Gotowe bibliografie tematyczne / Communism and education (North)

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Gotowa bibliografia na temat „Communism and education (North)”

Autor: Grafiati

Data publikacji: 29 lipca 2024

Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Communism and education (North)"

Lee, Hyeon Ju. "Remembering and Forgetting the Korean War in the Republic of Korea". Suomen Antropologi: Journal of the Finnish Anthropological Society 35, nr 2 (3.03.2023): 48–55. http://dx.doi.org/10.30676/jfas.127468.

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The Korean War had no official ending and has continued in a form of Cold War since 1953, the year the cease-fire agreement was signed, and yet, during the past five decades, it appears to have faded from South Korean memory. Anti-communism became a national ideology in post-war South Korea. For a country that was endeavoring to establish a national identity that differs from communist North Korea, the establishment of an anti-communist state was inevitable. However, the collapse of the Communist Bloc and a humanitarian crisis in North Korea in the 1990s led to attitudinal changes in the South Korean public toward North Korea. The forgetting and remembering of North Korea in conjunction with the memory of the Korean War has left the South Korean people ambivalent toward North Koreans. This paper explores social encounters between North and South Koreans in the late 2000s in Seoul that illustrate the uneasy interactions that stem from past anti-communist education as well as the subsequent erasure of social memory about North Korea as part of Korean culture. Keywords: history, memory, migration, North Korean refugees

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Gallagher, Charles R. "Decentering American Jesuit Anti-Communism: John LaFarge’s United Front Strategy, 1934–39". Journal of Jesuit Studies 5, nr 1 (21.12.2018): 97–121. http://dx.doi.org/10.1163/22141332-00501006.

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In 1934, the Society of Jesus was asked to respond at global and regional levels to the increasing threat of world Communism. In North America, the Jesuits initiated plans to meet the twin threats of Communism and atheism. Between 1934 and 1939, two separate streams of Jesuit anti-Communism began to emerge. The first was a macro-style vision grounded in social reconstruction, which the Jesuits called “Establishing a Christian Social Order,” known colloquially as the “xo” program. The other plan was put forward as early as 1934, and elaborated in July 1936 at the Jesuit meeting in West Baden, Indiana, by the writer and editor John LaFarge. LaFarge’s plan, known as the United Front, has never been evaluated by historians. It was a localized program of reactive initiatives meant to meet the gains of the cpusa with effective Catholic counter-Communist public attacks. LaFarge aimed to recruit students, pastors, and fellow Jesuits to see to it that cpusa gains in labor, culture, education, government, and churches were met with equal and effective public counterattacks. In 1937, the publication of the papal encyclical Divini redemptoris signaled that social reconstruction could become a part of authentic Catholic anti-Communism, indicating the eclipse of LaFarge’s United Front. After 1939, when the Jesuit general Włodzimierz Ledóchowski called for an adoption of the “positive message” of social reconstruction as the dominant means of Jesuit anti-Communism, LaFarge’s more bumptious and militaristic plan began to fade for good. This article chronicles the heretofore unknown struggle between these two antipodes.

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Hindun Qurrotu Aini i Abdal Malik Fajar Alam. "Perbandingan Kebijakan Pendidikan antara Negara Korea Selatan dan Korea Utara". DIAJAR: Jurnal Pendidikan dan Pembelajaran 3, nr 1 (28.01.2024): 29–35. http://dx.doi.org/10.54259/diajar.v3i1.2202.

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This research provides a deeper understanding of significant differences in educational approaches and their impact on human resource development in both Koreas. Education is crucial and a primary focus in every country's issues, as the level of education often determines a nation's advancement. The majority of countries mandate their residents to experience and acquire education within a specified timeframe. South Korea and North Korea originated from one country, but the influence of two major world blocs led to the division of Korea into two parts, the South and the North. This study aims to compare the education systems between South Korea and North Korea. South Korea, embracing liberalism and employing a democratic governance system, has managed to establish itself as one of the countries with the best education systems globally, contributing to its status as an advanced nation. On the other hand, North Korea, adhering to communism and employing an authoritarian government system, restricts social mobility and knowledge dissemination. The research methodology employed is qualitative, utilizing a descriptive comparative approach through literature review. The findings reveal that education in South Korea is highly organized, ranging from institutions like KICE to programs initiated by KOICA. Human resources from South Korea tend to excel in various sectors. Meanwhile, North Korea's education system focuses on ideology, with a lack of academic freedom impacting the quality of human resources. Consequently, human resources from North Korea are categorized as low quality. In an effort to improve the quality of education, it must go hand in hand with the improvement of the human resources' quality in a country so that the people living within it can have a decent life.

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Jordan, Richard. "A Militant Crusade In Africa: The Great Commission And Segregation". Church History 83, nr 4 (grudzień 2014): 957–87. http://dx.doi.org/10.1017/s0009640714001188.

