Artykuły w czasopismach: „Correspondence school”

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Vogel, Dorothy. "“Are You Only an Applauder?” American Music Correspondence Schools in the Early Twentieth Century". Journal of Research in Music Education 62, nr 4 (10.11.2014): 446–61. http://dx.doi.org/10.1177/0022429414554230.

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The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research questions focused on course offerings, faculty, recruitment, and reputation of the schools. The study also examined the advantages and disadvantages of this first generation of distance education and implications for current distance education practices today. Results revealed that correspondence schools of music had more breadth and, in some cases, depth than previous research had indicated. Instruction at numerous schools was offered on a wide variety of instruments, including voice, as well as in music history, music theory, and music teacher education. One of the prominent teacher education resources was Frances Elliott Clark’s Course in Public School Music offered through Siegel-Myers Correspondence School of Music. Instruction reached a wide demographic, including segments of the population without alternate access to music education. This rich history shows that distance education has been and will remain a viable and valuable option for accessing music education.

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Lee, A. "Correspondence. Health-promoting schools: new challenges to school teachers". Journal of Public Health 21, nr 4 (1.12.1999): 483–84. http://dx.doi.org/10.1093/pubmed/21.4.483.

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Togo, Estuko, Masaki Hirabe, Hiroko Kobayashi, Masaki Fujimoto i Hiroki Takehashi. "The school experience before entrance of correspondence high school". Proceedings of the Annual Convention of the Japanese Psychological Association 81 (20.09.2017): 2B—079–2B—079. http://dx.doi.org/10.4992/pacjpa.81.0_2b-079.

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Baxter, Suzanne D., Caroline H. Guinn, Albert F. Smith, David B. Hitchcock, Julie A. Royer, Megan P. Puryear, Kathleen L. Collins i Alyssa L. Smith. "Children’s school-breakfast reports and school-lunch reports (in 24-h dietary recalls): conventional and reporting-error-sensitive measures show inconsistent accuracy results for retention interval and breakfast location". British Journal of Nutrition 115, nr 7 (11.02.2016): 1301–15. http://dx.doi.org/10.1017/s0007114515005413.

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AbstractValidation-study data were analysed to investigate retention interval (RI) and prompt effects on the accuracy of fourth-grade children’s reports of school-breakfast and school-lunch (in 24-h recalls), and the accuracy of school-breakfast reports by breakfast location (classroom; cafeteria). Randomly selected fourth-grade children at ten schools in four districts were observed eating school-provided breakfast and lunch, and were interviewed under one of eight conditions created by crossing two RIs (‘short’ – prior-24-hour recall obtained in the afternoon and ‘long’ – previous-day recall obtained in the morning) with four prompts (‘forward’ – distant to recent, ‘meal name’ – breakfast, etc., ‘open’ – no instructions, and ‘reverse’ – recent to distant). Each condition had sixty children (half were girls). Of 480 children, 355 and 409 reported meals satisfying criteria for reports of school-breakfast and school-lunch, respectively. For breakfast and lunch separately, a conventional measure – report rate – and reporting-error-sensitive measures – correspondence rate and inflation ratio – were calculated for energy per meal-reporting child. Correspondence rate and inflation ratio – but not report rate – showed better accuracy for school-breakfast and school-lunch reports with the short RI than with the long RI; this pattern was not found for some prompts for each sex. Correspondence rate and inflation ratio showed better school-breakfast report accuracy for the classroom than for cafeteria location for each prompt, but report rate showed the opposite. For each RI, correspondence rate and inflation ratio showed better accuracy for lunch than for breakfast, but report rate showed the opposite. When choosing RI and prompts for recalls, researchers and practitioners should select a short RI to maximise accuracy. Recommendations for prompt selections are less clear. As report rates distort validation-study accuracy conclusions, reporting-error-sensitive measures are recommended.

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Lazarov, Borislav, i Jordan Tabov. "Dialogue in Mathematical Correspondence by School Students". School Science and Mathematics 95, nr 6 (październik 1995): 327–29. http://dx.doi.org/10.1111/j.1949-8594.1995.tb15793.x.

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Lofft, Jonathan S. "‘Two Young Ladies in Connection with a Certain School:’ The Watson-Ketcheson Affair of 1952–53 and the Remains of Eugene R. Fairweather". Journal of Anglican Studies 16, nr 1 (23.03.2018): 7–22. http://dx.doi.org/10.1017/s1740355318000049.

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AbstractTwo young teachers posted at an Indian Residential School in Saskatchewan, Canada, sought to act as whistleblowers regarding abuse there in 1952–53. Theologian Eugene R. Fairweather of Trinity College, Toronto, acted as their advocate and spiritual advisor. A significant correspondence, mostly purged from the official record, considered the reports of the whistleblowers, their fate, and the fraught place of the Residential Schools in Canadian Anglicanism in the decades before the era of Truth and Reconciliation. This article examines the relevant correspondence, retained only in the archival remains of Fairweather at Trinity. The correspondence, which adds to existing narratives of Anglican complicity in and responses to abuse at the Schools, suggests that future research must scrutinize official as well as previously overlooked sources of information, particularly the archival repositories of universities and theological schools, in search of the truth.

