important while arsenic, iron, manganese, and selenium are of less concern since the CL<1.
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Rifai, Irfan, and Fajar Susanto. "Hybrid Literacy and Its Implementation: Challenges and Opportunities." JET ADI BUANA 3, no. 2 (December 21, 2018). http://dx.doi.org/10.36456/jet.v3.n2.2018.1722.
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This study aims to illustrate the challenges and opportunities of implementing hybrid literacy at Junior High School level in Surabaya. Drawing from amalgamation of interviews with ten teachers who are responsible and concerned with the literacy programme in their schools, classroom observations and documents analysis, the findings indicate that the potential implementation of hybrid literacy within the schools in Surabaya tend to be disrupted by several aspects, all of which are surrounding social and cultural aspect. Social aspect such as students’ social condition and school facilities are being the principal challenges in implementing hybrid literacy, whilst cultural aspect such as the school orientation to a particular type of literacy is also prominent to inhibit the implementation of hybrid literacy practices. This study, to some extent, is able to portray the dynamic challenges of hybrid literacy application in the school literacy programmes within the city as well as the potential sources which positively help facilitate the implementation of the future literacy programme, hybrid literacy. Although this study can be used as a reflection of the actor’s lens involved in the literacy programme in Surabaya, the data is limited to three schools. The future study, therefore, should anticipate involving more schools and participants (teachers and students) to get richer data findings in regard with the challenges and opportunities of the implementation of the programme.
Keywords: Hybrid Literacy, implementation, challenges, opportunity
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Ansley, Brandis M., Melanie Blinder, Josephine Demere, Kris Varjas, Gwendolyn Benson, and Susan L. Ogletree. "School Personnel and Leadership Collaboration Model for Ideal Work Contexts." Journal of Educational Research and Practice 9, no. 1 (August 28, 2019). http://dx.doi.org/10.5590/jerap.2019.09.1.14.
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This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an amalgamation of this research and, moreover, integrates personnel support for leadership. In the managerial sciences, leader–member exchange (LMX) is a well-known relationship-based leadership approach that focuses on a dyadic or two-way relationship between supervisors and their employees. Though managers are responsible for overseeing operations, personnel contribute ideas, participate in decision-making, and follow through with their responsibilities. LMX is associated with positive work experiences and job performance outcomes. In contrast, schools are often run with a top–down leadership approach that solicits little to no input from staff, leading to low morale, high attrition rates, and negative school climate. Thus, the SPLC model was inspired by LMX and emphasizes practices, such as shared decision-making, staff autonomy, and shared responsibilities. Detailed examples of ways schools may apply the SPLC model to their practices are included.
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Houlberg, Kurt. "Økonomiske konsekvenser af kommunalreformen." Politik 19, no. 2 (June 1, 2016). http://dx.doi.org/10.7146/politik.v19i2.27404.
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As part of the Danish Structural Reform of 2007, 239 municipalities were amalgamated to 66 municipalities, while 32 municipalities were left untouched. Evaluations based on difference-in-difference designs show that economic steerability has increased in amalgamated municipalities and that economies of scale regarding administration and maintenance of roads have been realised. The savings on administration and roads, however, have been reallocated to other policy areas, and no economies of scale for total expenditures can be identified. For major municipal policy areas such as day care, schools and eldercare – where the producing unit is at plant level rather than at municipal level – no economies of scale are seen. The efficiency of the service provision seems to be unaffected by the amalgamations. No valid conclusions can be drawn regarding cost-effectiveness effects of amalgamations and economies of scope related to an increased task portfolio.
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Prime, Zebb, Will Robertson, Ben Cazzolato, Dorothy Missingham, and Colin Kestell. "USING THE HONOURS PROJECT COURSE TO ENHANCE ENGAGEMENT ACROSS ALL STAKEHOLDERS." Proceedings of the Canadian Engineering Education Association, August 7, 2015. http://dx.doi.org/10.24908/pceea.v0i0.5896.