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During the Cold War and in the aftermath of the Brown v. Board of Education decision, the Calvinist and political fundamentalists of North America opposed the integration of American society and the extension of civil rights to African-Americans. Both were viewed as contrary to God's plan for humankind and omens for the end times. At the same time, these militant clerics spread reformed theology and eschatology to non-white societies across the globe. An important missionary field was Africa, where American and British racial mores influenced the cultural and political struggle. western, capitalistic and democratic principles, white minority-rule, and British imperialism faced African nationalism and communist aid to independence movements. Accordingly, the contrast between militant theology and liberal, modernist Protestantism was interjected into the conflict. Two American crusaders, Carl McIntire and Billy James Hargis, made Africa an important battleground to defend segregation and western influence. Both pursued individual ministries and had differing theological agendas towards race. The International Council of Christian Churches, an organization that McIntire led, spread God's word to black Africans, while Hargis' Christian Crusade Against Communism worked with Rhodesia's white minority government. Their efforts provide insight into the militant theological and political crusade in North America and how they projected their Calvinist ideals into the international arena and into Africa.

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Lee, Sangwon, i Youngsoo Yook. "Goseong Unification Observatory and Showing North Korea from the South Korean Borderland: Goseong Unification Observatory’s exhibition from 1984-1991". Institute for Historical Studies at Chung-Ang University 60 (31.12.2023): 95–140. http://dx.doi.org/10.46823/cahs.2023.60.95.

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Goseong Unification Observatory was established in 1984, based on President Chun Doo-hwan’s plan of mass tourism construction, and borderland tourism sites for inculcating the importance of anticommunism.The Goseong Unification Observatory achieved remarkable success by providing open access to the site and offering panoramic views of North Korean terrain, including the prominent Guemgang mountain. However, with the increasing influx of visitors to the borderland, North Korea began its propaganda targeting the public who came to witness the spectacle. As a countermeasure, the South Korean administration mandated mandatory anti-communism education before allowing entry into the CCZ(Civilian Controlled Zone). This measurement reveals the impregnated trait of the Observatory, where sole knowledge and values were permitted by the government. Unification Observatory distributed its knowledge systems through panel exhibition adorned of pictures and explanations accordingly. The compact exhibition room, strategically positioned along the route to the observation area, served as a window through which visitors could peer into North Korea. This exhibition site has changed three times between 1984 to 1991. The first period(1984-1987) of the exhibition portrayed Korean Nationalism, anti-communism, and the Chun administration’s fruit. Combining all together, the exhibition iconographically wrote the narrative of enemy North Korea and our auspicious nation, that has fought against the enemy for all time, persuading this government as the one who can guard and lead all of you under the president’s guidance. The second period(1987-1991) of exhibition started to focus more on the ‘North Korea’ itself, performing as a knowledge frontier. It emphasized the abnormality of North Korea, making an antithetical contrast to the normal South. It guided people’s gaze to North Korea as a subject that needed to be absorbed into the normal South. The third period(1991-) exhibition began to put distance from emotional anticommunism banners. It displayed the ‘everyday life of North Koreans’ which was newly started from North Korean Studies. However, we can find several dissent and discontent about the exhibition, and the tourism system of Observatory from newspaper articles. It suggests the possibility of future study of Transculturation, or Counter-Memory approach to the borderland tourism sites.

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Dror, Olga. "Education and Politics in Wartime: School Systems in North and South Vietnam, 1965–1975". Journal of Cold War Studies 20, nr 3 (wrzesień 2018): 57–113. http://dx.doi.org/10.1162/jcws_a_00819.

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From the late 1950s until 1975, the war between North and South Vietnam had both domestic and international consequences. Unlike the Cold War divide between the United States and the Soviet Union, the war between the Democratic Republic of Vietnam (DRV, the Communist North) and the Republic of Vietnam (RVN, the non-Communist South) was an armed conflict between two polities that both identified themselves as Vietnamese. In this twenty-year-long struggle, the fates of the DRV and the RVN were tied to their success in producing new generations who would subscribe to their respective agendas. This was done through many venues, of which education was one of the most important. Relying on archival materials and published documents, this article compares the educational systems at the primary and secondary school levels in the DRV and RVN after the division of the country, with a special focus on the period 1965–1975.

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Brezigar, Bojan. "Post-Communist Linguistic Problems in the North Adriatic Area*". Nationalities Papers 27, nr 1 (marzec 1999): 93–101. http://dx.doi.org/10.1080/009059999109208.

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The population of the North Adriatic area has always been linguistically mixed. Slovene, Croatian and Italian populations have lived here for 14 centuries; German people moved here in the period of the Austro-Hungarian Empire. In the eighteenth and nineteenth centuries the city of Trieste became the official harbor of the Empire, and, as a consequence, the town grew, attracting others immigrants: Greeks, Jews, Serbs, and so on. Linguistically three main groups lived in Trieste: German, Italian and Slovene speakers. The Slovenes in Trieste owned many important activities, such as banks and trading companies. They were organized in the fields of education and culture with their own theater, private schools, library, daily newspaper and magazines. The Slovenes in Trieste also had their own political movement electing some representatives to the Parliament in Vienna. On the whole, they were considered a very well organized linguistic group. The Italians in Trieste were similarly well organized, and many supported a strong irredentist movement, economical and political organizations, as well as the theater. The German speakers were mostly immigrants who had moved to Trieste for business reasons or as civil servants.

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Choi, Hyung-mook. "A Theological Critique of the National Security Act from the Perspective of Universal Human Rights". Korean Society of Minjung theology 39 (30.06.2023): 165–97. http://dx.doi.org/10.58302/madang.2023.39.165.