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Morgun, A. N., i A. P. Oettinger. "Assessing the performance of scientific schools using bibliometric mapping". Methodology and technology of continuing professional education 1, nr 5 (2021): 38–53. http://dx.doi.org/10.24075/mtcpe.2021.004.

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The paper deals with the problems of detection and objective assessment of the activities of scientific schools. On the example of the domestic herniological surgical school, objective criteria for the correspondence of scientific teams to the status of a "scientific school" are proposed. A method is proposed for tracking the activities of research teams as scientific schools based on publication activity reflected in the leading international citation indices and using bibliometric mapping methods.

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Ilgaz, Gokhan, Levent Vural i Menekse Eskici. "Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015". Cypriot Journal of Educational Sciences 14, nr 4 (31.12.2019): 706–22. http://dx.doi.org/10.18844/cjes.v11i4.4122.

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This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching cross-curricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher–parent collaboration and school management and administration. Survey is our research model. The participations of the study are 54.395 teachers from 17 different countries, which have been obtained from PISA 2015. The correspondence and multiple correspondence analyses were used. The results of simple correspondence analysis have revealed that the measure of accountable correspondence is more than 50% between the sources of curriculum knowledge and those of other sub-competency fields such as field insight and knowledge, pedagogic competence in field teaching and student assessment procedures. Likewise, multiple correspondence analysis has also produced similar results. Keywords: Teacher training, curriculum knowledge, curriculum development, correspondence analysis.

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Iftach, Geva, i Orly Shapira-Lishchinsky. "Principals’ perceptions of school identity: logo, vision and practice". International Journal of Educational Management 33, nr 6 (9.09.2019): 1170–84. http://dx.doi.org/10.1108/ijem-11-2018-0365.

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Purpose The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice. Design/methodology/approach In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice. Findings The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence. Research limitations/implications The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity. Practical implications The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities. Originality/value To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

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Mândrescu, Iulia. "Managementul școlii de arte "A. Stârcea" din mun. Chișinău: semnificații și aprecieri". Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 42, nr 2 (kwiecień 2019): 109–12. http://dx.doi.org/10.46727/jshs.2019.v42.i2.p109-112.

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The management’s significance of the curriculum in the art school, the correspondence of the pedagogical and the curriculum of the „A. Stârcea”, the opportunity to differentiated he training and the investigation results regarding the appreciation of the school activity by the educational subjects is be in gad dressed.

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Pratiwi, Nurfiyani Dwi. "KEMITRAAN SEKOLAH DAN ORANG TUA DALAM PENANAMAN KEDISPLINAN IBADAH SISWA SMA NEGERI 5 YOGYAKARTA". Jurnal Pendidikan Agama Islam 13, nr 2 (24.04.2017): 145–56. http://dx.doi.org/10.14421/jpai.2016.132-02.

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Nurfiyani Dwi Pratiwi. Partnership Schools And Parents In Students’ Worship Disciplines Education.Yogyakarta: Islamic Teaching Department ofTarbiya and Teaching Faculty UIN Sunan KalijagaYogyakarta. This study aims to determine the form of partnership schools and parents in educateworship discipline of students, as well as factors supporting and inhibiting. This is a qualitativeresearch using approach of Sociology.The results of this research show that 1) Forms of partnerships: teachers and parents meetings,correspondence the school and parents, home visits, parent involvement in school events, associationsof parents and teachers, and periodic reports using a books report. 2) The supporting factors: the socialcompetence of teachers, parents’ attention in children’s education, and open access schools. Inhibitingfactors: level of education and the work of parents and teachers administrative tasks.Keywords: Partnership, School, Parent, and Worship.

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Huber, Stephan Gerhard. "School Leader Development: Current Trends from a Global Perspective". Swiss Journal of Educational Research 28, S (12.09.2018): 37–56. http://dx.doi.org/10.24452/sjer.28.s.4756.

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This article looks at the growing importance placed on activities to prepare school le- aders in correspondence to their central role for de-veloping and assuring the quality of schools and the ever-increasing responsibilities they are facing. In many countries, this has led to the design and implementation of extensive programs. In this paper, an overview of predominant approaches in use across Europe, Asia, Aus-tralasia, and North America is provided, and international trends in school leader development are identified. It becomes obvious that the aims of school leader development pro- grammes should be grounded on a more broadly defined understanding of leadership, adjusted to the core purpose of school, and based on educational beliefs integrating the values of a democratic society.

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Dar, Muhammad Usman, Dr Asad Abbas Rizvi i Prof Dr N. B. Jumani. "Exploring Positive Discipline Practices in Schools at Elementary School Level in Pakistan". International Research Journal of Education and Innovation 2, nr 2 (30.09.2021): 222–34. http://dx.doi.org/10.53575/irjei.24-v2.2(21)222-234.