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Prior to 2009 students in the School of Mechanical Engineering at the University of Adelaide developed their management and professional practice skills in an unpopular stand-alone course “Engineering Management and Professional Practice (EMPP)”. The intended learning outcomes of this course were, however, synergistic with those of the final year “Honours Project” and so the two courses were strategically combined. This amalgamation (which is still referred to as the “Honours Project”) has developed into a successful scaffolded, authentic, engineering problem based learning course that: motivates and engages over 200 participating students; effectively outreaches to both primary and secondary schools; attracts vibrant and enthusiastic industry interaction; draws significant news and media coverage as the University showcases and creates a nexus between the research and the professional communities. It represents the coordinated sustained efforts by a team of over 50 academic and professional staff within the School of Mechanical Engineering, the Faculty of Engineering Computer and Mathematical Sciences and the University administrative services; which include the Media and Strategic Communications office, and the offices of the Vice Chancellor (VC) and the Deputy Vice Chancellor-Academic (DVCA). This paper discusses the background and evolution of the integrated Honours Project (Mech. Eng. 4143). Importantly, responses of key stakeholders, to the course work and outcomes are examined. These stakeholders include current students, industry, community members and academics. Suggestions for continued evolution and improvements will also be discussed.
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Saxi, Hans Petter. "Long-term effects of amalgamating of upper secondary schools. A contribution to evaluation methodology." Nordisk tidsskrift for pedagogikk og kritikk 3 (February 8, 2017). http://dx.doi.org/10.23865/ntpk.v3.244.
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Goel, Riya, Sakshi ., Shreya Chauhan, Shubhi Mishra, and Neetu Malhotra. "Amalgamation of Functionality and Style- An Approach to Make Travelling More Convenient and Stylish." International Journal of Advanced Research in Science, Communication and Technology, January 30, 2021, 93–104. http://dx.doi.org/10.48175/ijarsct-736.
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Active wear refers to garments that provide comfort, flexibility, functionality along with style and are made up of feasible materials whereas outwear functional clothing is user-requirement specific and designed to meet the performance requirements of the user under extreme conditions. Such clothing is made from a mix of innovative material and functionality that a garment is expected to perform. Therefore, this exploratory research is the amalgamation of functional outwears and active wears. The review of literature is inspired from Angela Luna, Parsons School of design graduate who had designed for refugees from Syria after the terrorists attack. The objective behind the range is to make travelling convenient and make usable garments that are functional and creative at the same time. The range is made with water resistant and stretchable fabrics for outwear functional garments and active wear respectively. All the trims that are used are functional and give an attractive overall look. These garments are easily convertible in almost no time and few steps. The garments are useful for industry as well, as the designs can be adapted and made for masses and target the hodophiles for the hike in profits. This research is an innovation for the travellers making their travelling light with easy to wear clothes that will convert into tents, sleeping bags, multifunctional jackets and bags. In process of making the whole range, the technique of design process has been used for the further development of these garments namely, laser cut, printing, embroidery, radium reflectors.
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Zainab Akram, Hina Arfeen, Khadija Karim. "EXPLORING REASONS BEHIND JOINING ENGLISH LANGUAGE CENTERS (ELC): A CASE STUDY OF PASHTO SPEAKING UNDERGRADUATES IN QUETTA CITY." Pakistan Journal of Educational Research 1, no. 2 (March 25, 2021). http://dx.doi.org/10.52337/pjer.v1i2.12.
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English language centers prove to be very helpful in being one of the major contributors of English language learning in expanding circle countries of concentric model introduced by Kachru (1989). This study undertakes the theory presented by Stephen Kreshan (1981, 1982) “monitor model” which is basically amalgamation of five hypotheses. This very endeavor was done through quantitative mode of inquiry utilizing survey questionnaire as an instrument for data collection. Total population was Pashto speaker students of Quetta city and sample size comprised of 100 undergraduates, particularly, the Pashto speakers, from Quetta city. Collected data was analyzed through SPSS software. The Findings show various reasons behind students joining English language centers. Some of them include good environment of ELC, along with several academic, personal, and instrumental reasons. It is recommended that in future the research could be expanded to multiple case studies comprising Pashto speakers and multilingual, longitudinal research and comparative study between teaching English at school and language centers.
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"APPENDIX: BIOGRAPHIES." Camden Fifth Series 33 (December 2008): 321–32. http://dx.doi.org/10.1017/s0960116308003266.