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Freedom of thought and conscience are fundamental human rights and are guaranteed in a democratic society. The Constitution of the Republic of Korea states that “the state has the duty to affirm and guarantee the inviolable and fundamental human rights of individuals”(Article 10). However, in South Korean society, this common sense goes out the window the moment someone is labeled a “bbalgaengyi” (reds) or a “jongbukjueuija” (followers of North Korea). This is because the National Security Act legally supports a divided country with anti-communism at the forefront. When it was first enacted in 1948, it was seen as a temporary device to maintain authoritarianism under the divided system, but the reality was different. Even as political democratization has progressed and inter-Korean relations have improved, it has remained powerful as a device for restricting popular movements and unification movements and controlling ideas. It has not only restricted social movements but also controlled academic and artistic activities and regulated people’s inner worlds. The National Security Act has been controversial since the 1987 democratization, but it is still alive and well in 2023. For a long time, research on the National Security Act was a taboo subject that was not easily accessible because it could be considered a violation of the law. Adding to the difficulty of research was the lack of access to documentation of cases where the law was applied. With the democratization of 1987 and the development of the Northern Policy and inter-Korean relations in the early 1990s, the environment was ripe for rethinking the meaning of the National Security Act. Pioneering studies before and after 1990 and the Constitutional Court’s unconstitutionality review process, which began in 1990, led to a serious examination of its legal issues. Theological commentary on the National Security Act is scarce. Not only from the point of view of the church, which was responsible for integrating the public into the anti-communist ideology during the formation and development of the pro- American anti-communist state, but also from the point of view of Minjung theology. For theologians, too, it was not a simple matter to overcome the taboo of anti-communism. They were always conscious of the limits of that taboo, and when they crossed them, they were bound to face the swift blade of state power. In the absence of a theological response to the National Security Act, this article begins that discussion. Approaching it from a theological position is based on an awareness of universal human rights that can no longer be avoided as a theological task today. After articulating that position, this article briefly reaffirms the problems with the National Security Act and addresses the issues of the rule of law and human dignity.

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Chudzicka-Czupała, Agata, Anna Lupina-Wegener, Silna Borter i Nadiya Hapon. "Students’ Attitude Toward Cheating in Switzerland, Ukraine and Poland". New Educational Review 32 (2013): 66–76. http://dx.doi.org/10.15804/tner.13.32.2.04.

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The article discusses the problem of academic dishonesty, which has been growing in Western Europe, North America, in the transitional economies of Eastern Europe and Central Asia. However, cross-cultural comparisons remain scarce, particularly with regard to the former communist countries. This paper presents an exploratory study on academic misconduct in Switzerland, Ukraine and Poland. The Academic Dishonesty Scale was used. A sample of 870 university students participated. The results reveal no differences between Ukrainian and Polish students in terms of attitudes toward cheating. Swiss students expressed significantly more negative attitudes. The results offer implications for the practice of moral awareness.

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Taylor, Moe. "“One Hand Can't Clap”: Guyana and North Korea, 1974–1985". Journal of Cold War Studies 17, nr 1 (styczeń 2015): 41–63. http://dx.doi.org/10.1162/jcws_a_00530.

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In a little-known episode of the Cold War that challenges many common assumptions, North Korea forged extensive political, economic, military and cultural relations with the small South American-Caribbean coastal state of Guyana in the 1970s and 1980s. During this time, Guyana was ruled by an authoritarian socialist regime under Forbes Burbham, whose unorthodox conception of “socialism” was viewed skeptically by Communist countries other than North Korea. Burnham's program of “co-operative socialism,” which envisaged a population strictly obedient to his own wishes as the supreme leader, was distinctly similar to the juche philosophy espoused by the long-time North Korean dictator, Kim Il-Sung. Burnham deeply admired North Korea's economic and military “achievements,” attributing them to the strict obedience of the North Korean populace to the wishes of Kim Il-Sung. Burnham envisaged a similar role for himself in Guyana and attempted to import various North Korean approaches to socialist education and culture. Guyana came to resemble North Korea in some important respects, but it gradually moved away from this pattern after Burnham's death in 1985.

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Rozprawy doktorskie na temat "Communism and education (North)"

Kincaid, Shannon D. "Factors that promote success in women enrolled in STEM disciplines in rural North Carolina community colleges". Thesis, Western Carolina University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700881.

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Women have historically been underrepresented in the fields of science, technology, engineering, and math (STEM fields). The underrepresentation of women in STEM may be attributable to a variety of factors. These may include different choices men and women typically make in response to incentives in STEM education. For example, STEM career paths may be less accommodating to people who are less resilient. Another factor may be that there are relatively few female STEM role models. Perhaps strong gender stereotypes discourage women from pursuing STEM education and STEM jobs. The factors that contribute to success and the barriers that impeded success must be identified before any steps can be taken to improve the educational outcomes for women in STEM disciplines. Consequently, relatively little is known about the role of resilience in academically successful adult women in rural community colleges enrolled in STEM disciplines and the mechanisms that underlie the performance deficits that occur as a result of stereotype threat effect. This mixed method study addressed those knowledge gaps by determining: (1) if high resilience is positively correlated to high grade point average for women enrolled in STEM disciplines in rural community colleges in North Carolina, and (2) if stereotype threat effect is a risk factor for these women. Quantitative data were collected by using "The Resilience Scale" (Wagnild & Young, 1987) and through examination of grade point average of students from Datatel data management software. Qualitative data were collected through semi-structured focus group interviews. Findings from this study indicate high resilience is positively correlated to high grade point average for women enrolled in STEM disciplines in rural community colleges in North Carolina, and stereotype threat effect was a risk factor for low-scoring women (i.e. those women who reported resilience scores less than 121 and grade point averages lower than 2.70) and was not a risk factor for high-scoring women (i.e. those women who reported resilience scores of 147 or higher and grade point averages of 2.70 or higher). Overall, qualitative data analysis revealed both high-scoring and low-scoring women in STEM disciplines were affected by stereotype threat effect. However, low-scoring women were negatively impacted by stereotype threat and high-scoring women were able to use pressures associated with stereotype threat as motivation for success. Based on results from this study four principal factors were found that influence the success of women in STEM disciplines. These factors include elimination of stereotype threat, enhancement of resilience of female students, expansion of female gender representation on community college campuses, and development of positive instructor-student and advisor-student relationships. While this study does not, and cannot, explain why gender differences in STEM exist, it does provide data and insight that will enable more informed policymaking for community college administrators in order to increase success of women in STEM disciplines. The findings provide definitive evidence of a need to encourage and support women in STEM education with a goal of gender parity.