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The study coordinated to research positive discipline rehearses in Rawalpindi Region Elementary Schools. Qualitative methodology and relevant examination strategy were used. Purposively picked members from five elementary schools included five school heads; thirty people from the disciplinary leading group of trustees, five school advocates, forty class monitors and five School management council chairpersons. Statistics researched explicitly were accumulated by means of eye to eye semi-coordinated gatherings and focus gathering meetings. Findings showed that shortfall of genuine replicas, deficient correspondence, not remunerating positive conduct, insufficient noticing and lacking money related resources obliged usage of positive discipline rehearses in picked schools. The survey contemplated that elements that unnatural practice of positive discipline rehearses in schools generally radiated from teachers, students, guardians and the people from the local District. The recommendations for schools are to begin getting ready projects for teachers and guardians to insistently affect their discipline rehearses in further developing usage of positive discipline rehearses

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Gleason, Mona. "Families Without Schools: Rurality, Correspondence Education, and the Promise of Schooling in Interwar Western Canada". History of Education Quarterly 57, nr 3 (19.07.2017): 305–30. http://dx.doi.org/10.1017/heq.2017.14.

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Using a collection of settler family letters to the Elementary Correspondence School (ECS) in British Columbia, the first provincial government–supported “schooling by mail” arrangement of its kind in Canada, I highlight the efforts of rural families to secure an education for their children in the period between the First and Second World Wars. The settler families who took advantage of correspondence schooling did so without the benefit of a professional teacher or a dedicated schoolhouse. This arrangement proved onerous for many settler families. In their letters to the ECS, adults and young people articulated the belief that the provincial government needed to do more to provide educational services for them. Families were acutely aware of their contributions to the prosperity of the province and, in return, they demanded schools for their children. Given the unique perspectives reflected through this collection of letters, my examination is situated in the interstices between rural schooling and correspondence schooling.

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Svastisalee, Chalida M., Bjørn E. Holstein i Pernille Due. "Validation of presence of supermarkets and fast-food outlets in Copenhagen: case study comparison of multiple sources of secondary data". Public Health Nutrition 15, nr 7 (22.03.2012): 1228–31. http://dx.doi.org/10.1017/s1368980012000845.

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AbstractObjectiveWe examined the quality of food outlet addresses provided by secondary sources and determined whether they could be physically located in the field.DesignAddresses of food outlets in fourteen school districts in the northern part of Copenhagen were obtained from multiple business locators. We geocoded 202 addresses using a geographic information system and cross-referenced the sources against each other using a validation grid. Physical presence was determined via street survey. We applied gamma statistics and calculated positive predictive value, sensitivity and percentage agreement to assess the overall correspondence between our test of physical presence and each source of secondary information.SettingThe study took place within city boundaries of Copenhagen, Denmark.SubjectsFood outlets within fourteen school districts within Copenhagen.ResultsPositive predictive value between field results and secondary sources indicated good to excellent correspondence (range: 0·81–0·98), comparable with other studies. Gamma coefficients indicated low to high positive correspondence (range: 0·23–0·98).ConclusionsDespite moderately high correspondence between secondary sources of address information and field observation, the findings illustrate that the use of combined sources is recommended.

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Hyungjun Park. "The Formation of Modern Correspondence School and National Language Education". korean language education research ll, nr 48 (grudzień 2013): 217–42. http://dx.doi.org/10.20880/kler.2013..48.217.

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Pulkkinen, Jonna, i Juhani Rautopuro. "The correspondence between PISA performance and school achievement in Finland". International Journal of Educational Research 114 (2022): 102000. http://dx.doi.org/10.1016/j.ijer.2022.102000.

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Watson, Bruce Kaʻimi. "Ka Moʻolelo o Ka Nuha: the safety zone at the Kamehameha Schools didn’t happen by accident". AlterNative: An International Journal of Indigenous Peoples 16, nr 3 (28.08.2020): 268–75. http://dx.doi.org/10.1177/1177180120952898.

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Written in a style inspired by Hawaiian language newspapers of the 19th century, this moʻolelo (history) seeks to tell the story of Hawaiian patriotism at the Kamehameha Schools, a school for Indigenous children founded and funded by a princess of the Hawaiian Kingdom. With Raphael Lemkin’s phases of genocide in our pocket and Lomawaima and McCarty’s Safety Zone Theory as our guide, readers will journey through the school’s correspondence, teacher meeting minutes, and Hawaiian language newspapers documenting the celebration of the holiday Lā Kūʻokoʻa, the events surrounding the 1895 Kaua Kūloko, and the experiences of the first Indigenous teacher hired by the school.

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Manley, Shirley, i Norma Harwood. "Bringing it home: learning to index books by correspondence". Indexer: The International Journal of Indexing: Volume 20, Issue 4 20, nr 4 (1.10.1997): 185–87. http://dx.doi.org/10.3828/indexer.1997.20.4.4.

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Pratika Ayuningtyas, Caecilia Rosma Widiyohening i Lutfi Ashar Mauludin. "INTRODUCTION TO BUSINESS CORRESPONDENCE IN IN-HOUSE TRAINING AT SMK NU GEBANG". Jurnal Layanan Masyarakat (Journal of Public Services) 6, nr 2 (9.09.2022): 500–510. http://dx.doi.org/10.20473/jlm.v6i2.2022.500-510.