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Fottrell was born on 6 February 1849 and educated at Belvedere College and the Catholic University, where he was president of the Literary and Historical Society. After training as a solicitor at the King's Inn Law School from 1865, he joined his father's firm of George D. Fottrell & Sons at 46 Fleet Street, Dublin. In 1872, he married Mary Watson, with whom he had one son and five daughters. He quickly established himself within Dublin's emerging Catholic professional class at a time when its influence over Irish public affairs was growing. Recent study of the Catholic elite of this period has demonstrated the importance of the university question to its ‘cultural and political awakening’. In educational matters, Fottrell was a secularist who wished to develop what he described as ‘a free and independent lay Catholic public opinion’. He was critical of reforms that tended to tighten the grip of ecclesiastical schools upon Catholic higher education and argued that sufficient funding for the Catholic University in Dublin was necessary to enable its graduates to compete on an equal footing with the predominately Protestant graduates of Dublin University. Alongside T.D. Sullivan and John Dillon, Fottrell took a leading role in the Catholic University's Bono Club, which aimed to create common ground between the ecclesiastical establishment and the educated laity, and Fottrell was assured by Cardinal Newman that You will be doing the greatest possible benefit to the Catholic cause all over the world, if you succeed in making the University a middle station at which clergy and laity can meet, so as to learn to understand and to yield to each other. In 1872, Fottrell tried to formulate reforms that might prove acceptable to both Protestant and Catholic opinion by proposing two universities for Ireland – the Queen's University and an amalgamation of Trinity College, Dublin and the Catholic University. He argued that Gladstone's University Education Bill, which proposed a single university for Ireland, would fatally damage the higher education of Catholics because it would denude the Catholic University of students. In 1879, he advised Gladstone to provide endowments for lay professorships in the Catholic University so as to enable Catholic students to escape the influence of ecclesiastical schools. Fottrell pursued his interest in Irish university education for many years, becoming an organizer of the Catholic Lay Committee of 1903 and publishing an influential tract on the subject two years later.
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"Indian Art Education and Contemporary Art Practices." International Journal For Innovative Engineering and Management Research, September 25, 2021, 113–20. http://dx.doi.org/10.48047/ijiemr/v10/i09/16.
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Arts education is a distinct academic discipline in India, with governmental and private institutions offering specialised training in the arts.Religious paradigms such as the Hindu Ashram and Muslim madrasas, Buddhist monastery etc., were used to build ancient Indian educational systemsuntil the British instituted schools following their system of preparatory schools under the Cambridge system to promote service to the British Empire. As a result, Indian perceptions of literacy and education, as well as the culture of learning, have shiftedincluding, in the context of the arts, the concepts of differences between art and craft, the social relationship between master craftsperson and artisan, public art and individual art, religious art and secular art, and so on. Art in India, as in the rest of the world, has undergone numerous changes that have resulted in what we see today, a unique amalgamation of sensibilities from the west as well as from across Asia. In the twenty-first century, a new era in India begun.The country's cultural diversity adds to the multi-dimensional approach, which is a direct approach and a direct contribution of various religious beliefs, languages, and the still prevalent rural culture congregating with the rapidly growing urban culture.The country's diversity, like its art, is an experience in and of itself that is difficult to comprehend.This is the core and crux of the new modern India and its emerging art. The paper will discuss about the contemporary art practices in India with reference to its practising artists.
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Slunecko, Thomas, and Laisha Chlouba. "Meditation in the age of its technological mimicry." International Review of Theoretical Psychologies 1, no. 1 (May 26, 2021). http://dx.doi.org/10.7146/irtp.v1i1.127079.
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In recent years, mindfulness meditation has become a popular technique to reduce stress or anxiety related problems and to enhance happiness and wellbeing. Apart from specific real-life mindfulness programs in schools, hospitals, military, and business environments, there is a strongly expanding field of digitally mediated mindfulness. From a critical psychological, ‘Foucauldian’ perspective, we analyse popular mindfulness apps as dispositifs of power that contribute to aligning the selfgovernance of individuals with the requirements of neo-liberal governance. Our analysis exposes them as sociocultural artefacts fostering exactly such forms of subjectification that fit the neoliberal state of affairs. By freely amalgamating and interweaving psychological, Buddhist, and economic ‘knowledge’ (their ‘meditations’ being inspired, apart from alleged Buddhist sources, from cognitive behavioral therapy, positive psychology, and management literature), such apps orient self-government towards competition, optimization, enhancement, and acceleration, i.e., towards a happiness conflated with productivity – probably not quite what the Buddha had in mind.