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Couch, Gene C. "A Measurement of Total Quality Management in Selected North Carolina Community Colleges". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2898.

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Many of the colleges in the North Carolina Community College System have embarked on a "quality" journey to continuously improve the educational programs and services that they provide to their communities. The primary focus of this study was to determine the level of Total Quality Management (TQM) principles implemented in selected North Carolina community colleges and to determine if there was a difference in the perception of its implementation between administrators and faculty. Additionally, this study examined the influence of the following variables on the implementation of TQM in selected North Carolina community colleges: personal factors (age, gender, ethnicity, and length of employment) and organizational factors (length of institutional involvement in TQM, institutional service area, institutional size, and institutional participation in the Carolina Quality Consortium). Furthermore, the study also gathered data about the positive and negative outcomes as a result of TQM/quality. Data for this study were obtained from a survey instrument that was based on the Malcolm Baldridge National Quality Award. The survey instrument was mailed to eight full-time administrators and eight full-time faculty members from 29 North Carolina community colleges. Twenty of the institutions belonged to the Carolina Quality Consortium. The remaining institutions represented a convenient sample of the 36 North Carolina community colleges that were not members of the Carolina Quality Consortium. Four hundred sixty-four surveys were mailed and 368 were returned. The overall percentage of survey return was 79.3. The Statistical Package for the Social Sciences (SPSS) was used for the analysis of data. An alpha level of.05 was used for all statistical tests. The major conclusions were: (1) there are different levels of TQM implementation among! the community colleges identified in this study, (2) there is a difference between the perception of TQM between administrators and faculty members, (3) the length of employment at the institution is a factor in the perception of the implementation of TQM, (4) age, gender, and ethnicity are not factors on the perceptions of the implementation of TQM, (5) the length of involvement in TQM, the service area, the size of the institution, and participation in the Carolina Quality Consortium are not factors on the overall quality ratings, (6) the positive outcomes perceived as having resulted from TQM/quality initiatives included improved communication, improved support systems, customer service, and increased involvement in planning and decision-making, and (7) the negative outcomes perceived as having resulted from TQM/quality were incongruence in philosophy and practice, too much time wasted, work overloads, and endless paperwork.

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Robertson, Jenna B. "A centre and an edge : an educator's genealogy of community living in North America". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99747.

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This thesis maps a genealogy for the process of erosion that has affected functional communities in North America over the last half-century. It seeks to make links between this erosion of functional communities and the increasing stress that families and, by extension, schools are currently experiencing. This thesis argues that in order to understand the dysfunction and stress we are seeing in our schools today, our examination must extend beyond children and families to include the wider social ecology, philosophical, economic, and political contexts, as well as the physical landscapes that shape family, school, and community life.

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Walker, Brian Alexander. "Using information technology to promote community for the North Island Distance Education School". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ49238.pdf.

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Pradeep, Agimol. "Increasing organ donation in the North West South Asian community through targeted education". Thesis, University of Salford, 2015. http://usir.salford.ac.uk/33725/.

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Organ donation continues to be low among ethnic minorities especially within the South Asian community, with a disproportionate number of South Asian people waiting for transplants because suitable matches are often found between people of same ethnic group. This thesis seeks to explore, identify and overcome the barriers to increase the number of South Asian organ donor registrants (ODR’s) and actual donors in the North West of England using and measuring the impact of different education approaches. A two phased, sequential explanatory mixed-methods approach was underpinned by health belief model theory. Phase 1: Questionnaire survey (n=907) and in-depth interviews (n=10) to understand South Asian beliefs, barriers and awareness of organ donation. Chi-squared tests and thematic analysis explored the existence of associations between outcomes, demographics and attitudes. Phase 2: Implementation of education approaches: (1) Education and training of Specialist Nurse for Organ Donation (SNOD) to develop skills/confidence to approach South Asian families for cadaver organ donation, measured by 12-month before/after audit of cadaver organs. (2) Education from the General Practioner’s (GP’s). (3) Peer education at South Asian community events, impact measured by number of new organ ODR’s. Out of 907 South Asian people sampled, 55% did not know about organ donation, they lacked knowledge, mistrusted health professionals, and were misinformed regarding religious objections, despite 88% having higher education. Over 24 months, 2874 South Asian new ODR’s were successfully recruited through peer education at 289 community events by a passionate, committed South Asian health professional. Recruitment of ODR within primary care was poor, GPs reluctant and lacking confidence to discuss organ donation, due to lack of time and uncertainty of religious issues. Targeted SNOD’s cultural education increased slightly the number of cadaver donors, as their confidence in approaching South Asian families increased. Formal training of SNODs and health professionals (GPs) with respect to culture and religious organ donation was scant and required a national cohesive approach. The research provides a deeper understanding of the reasons for the scarcity of South Asian organ donors gathered from what is currently the largest UK data set of South Asian perspectives. Peer education of the South Asian and collaboration with religious leaders is crucial to overcoming the shortage of organ donors in the future. However, the important and pivotal role played by a South Asian co-ordinator/networker to engage and sustain relationships with key ethnic community leaders cannot be overstated.