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The high unemployment rate in Indonesia, with most of them are the Vocational High School’s graduates. It triggers the vocational schools to improve the competence of their graduates that they will be part of the industry and business. One of the steps taken by the school based on the applicable laws and regulations is On-the-job training (Prakerin). However, the Covid-19 pandemic that hit Indonesia made it impossible to carry out as usual. SMK NU Gebang took steps to fill this void by holding In-House Training as a substitute for internships. One of the materials provided in the In-House Training is Business Writing on the topic of Introduction to Business Correspondence. This activity was attended by 16 students of class XI of the Financial Accounting study program and the NU Gebang Vocational School. This activity is carried out for approximately one month (May – June 2022). The method used in this activity is the lecture of material with direct practice. From this activity, it is known that SMK NU Gebang students are actively involved in participating in the In-House Training. Students can also complete the assigned tasks well.

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Ayuningtyas, Pratika, Caecilia Rosma Widiyohening i Lutfi Ashar Mauludin. "INTRODUCTION TO BUSINESS CORRESPONDENCE DALAM IN-HOUSE TRAINING DI SMK NU GEBANG". Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) 2, nr 3 (12.12.2022): 265–73. http://dx.doi.org/10.46306/jub.v2i3.91.

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The high unemployment rate in Indonesia, with most of them are the Vocational High School’s graduates. It triggers the vocational schools to improve the competence of their graduates that they will be part of the industry and business. One of the steps taken by the school based on the applicable laws and regulations is On-the-job training (Prakerin). However, the Covid-19 pandemic that hit Indonesia made it impossible to carry out as usual. SMK NU Gebang took steps to fill this void by holding In-House Training as a substitute for internships. One of the materials provided in the In-House Training is Business Writing on the topic of Introduction to Business Correspondence. This activity was attended by 16 students of class XI of the Financial Accounting study program and the NU Gebang Vocational School. This activity is carried out for approximately one month (May – June 2022). The method used in this activity is the lecture of material with direct practice. From this activity, it is known that SMK NU Gebang students are actively involved in participating in the In-House Training. Students can also complete the assigned tasks well.

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BRANKOVIĆ, BOŠKO M. "GLIGORIJE JEFTANOVIĆ AND THE STRUGGLE FOR CHURCH AND SCHOOL AUTONOMY". ISTRAŽIVANJA, Јournal of Historical Researches, nr 32 (3.12.2021): 162–74. http://dx.doi.org/10.19090/i.2021.32.162-174.

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The first part of this paper presents a brief history of the beginning and course of the Serbian people’s struggle in the provinces of Bosnia-Herzegovina for Church and school autonomy and the role Gligorij Jeftanović played as one of the two most important figures leading the movement. The second part of the paper deals with correspondence between Gligorije Jeftanović and Lazar Pupić in 1901 during the time a Serbian envoy was being selected to travel from Sarajevo to Constantinople and attempt to win over the Ecumenical Patriarch to the Serbian cause by gaining support for the Third Imperial Memorandum. It also looks at correspondence after the election with the chosen envoy, Kosta Kujundžić, who tried but failed to win the Ecumenical Patriarch over to the Serbian side. The third part deals the adoption of the Statute on Church and School Autonomy and the decline in Gligorije Jeftanović’s popularity after the emergence of a young, university-educated Serbian intelligentsia, which had new ideas and demands concerning new goals for the continuation of the struggle.

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Philip, Angel Cham, i Mohammed Fahad. "School Bullying and Association with Somatic Complaints in Victimized Children: Correspondence". Indian Journal of Pediatrics 89, nr 5 (30.11.2021): 524. http://dx.doi.org/10.1007/s12098-021-04042-7.

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Seo, Ji-Yoon, Mi-Kyoung Kim i Soo-Yong Song. "Correspondence of Elementary School Students Anticipated Vocations, Perceived Competencies, and Interests". Journal of the Korea Academia-Industrial cooperation Society 14, nr 1 (31.01.2013): 184–93. http://dx.doi.org/10.5762/kais.2013.14.1.184.

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Suryowati, E., T. Nusantara, E. B. Irawan i S. Sudirman. "Junior high school student’s strategy in partial formal correspondence relationship generalization". Journal of Physics: Conference Series 1157 (luty 2019): 032081. http://dx.doi.org/10.1088/1742-6596/1157/3/032081.

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Kapil, Radhika, i Aakriti Gupta. "Anemia, Iron Deficiency and Iodine Deficiency among Nepalese School Children: Correspondence". Indian Journal of Pediatrics 85, nr 6 (4.01.2018): 487–88. http://dx.doi.org/10.1007/s12098-017-2581-0.

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Askell-Williams, Helen, i Michael J. Lawson. "Relationships between students’ mental health and their perspectives of life at school". Health Education 115, nr 3/4 (1.06.2015): 249–68. http://dx.doi.org/10.1108/he-02-2014-0007.