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Rath, Eliza, and K. Javakrishnan. "Prevalence and factors influencing behavioral problems among adolescents in selected high schools of Bhubaneswar: A survey in Odisha." Journal of Biomedical Sciences, December 24, 2019, 18. http://dx.doi.org/10.3126/jbs.v6i3.26850.
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Background: Adolescent health and well-being are important for the health of future generation. Adolescence is a period of complex amalgamation of emotional, physical and social development leading to functional independence of the individual. It is also a period when behavioral problems could adversely impact the mental health. Timely identification and utilization of support system could lead better adjustment and less emotional and behavioral problems in adolescents. The objective of the present study was to identify the prevalence and the factors influencing behavioral problems among adolescents.
Materials and methods: Behavioral problems such as depression, substance abuse, suicidal tendency and conduct disorder were surveyed in schools. A total of 300 adolescents (150 boys and 150 girls) responded to the survey questions. Beck’s depression inventory, adolescent alcohol and drug involvement scale, suicidal behavioral questionnaire revised were used to examine depression, substance abuse and suicidal tendency respectively. Self structured questionnaire were used to evaluate conduct disorder and the factors influencing behavioral problems. The self designed tools were validated by seven multi disciplinary experts from pediatric, nursing, psychology and psychiatrics.
Results: Prevalence of various conditions is reported, depression was reported by 36%, drug abuse is 16%, conduct disorder was observed in 45% and 27% risk of suicide. Age, class and gender have a strong association with behavioral problems. In this study it has shown that females are more affected by behavioral problems than males and more problems are reported in higher class’s students. Attitude of mother has a strong impact on behavior of an adolescent. Overall, the current study highlights the prevalence and the factors that impact behavioral conditions in adolescents.
Conclusion: It concludes that behavioral problems among adolescents are common. They are often under recognized. Identification and recognition through proper assessment is needed to give them right referral.
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Naidoo, Nerissa, Aida J. Azar, Amar Hassan Khamis, Mandana Gholami, Marjam Lindsbro, Alawi Alsheikh-Ali, and Yajnavalka Banerjee. "Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study." Frontiers in Public Health 9 (September 10, 2021). http://dx.doi.org/10.3389/fpubh.2021.726814.
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This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.
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Campbell, Sandy. "Cub’s Journey Home by G. Graham." Deakin Review of Children's Literature 5, no. 2 (October 23, 2015). http://dx.doi.org/10.20361/g2002d.
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Graham, Georgia. Cub’s Journey Home. Markham, ON: Red Deer Press, 2015. Print.Georgia Graham is a fine artist, but as a writer, needs a good editor. Like her earlier work Where Wild Horses Run, this is a beautifully illustrated book. Graham’s landscapes, trees, rivers, rocks, bears and flowers are all highly realistic. She tackles a variety of environments including snow, running water, forest fire, a burnt landscape and a garbage dump. Many of the images are frame-worthy. There are flaws in the flames of her forest fire, some of which look like they belong on racing cars; however, in the next image, she absolutely captures the complexity of the fire reflected on swamp water. Unfortunately, the text is an amalgamation of strange images and unusual or extravagant word choices. Why, for example, is a baby bear growing inside the mother called a “speck”? There is so much purple prose that the reader is constantly distracted. There are “long needles of sunlight” that “stab”. The snow covering the den is “a curtain of lacy ice”. “A breeze runs its icy fingers through his fur.” The cub “skedaddles”. “A dark blanket [of smoke] rises up and steals the stars from the sky.” The whole text would have been much better if Graham had just written in her natural voice, as she occasionally does, to good effect.While the unusual word choices make the reading level of the text much too advanced for a picture book, the images, with their excellent rendering of Alberta landscapes, make it valuable. This book is recommended with reservations for elementary school libraries and public libraries. Recommended with reservations: 2 out of 4 starsReviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.