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Humphrey, John H. "Motivational Orientations of Students With Disabilities in Western North Carolina Community Colleges". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2925.

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This research focused on the motivational orientations of students attending community colleges in western North Carolina. The purpose of the study was to develop a profile of students with disabilities in degree, diploma, or certificate programs, to determine their motivations for enrolling, and compare the results to students without disabilities at the same colleges. Five community colleges were randomly selected from the colleges in the western counties of North Carolina. A stratified random sample of students, both with and without disabilities, was selected. Each student was mailed a copy of the Educational Participation Scale (EPS) modified to collect demographic data. A follow-up reminder was mailed at two-week and four-week intervals. Four hundred sixty-eight questionnaires were distributed. One hundred ninety-eight responses were received for an overall return rate of 42.3%. The results indicated that, among the group of students with disabilities, there was a higher proportion who were female. These students were older, yet less likely to have children in the home and work full-time, as compared to their nondisabled peers. Students with disabilities scored higher on four of the EPS factors; Social Contact, Educational Preparation, Social Stimulation, and Cognitive Interest. These students appear motivated to participate by the opportunity to meet new people and find social stimulation. They also were more likely than their non-disabled counterparts to seek a remedy for past educational deficiencies and satisfy their intellectual curiosities. These results suggest that the main reasons why students with disabilities enroll in community colleges are social and academic concerns. Community colleges need to be sensitive to the unique needs of students with disabilities and design programs and services that emphasize the continuing development of these students.

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Irwin, Linette. "The Utilization of Community-Based Work Experience for Students with Intellectual Disabilities in North Dakota". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640885.

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The purpose of this study was to evaluate the extent to which secondary students, aged 14-21 with intellectual disabilities in North Dakota (ND) engage in community-based work experience (CBWE). Perceived barriers to implementing CBWE were examined and a comparison was made between rural and urban communities. A quantitative, cross-sectional design was used to survey professionals responsible for implementing CBWE in ND secondary schools. Data obtained from the study showed that 60.01% of students with ID are engaged in CBWE and there was no difference between rural and urban communities in percentage of students engaged in this practice. There was no significant difference between these communities in types of jobs in which students were engaged. Professionals were asked to agree or disagree to a list of perceived barriers to implementing CBWE and, there was little difference between rural and urban communities. Professionals identified child labor laws, parental concerns, and requirements to align instruction to academic standards as common barriers to implementing CBWE.

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Benton, James A. "Perceptions of online distance education within the North Carolina community college system by chief academic officers and chief distance education officers". [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0814101-125923/unrestricted/bentonj08242001.pdf.

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Franklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges". Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.

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This study evaluated the attributes, teaching effectiveness and educational commitment of part-time faculty in enrollment-funded community colleges. The Student Instructional Rating instrument was used to measure student perceptions of instructors in the community college. Twenty four community colleges were randomly selected from North Carolina. Within each college, four full-time and four part-time faculty were randomly selected to participate in the study. Attributes of part-time faculty were compared to attributes of full-time faculty. Teaching effectiveness was assessed from dimensions on the Student Instructional Rating instrument. Various dimensions on the SIR including Faculty/Student Interaction, Overall Quality of the Course, Course Difficulty, and Lectures were used to evaluate instructional effectiveness. A regression model was used to evaluate the attributes of teaching effectiveness for both full-time and part-time faculty and the slopes of regression coefficients were evaluated to determine how effective part-time instruction differed from effective full-time instruction. Part-time faculty were perceived as effective when compared to their full-time counterpart on the dimensions of Faculty/Student Interaction. Other demographic attributes of part-time faculty were evaluated with no significant difference between full-time and part-time faculty. However, full-time faculty were perceived more effective on Overall Quality of the Course, Lectures, Textbooks, and Reading Assignments. Part-time faculty commitment to non-instructional tasks was assessed and the implications for teaching effectiveness were examined. This study also discussed the shift in instructional workloads from part-time to full-time faculty as the number of part-time faculty increase.

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Black, John Paul Siegel David J. "The interpretive process of North Carolina Community College System developmental education policy at select community colleges". [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1080.

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Thesis (Ed.D.)--East Carolina University, 2008.
Presented to the faculty of the Department of Educational Leadership. Advisor: David Siegel. Title from PDF t.p. (viewed Apr. 26, 2010). Includes bibliographical references.

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Książki na temat "Communism and education (North)"

Ch'ulp'ansa, Oegungmun, red. Kim Jong Il, on strengthening ideological education among the party members and working people. Pyongyang, Korea: Foreign Languages Publishing House, 1995.