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Purpose – The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia. Design/methodology/approach – The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events). Findings – The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences. Research limitations/implications – Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implications – The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implications – This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions. Originality/value – This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.

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Sharifov, Hijran. "Principles of physical education classes out- of- school educational institutions". Scientific News of Academy of Physical Education and Sport 1, nr 1 (14.11.2018): 85–88. http://dx.doi.org/10.28942/ssj.v1i1.67.

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Children-youth sport schools are out of school, socially oriented institutions aiming to harmoniously develop children, teenagers and youth, promote health and physical conditions via physical education and sport, play a guiding role in physical education work with the general schools in the area of its location, and cover the preliminary and medium phases of developing high level of sportsmen in the Republic (1). Involvement in sport of children and youth and systemic works with them is of primary importance. Correspondence of children's physical education to the requirements of pedagogical-psychological requirements depends on the work of trainers-teachers. They shall be knowledgeable about the regulatory papers defining physical education, sport disciplines and prospects, pedagogy, psychology, child physiology, and basics of hygiene and observe it in their works.

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Lebedeva, Ol'ga. "COMPARATIVE ANALYSIS OF EXISTING METHODS FOR DEVELOPING CORRESPONDENCE MATRICES". Modern Technologies and Scientific and Technological Progress 1, nr 1 (17.05.2021): 181–82. http://dx.doi.org/10.36629/2686-9896-2021-1-1-181-182.

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The study is aimed at comparing the methods of restoring correspondence matri ces, the traditional transport school and modern mobile technologies. Traditionally, correspondence matrices are restored by interviewing vehicle drivers and applying gravity models (to extrapolate and fill in unobserved movements), then matrix estimation methods are used to calculate traffic flows. Each of these approaches has a number of advantages and disadvantages, but there is no evidence to assess the quality of the data obtained.

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Ferklová, Renata. "The Teaching Episode of a Released Prisoner. František Křelina at the School in Český Dub in January 1966". Acta Musei Nationalis Pragae – Historia litterarum 62, nr 1-2 (2017): 47–57. http://dx.doi.org/10.1515/amnpsc-2017-0006.

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The writer František Křelina (1903-1976) graduated from the teaching institute in Jičin. He first taught at village elementary schools in the Nova Paka and Turnov regions. From the mid-1930s, he was a special subject teacher at the council school in Česky Dub. After the town was occupied following the Munich agreement in 1938, he worked at schools in Prague, where his family had also moved. He considered his teaching profession to be a mission. His success and his popularity are evidenced by the extant correspondence with his former students until the end of his life. His teaching activities were terminated by force in 1951, when he was arrested and subsequently, in 1952, sentenced in a political process to 12 years in prison. He was released on amnesty in 1960, but he was not allowed to return to his profession. He thus worked as a construction labourer, retiring in 1964. In 1965, he was given an unexpected opportunity to work as a substitute teacher at his former school in Česky Dub. Since his rehabilitation proceedings had not been completed, however, he had to leave the school again three days later. In order not to cause problems for the headmaster, he excused his leaving by a pretended illness. Nevertheless, the three days were enough for his personality to leave a deep and lasting impression on the hearts of both his students and his teacher colleagues - their correspondence is full of respect and admiration. The history of the teaching activities of František Křelina, who was not allowed to achieve his full fulfilment, hence demonstrates the violence, malevolence and crimes of Communist totalitarian power.

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Raitskaya, L. K. "School of English for Applied Economics". MGIMO Review of International Relations, nr 5(38) (28.10.2014): 212–15. http://dx.doi.org/10.24833/2071-8160-2014-5-38-212-215.

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Department of English Language № 5 was created at the Institute of Foreign Economic Relations in 2000, and since 2011 it has been working with the students of the Department of Applied Economics and Commerce. Department of English Language № 5 prepares training materials, multimedia courses, manuals and tutorials based on the up-to-date educational technologies. A series of textbooks and teaching materials was recently published by the Department. They are widely used in teaching business communication for Economists. This series include textbook "Commercial correspondence and documentation in English" by L.K. Raitskaya and L.V. Korovin, textbook "Business English with the use of case studies (case studies)" edited by O.V. Desyatova? and textbook "Two-way translation of dialogues commercial content"by O.V. Desyatova.

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HÎMPĂ, Laura-Rodica. "ȘTEFAN FĂLCOIANU AND THE SUPERIOR SCHOOL OF WAR". BULLETIN OF "CAROL I" NATIONAL DEFENCE UNIVERSITY 11, nr 3 (20.10.2022): 81–90. http://dx.doi.org/10.53477/2284-9378-22-85.

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This article aims to present Ştefan Fălcoianu`s personality and vast activity, (June 6, 1835 - January 22, 1905) a research based on the Fălcoianu Family Fund original documents from the Romanian ,National Archives in Bucharest. The documentary fund dates from 1836-1944 and was taken from the Ilfov Archives Branch. The documents contain information about the Fălcoianu family`s genealogy, on General Ștefan Ioniță Fălcoianu`s activity. The preserved correspondence reflects Stefan Fălcoianu’s ties with personalities of the time: Constantin Barozzi1, Octav George Lecca2 and the Belgian general Henri Alexis Brialmont3

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Mayer, Claude-Hélène. "Navigating Contact Zones in 21st Century Schools: Creative Identity Development in Two Complex Transcultural Spaces". Journal of Intercultural Communication 21, nr 1 (30.03.2021): 19–33. http://dx.doi.org/10.36923/jicc.v21i1.3.

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This article describes the experiences and the creative identity development of A., an 11-year-old bicultural and bilingual boy who attended school in two different cultural contact zones (CCZs), in South Africa and Germany. The study is anchored in a single case qualitative research paradigm and follows an ethnographic approach by using qualitative interviews, observation and field notes. Findings show A.’s identity development within the two CCZs. The article discusses how A. develops creatively to manage himself in the different CCZs by focusing on expanding or minimizing selected identity parts to create “safe zones”. It concludes that to grow within the two school environments, identity needs to be developed creatively and flexibly in correspondence with the schools’ approaches to diversity.

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Baxtiyorovna, Yoqubova Sevara. "Age-appropriate, pragmatic content in personal correspondence". International journal of linguistics, literature and culture 8, nr 1 (18.12.2021): 6–12. http://dx.doi.org/10.21744/ijllc.v8n1.2005.

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This article examines vulgarism and dialectisms, which are considered to be elements of vulgarity in personal correspondence. In the linguistic examination conducted in anonymous cases, the form, frequency, and pragmatic content of the use of non-literary elements also play a leading role in determining the age of a person. The article examines the pragmatic direction, communicative purpose, frequency of use of non-literary elements in the correspondence of individuals aged 17-27 on average, and concludes. A survey was also conducted among school-age students to study the influence of the family environment on the use of non-literal lexical elements in a child’s speech. The nature of the use of non-verbal elements in personal correspondence depends on neurological, psychological, and sociological factors. Unethical behavior can also be related to a person's emotional state. Some personal correspondence uses obscene lexical elements, some positive and some negative. Speech situation and communicative purpose also played an important role in the use of non-literary lexical items.

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Carroll, J. Douglas, Paul E. Green i Catherine M. Schaffer. "Comparing Interpoint Distances in Correspondence Analysis: A Clarification". Journal of Marketing Research 24, nr 4 (listopad 1987): 445–50. http://dx.doi.org/10.1177/002224378702400414.

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In a recent JMR article, the authors described and illustrated a correspondence analysis scaling that permitted both within-set and between-set squared distance comparisons. This note clarifies the relationship between the proposed scaling and another scaling (popular among the “French school” of data analysts) in which the diagonal matrix of singular values is applied to both X and Y coordinates. Using a data set from Greenacre, the authors examine conceptual and empirical contrasts among three alternative scalings.

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Stoeger, Heidrun, Norah Almulhim i Albert Ziegler. "Correspondence Heuristic and Filter-Empowerment Heuristic: Investigating the Reversed Gender Achievement Gap in a Sample of Secondary School Students in Saudi Arabia within the Framework of Educational and Learning Capital". Education Sciences 12, nr 11 (14.11.2022): 811. http://dx.doi.org/10.3390/educsci12110811.

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The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic levels. We propose that this lack of correspondence between systemic levels regarding equity gaps can be explained by the fact that more exogenous learning resources (educational capital) selectively reach girls’ actiotopes, enabling them to build more effective endogenous learning resources (learning capital) and, in particular, effective action repertoires. To investigate this assumption, we introduce a filter-empowerment heuristic and contrast it with a simpler correspondence heuristic. We employ the filter-empowerment heuristic and the education and learning capital approach to investigate the reversed gender achievement gap in a sample of secondary school students in the KSA. We test four hypotheses: (a) Girls have higher academic achievement than boys. (b) Girls have more educational capital and (c) more learning capital than boys. (d) Educational and learning capital mediate the relationship between gender and academic achievement. The hypotheses were tested with a sample of 2541 ninth-grade students from 55 KSA schools. The four hypotheses were confirmed and support a filter-empowerment heuristic rather than a correspondence heuristic.

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Suchor, Katerina. "“Say What you Really Believe”¹: Freedom Schools, Youth Empowerment, and Black Power in 1960s Milwaukee". Teachers College Record: The Voice of Scholarship in Education 122, nr 7 (lipiec 2020): 1–33. http://dx.doi.org/10.1177/016146812012200715.