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Leicestershire (England). County Council. Further Education Office., red. North East Leicestershire community education handbook. Melton Mowbray: Leicestershire County Council, Further Education Office, 1989.

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Ofsted. Aspects of community education in North Cambridgeshire. [London]: [Ofsted], 1993.

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Ofsted, red. Aspects of community education in North Cambridgeshire: Cambridge Local Education Authority. [London]: Office for Standards in Education, 1993.

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Walther, Erskine S. International business activities at North Carolina Community Colleges: Survey results : final report. Greensboro, N.C: Management Information and Research, 1994.

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Educational Resources Information Center (U.S.), red. Creating a strong, health community: Ella B. Vernetti School, Koyukuk. Portland, OR: Northwest Regional Educational Laboratory, 1999.

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Educational Resources Information Center (U.S.), red. Making school work in a changing world: Tatitlek Community School. Portland, OR: Northwest Regional Educational Laboratory, 1999.

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Commission on the Future of the North Carolina Community College System. Gaining the competitive edge: The challenge to North Carolina's community colleges. [Raleigh, N.C.]: The Commission, 1989.

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Parris, Joyce Justus. The history of Asheville-Buncombe Technical Community College, North Carolina. Asheville, N.C: The College, 1996.

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HM Inspectorate of Education (Scotland). Inspection of standards and quality in community learning and development in the North Perth Area, Perth and Kinross Council: A report. Edinburgh: HMi, 2004.

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Części książek na temat "Communism and education (North)"

Baugher, Sherene. "Communicating Archaeology: Education, Ethics, and Community Outreach in North America". W Encyclopedia of Global Archaeology, 2545–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30018-0_172.

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Baugher, Sherene. "Communicating Archaeology: Education, Ethics, and Community Outreach in North America". W Encyclopedia of Global Archaeology, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51726-1_172-2.

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Baugher, Sherene. "Communicating Archaeology: Education, Ethics, and Community Outreach in North America". W Encyclopedia of Global Archaeology, 1580–88. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4419-0465-2_172.

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Patterson, Deirdre. "Education as a Means of Facilitating Onward Migration and Transnational Participation for South Sudanese Refugee Communities". W IMISCOE Research Series, 199–218. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12503-4_10.

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AbstractIn Kakuma refugee camp in north-west Kenya, education is perceived by its South Sudanese population to be a key tool needed to escape the social and economic marginalisation experienced within the humanitarian aid system as victims of conflict. This chapter explores the ways in which members of the South Sudanese diaspora have utilised transnational social and financial networks to pursue education throughout East Africa and the Global North, thus facilitating cross-generational onward migration practices. With Kakuma at the epicentre of this population, displaced for decades by civil war, family and community transnational networks utilise financial remittances to help the next generation of their families to access education and facilitate onward migration patterns between East African and Western nations. From the perspective of the refugees of this diaspora and their transnational families who support them, this chapter argues that the pursuit of education was perceived to be the solution to their displacement by offering unique opportunities to migrate beyond the refugee camp as well as to invest in their capacity to develop their livelihoods independent of their protracted vulnerable status.

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Alayyar, Ghaida M., Reham K. Aljeeran i Abdullah A. Almodaires. "Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region". W Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_91-1.

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Elizabeth, Misbah Zulfa. "Local Community Perspective on Environmental Change Due to Urban Development: Study in the North-Coastal Area of Java in Demak Region". W Advances in Social Science, Education and Humanities Research, 10–13. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-174-6_3.

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Hlynsdóttir, Eva Marín, i Irmina Matonytė. "The Institutionalization of Political Science in Small States: A Comparative Analysis of Estonia, Iceland, Malta, and Slovenia". W Opportunities and Challenges for New and Peripheral Political Science Communities, 153–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_6.

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AbstractThe chapter explores the relevance of population size in relation to the internationalization of political science in higher education institutions by comparing the situation in Estonia, Iceland, Malta, and Slovenia. Moreover, the chapter also examines if the legacy of the former communist regime aids or hinders the institutionalization of political science in the higher education of Estonia and Slovenia. The findings suggest there is a north-south effect as the northern States have integrated political science more thoroughly and more easily into their higher education system. Moreover, the findings suggest a tendency for hyper-active internationalization in the states formerly under the communist regime. Finally, smallness proves to be a mixed blessing, although the small states in the study have been able to use their small size to their advantage.

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Lee, Jack T., i Rajani Naidoo. "Complicit Reproductions in the Global South: Courting World Class Universities and Global Rankings". W Evaluating Education: Normative Systems and Institutional Practices, 77–91. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_6.