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Background The historical literature on the civil rights movement has tended to underemphasize the movement's educational activities, while literature on the civil rights and Black Power movements has overemphasized ideological and tactical differences between these chapters in the struggle for Black liberation. A few studies have examined Freedom Schools—educational projects established as part of larger civil rights campaigns—but these studies have focused almost exclusively on Freedom Schools in the Southern context. Purpose Focusing on Freedom Schools organized as part of a school desegregation campaign in Milwaukee during the mid-1960s, this article explores the pedagogical purpose and philosophy of the Freedom Schools, as distinct from other protest activities undertaken as part of the campaign, as well as the legacy of the Freedom Schools after the campaign's conclusion. Research Design This historical analysis examines materials such as lesson plans, flyers, and correspondence from the archives of the Milwaukee United School Integration Committee (MUSIC), the organization responsible for the school desegregation campaign. Findings This article shows that core components of the Freedom School curriculum, which sought to challenge deficit-oriented policies and empower youth to create social change, foreshadowed key tenets of Black Power ideology. Conclusions These findings suggest that the Freedom Schools, as important sites of ideological development, highlight continuity between the civil rights and Black Power movements and situate the Freedom Schools as part of a longer tradition of education for liberation and self-determination.

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Pichkova, L. S. "The School of Business English". MGIMO Review of International Relations, nr 5(38) (28.10.2014): 206–8. http://dx.doi.org/10.24833/2071-8160-2014-5-38-206-208.

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School of Business English prepare students for translation and abstracting economic texts, business correspondence and business communication originated in the late 1950s. Department of English Language № 2 pioneered the creation of the school of business English at MGIMO and made the largest contribution to its development. Developing and using the latest educational technology, actively participating in many innovative projects, responsive to changes in the economic and socio-political sphere and carefully studying the international experience, the Department has become the undisputed leader in language teaching profession. The emphasis is on the use of the advantages of a new method of object-language integrated learning, in which the program of teaching business English are built in close coordination with training programs on special subjects, and sometimes supplement them. Business games, round tables, student conferences in English have become long-term practice of the English Language № 2. Specialty permeates all stages and aspects of learning, including the common language practice.

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Werdiger, Ori. "On the Possibility of and Justification for a Philosophical Interpretation of Kabbalah: The Scholem-Gordin Correspondence". Naharaim 14, nr 2 (16.12.2020): 297–312. http://dx.doi.org/10.1515/naha-2020-0005.

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AbstractThis article introduces and discusses a short correspondence that took place in November 1931 between Gershom Scholem and Jacob Gordin. Gordin was a Russian-Jewish philosopher of religion, an expert on Hermann Cohen, and a founding figure of the postwar Paris School of Jewish Thought. The initial motivation for the correspondence was Scholem’s wish to produce a critical edition of the 17th century kabbalistic work, Shaar Hashamayim by Abraham Cohen Herrera, for which he asked for Gordin’s help. A close reading of Gordin’s response to Scholem and Scholem’s belated response to Gordin highlight the respective views of these thinkers regarding the relationship between kabbalah and Western philosophy in the modern era, and in German idealism in particular. The article is followed by a translation of the correspondence.

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ANDERSON, FIONA. "“A Trail of Drift and Debris”: Traces of Whitman in the Correspondence Art of Ray Johnson". Journal of American Studies 49, nr 1 (7.07.2014): 55–75. http://dx.doi.org/10.1017/s002187581400125x.

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In 1987, the artist Ray Johnson, “leader” of the so-called New York Correspondence School, filled his mouth with Reese's Peanut Butter Cups and read some of Walt Whitman's musings on the nature of correspondence in a performance that Johnson dubbedSmile. An example of what Johnson termed his “nothings,”Smiletook place in an empty ATM vestibule on Long Island, the nostalgic “Paumanok” of Whitman's poetry. Johnson's performance both elevated and mocked Whitman's equally personal approach to the art and practice of correspondence. By invoking Whitman and his thoughts on correspondence, Johnson was keen to respond to descriptions of him as “Dada Daddy” to a younger generation of correspondence artists. Johnson's performance looked not so much to elevate his own ephemeral correspondence art, but to foster a reappraisal of Whitman that considered the ephemerality of his poetic method and opened up a queer line of communication and anti-teleological influence that would disrupt Johnson's own artistic reception. This article examinesSmileas an (auto)biographical performance that simultaneously clarifies and clouds the creative methodologies of Johnson and Whitman, declaring Whitman's influence on the irreverent Johnson while rejecting the restrictions of a chronological chain of influence, much as Johnson's earlier mail art had done.

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West, Anne E. "“Correspondence School”: Inspiring a Future Generation of Scientists with Science-By-Mail". MRS Bulletin 19, nr 8 (sierpień 1994): 83–84. http://dx.doi.org/10.1557/s0883769400047849.

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Kobayashi, Hiroko, Hiroki Takehashi, Masaki Hirabe, Estuko Togo i Masaki Fujimoto. "Achievement goal, learning behavior and learning achievement among correspondence high school students". Proceedings of the Annual Convention of the Japanese Psychological Association 81 (20.09.2017): 3B—084–3B—084. http://dx.doi.org/10.4992/pacjpa.81.0_3b-084.

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Choi, Kyu-hong. "A study on teaching of the correspondence of syntax in elementary school". Korean Association For Learner-Centered Curriculum And Instruction 18, nr 20 (30.10.2018): 1465–78. http://dx.doi.org/10.22251/jlcci.2018.18.20.1465.