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AbstractThe proliferation of global rankings has led to vigorous debates about the dominance of world-class universities and the encroaching institutional isomorphism in higher education. Specifically, the narrow metrics of rankings celebrate STEM research and institutional reputation at the expense of the humanist roots of higher education: teaching, self-cultivation, and community engagement. This critique on global rankings faces an equally vocal demand that a country must develop world-class universities in order to remain economically competitive in the global era – an instrumental logic that attracts devotees in both advanced economies as well as developing economies. Ironically, policymakers in both contexts simultaneously lament the prevalence of rankings and calibrate strategies to promote success in league tables. Although rankings attract scrutiny in both higher education policymaking and research, the implications of these metrics on higher education in the Global South receive little attention. The discourse is largely focused on top and mid ranking institutions, which are often located in the Global North. In the Global South, global rankings and the concept of world-class universities act through subtle yet powerful mechanisms to shape the contours of higher education. For many institutions and states in the Global South, the fervour is less about creating a world-class university and more about establishing links with well ranked universities (domestically and internationally). Therefore, while the explicit goal is not to build a world-class university, policymakers are nevertheless complicit in reproducing the hegemony of global rankings. This chapter will examine the activities in which global rankings exert tremendous pressure on the Global South: curriculum development, student mobility, faculty recruitment, research partnerships, and strategic planning. In mapping out the mechanisms of reproduction, the goal is to highlight the pervasive influence of global rankings and the complicity in reproduction rather than paint a binary division between the global and local dimensions of higher education.

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Saul, Roger, i Naomi Nichols. "Canadian Teacher Training Reconsidered: Community-Based Education as a Response to Changing Times". W Education in North America, 95–116. Bloomsbury Publishing Plc, 2014. http://dx.doi.org/10.5040/9781472593498.ch-004.

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Streszczenia konferencji na temat "Communism and education (North)"

Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan i E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.

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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.

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Hadianti, Atrida, Leni Sophia Heliani, Widya Nayati i Adhy Kurniawan. "Development and Institutionalization of Community Education for Climate Change Adaptation and Mitigation in Small Island Areas Based on Local Wisdom in North Tabukan, Sangihe Regency Islands". W 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.11.

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Small islands in Indonesia are vulnerable to disasters such as earthquakes, tsunamis, floods, and landslides, one of which is the Sangihe Islands. This condition is exacerbated by climate change that is occurring and has an impact on people’s economic activities, especially in the agricultural and fisheries sectors. Climate change also affects the availability of natural resources, making them unstable and vulnerable. The activities for developing and empowering adaptation and mitigation strategies in Sangihe Islands Regency aim to overcome climate change problems through developing educational models, empowerment, community capacity, and development of the disaster task force and ProKlim. This activity uses multi-actor and multi-sector collaboration methods with a participatory and persuasive bottom-up approach adapted to local wisdom. The activity was carried out in stages: developing the E-MISI learning model, developing a policy brief, institutionalizing the disaster and ProKlim task force, increasing institutional capacity, and evaluating the learning model through FGDs. The results of the activities show that 75% - 80% of the task force already know about the impacts of climate change, adaptation, mitigation actions, and the role and resolution of the task force. The ProKlim task force’s capacity also increased by 40–50% over its last activity in 2021. It is necessary to develop education for the broader community by internalizing an educational model for climate change adaptation and mitigation into formal and informal education to achieve community resilience towards climate change in small islands.

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Marjan Nikolovski, Marjan Nikolovski, i Frosina Tashevska-Remenski. "EDUCATION AND TRAINING OF PERSONNEL FOR THE NEEDS OF THE SECURITY SERVICES". W SECURITY HORIZONS. Faculty of Security- Skopje, 2023. http://dx.doi.org/10.20544/icp.8.1.23.p09.

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The prevailing educational programs in security studies do not sufficiently take into account all aspects of the profile of personnel working in the security services, which is why there is a need to organize additional basic and specialized training for the specific security needs. The definition of educational needs in a specific area, including the area of security, requires the foundation of theoretical assumptions, empirical research, significant facts that arise with the acceptance of new, changed and expanded paradigms of security, as well as traditional activities in the area of security. Modern security services are daily faced with serious challenges in terms of endangering national security, which is why the need for professional education exclusively for the needs of the security services inevitably arises. In the international practice, several models of personnel education for the needs of the security services are evident. Within the security services of the Republic of North Macedonia, there are no special higher education institutions which produce personnel for their needs, which is not the case with the surrounding countries and the more developed democratic states of the international community. The paper will make a comparative analysis of the process of training personnel for the needs of the security services in the Republic of North Macedonia, the countries from the neighborhood, and the developed democratic states of the world. Keywords: education, security, security services

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Mursid, R., Abdul Saragih i Harun Sitompul. "The Role Of Educational Technology In Learning Innovation For Community Education Development". W Proceedings of the 3rd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR 2021, December 21st, 2021, Medan, North Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.21-12-2021.2317244.

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Steve Reid, Nancy E Deal, Beth Buffington i David Lindbo. "Updating North Carolina's Education and Training Curriculum for Onsite/Decentralized Wastewater Treatment System Operators". W Eleventh Individual and Small Community Sewage Systems Conference Proceedings, 20-24 October 2007, Warwick, Rhode Island. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2007. http://dx.doi.org/10.13031/2013.24001.

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Fauzi, Chairul, Siti Sari, Winning KartikaWaruwu, Hendri Putra i Rosmala Dewi. "Community Character Education Society 5.0 and Future Management". W The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293792.

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Harmen, Hilma, Adelina Lubis, Aprinawati, Lokot Muda Harahap i Riza Indriani. "Antecedent Affecting Chinese Ethnic Community Saving at Islamic Bank of North Sumatra". W 2nd International Conference of Strategic Issues on Economics, Business and, Education (ICoSIEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220104.010.

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Purnama, Syahfitri. "Tepung Tawar as a Moral Symbol in Malay Community of North Sumatera, Indonesia". W 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.014.

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Hasibuan, Novita, Sienny Sienny i Aurora Putriku. "Media Development Based Learning of E-Learning Course in Entrepreneurship Education Study Program at Business Education of Economics Faculty Universitas Negeri Medan". W The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293808.

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Husna, Nissya, Zainuddin Muchtar i Eddiyanto Eddiyanto. "Development of Work Sheets Based On Character Integrated Problems In Improving Learning Outcomes In Basic Chemical Eyes In The Education In Higher Education". W The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293872.

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Raporty organizacyjne na temat "Communism and education (North)"

Verdisco, Aimee, Andrés Bernasconi i Claudio de Moura Castro. Community Colleges: Is There a Lesson in Them for Latin America? Inter-American Development Bank, październik 2001. http://dx.doi.org/10.18235/0008788.

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As secondary education in Latin America and the Caribbean expands its reach and more attention is given to the post-secondary level, new demands are placed on educators and ministries. New methods of teaching will have to be found, new markets for graduates will have to be identified, and better targeting mechanisms for matching students with the market's real demand for labor will have to be defined and implemented. In short, the very definition of secondary and post-secondary education will have to be reexamined. It is in this regard that the community college model prevalent in the United States and Canada merits closer examination. Several countries in Latin America and the Caribbean have experience introducing short post-secondary courses and nonuniversity institutions, sometimes as a result of private initiative, sometimes as a matter of public policy. Europe and North American models have inspired these innovations. Yet, this paper contends that more needs to be done in this area, in all countries and it explores in depth the model of the community college as an interesting source of ideas and relevant responses to changes in the social and economic landscape of the region. It also explores the potential the community college model holds for Latin America. The author's hope is that countries and institutions will look at this model not as something that should be necessarily imitated, but for inspiration and as an opportunity to reflect on the relevance and effectiveness of the current supply of post-secondary education and training.

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McIntyre, Phillip, Susan Kerrigan i Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.

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Fox, Andrew, i Sadie Walters. North Carolina Botanical Garden Education Center. Landscape Architecture Foundation, 2015. http://dx.doi.org/10.31353/cs0930.

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Haider, Huma. Transitional Justice and Reconciliation in the Western Balkans: Approaches, Impacts and Challenges. Institute of Development Studies (IDS), styczeń 2021. http://dx.doi.org/10.19088/k4d.2021.033.

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Countries in the Western Balkans have engaged in various transitional justice and reconciliation initiatives to address the legacy of the wars of the 1990s and the deep political and societal divisions that persist. There is growing consensus among scholars and practitioners that in order to foster meaningful change, transitional justice must extend beyond trials (the dominant international mechanism in the region) and be more firmly anchored in affected communities with alternative sites, safe spaces, and modes of engagement. This rapid literature review presents a sample of initiatives, spanning a range of sectors and fields – truth-telling, art and culture, memorialisation, dialogue and education – that have achieved a level of success in contributing to processes of reconciliation, most frequently at the community level. It draws primarily from recent studies, published in the past five years. Much of the literature available centres on Bosnia and Herzegovina (BiH), with some examples also drawn from Serbia, Kosovo and North Macedonia.

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Shkodin, Andrey. Sets of exercises for education workers in the Far North. Science and Innovation Center Publishing House, kwiecień 2021. http://dx.doi.org/10.12731/shkodin.0418.15042021.

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Complexes of exercises for educational workers of the Far North is an electronic resource developed specifically for pedagogical workers living in the Far North. The selection and description of exercise complexes was developed on the basis of a study of the peculiarities of living in the Far North, common diseases characteristic of the inhabitants of the Far North and the peculiarities of the profession of a teacher. Access to the electronic resource is free, hosted on the google cloud service and youtube video hosting, contains video resources and comments on use. Available through a browser, no additional software required.

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Hatton, Meredith, i Andrea Kosavic. The Accessible Content Provider Landscape for Higher Education in North America. York University Libraries, styczeń 2019. http://dx.doi.org/10.25071/10315/35711.

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Smyth, Emer, Anne Devlin, Adele Bergin i Seamus McGuinness. A North-South comparison of education and training systems: lessons for policy. ESRI, kwiecień 2022. http://dx.doi.org/10.26504/rs138.

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Smyth, Emer, Anne Devlin, Adele Bergin i Seamus McGuinness. A North-South comparison of education and training systems: lessons for policy. ESRI, kwiecień 2022. http://dx.doi.org/10.26504/rs138.

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Falletta, Katy, Kate Steber, Claire Vansell i Marilyn Bernabe. Recommendations From North Carolina on Family Engagement and Leadership in Early Care and Education. Child Trends, Inc., grudzień 2023. http://dx.doi.org/10.56417/6315j9585j.

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Avis, William Robert. Women's Participation in Higher Education and Technical and Vocational Education and Training. Institute of Development Studies, kwiecień 2024. http://dx.doi.org/10.19088/k4dd.2024.002.

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This rapid evidence review collates available evidence on women’s participation in Technical and Vocational Education and Training (TVET) (focused on Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions) and impact on social and economic development. The review notes that overall, the existing literature on vocational training programs in the global south has important gaps. The limited evidence and variation of impacts found in available studies across the global south may partly be explained by differences in social, economic, and labour market conditions, existing skill levels of targeted groups, and training program characteristics. Despite these challenges positive impacts have been identified in the following areas: impact on poverty; impact on inequality and impact on social exclusion.

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