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Ramsland, John. "‘In the lonely, silent places’: the Correspondence School at Blackfriars, 1924‐1967". Journal of Educational Administration and History 24, nr 1 (styczeń 1992): 18–34. http://dx.doi.org/10.1080/0022062920240102.

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Hirabe, Masaki, Hiroko Kobayashi, Etsuko Togo i Masaki Fujimoto. "Mental Health and Its Associated Factors among Correspondence Course High School Students". Proceedings of the Annual Convention of the Japanese Psychological Association 79 (22.09.2015): 2AM—047–2AM—047. http://dx.doi.org/10.4992/pacjpa.79.0_2am-047.

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Taira, Derek. "Making “Womenly Women” or “Servants of Civilization”". Pacific Historical Review 92, nr 1 (2023): 30–61. http://dx.doi.org/10.1525/phr.2023.92.1.30.

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This article investigates how white educators used American education in an effort to socially engineer Hawaiian acceptance of U.S. control over the islands. Examining school reports, journal articles, and official correspondence from the Kamehameha School for Girls, I explore the various strategies principal Ida M. Pope used to promote white middle-class ways of homemaking and mothering, in an effort to undermine her Native Hawaiian students’ Indigenous identities and convert them into docile Hawaiian Americans. Despite Pope’s language of female empowerment, she harbored racist attitudes toward Native Hawaiians and produced an institutional climate hostile to Indigenous identity. This article builds on previous work on white women’s maternalism in Native American boarding schools to highlight how themes of white feminity, U.S. empire, and settler colonialism manifested at the Kamehameha School for Girls. More broadly, it reveals the role of white women in Hawai‘i as agents of colonial control who actively labored toward normalizing U.S. occupation and empire.

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Seiverling, Laura, Jennifer Felber, Monica Howard, Keith Williams i Helen M. Hendy. "The Lunchbox Study: A Pilot Examination of Packed Lunches of Children with Autism Spectrum Disorder". Nutrients 14, nr 7 (23.03.2022): 1338. http://dx.doi.org/10.3390/nu14071338.

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Background: This study examined foods packed and consumed by children with autism spectrum disorder (ASD) and calculated the percentage of packed school lunches meeting National School Lunch Program (NSLP) standards. Fruit and vegetable (FV) consumption was further examined by investigating its association with the number and type of foods packed. Methods: Participants included 59 private school students observed for five school meals. Servings of foods and beverages packed and consumed and the percentages of correspondence between food packed and consumed were calculated. Next, the percentages of lunches meeting NSLP guidelines were calculated. Finally, mealtime means were calculated for the number of foods packed, FVs packed, and FVs consumed. Results: There was a high correspondence between foods packed and consumed. Fresh fruits and sugar-added drinks were most often packed and consumed. The percentage of meals meeting NSLP guidelines was higher than previous non-ASD samples. More FV consumption was associated with more FVs packed and fewer total foods packed. FV consumption was highest with 4 < 5 foods packed, including 2+ FVs. Conclusions: Future studies should compare foods packed and consumed by children with and without ASD. The FV consumption findings suggest parents may increase children’s FV consumption by packing approximately four total foods with two FVs.

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Susanto, Yuni. "ANALYSIS OF JAPANESE CORRESPONDENCE USING CTL COMPONENTS". Jurnal Kata 1 (21.05.2020): 1. http://dx.doi.org/10.22216/kata.v1i0.5067.

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<em>One of the 2013 curriculum characteristic is contextual learning. Contextual learning (CTL) is a concept of learning by bringing real world situations in the classroom and encourages students to make connections between the knowledge they have and their application in daily life. By this concept, learning outcomes will become more meaningful for students. According to Ausubel, meaningful learning is a process of linking new information to relevant concepts contained in a person's cognitive structure. The learning process takes place naturally in the form of activities. Not only transferring knowledge from teacher to student, they also do and act. In order to implement contextual learning, students of SMAN 1 Temanggung corresponded with students of Kakegawa Higashi High School. Students share letters and Japanese exercise to their partner and also communication through SNS or email. This research aims to analyze the correspondence conducted using CTL components.</em>

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Joulide, Shahrbanoo, Akram Faravani i Ali Akbar Boori. "Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement". English Language Teaching Educational Journal 3, nr 3 (31.12.2020): 198. http://dx.doi.org/10.12928/eltej.v3i3.3196.

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A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement. 150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score.

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Eyal, Ori, i Marissa (Gross) Yarm. "Schools in Cross-Sector Alliances: What Do Schools Seek in Partnerships?" Educational Administration Quarterly 54, nr 4 (19.03.2018): 648–88. http://dx.doi.org/10.1177/0013161x18765268.

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Purpose: In recent years, the rise of cross-sector alliances (CSAs) in education has elicited growing concerns regarding the unrestrained influence of external partners. Against this backdrop, this study aims to explore the ways in which public schools perceive and collaborate with nonsystem actors (NSAs). Research Methods: Using a qualitative design, 32 in-depth interviews with 29 school CSA coordinators responsible for managing 32 civic education CSAs in Israel were triangulated with CSA email correspondence and completed feedback forms. Data were coded and analyzed using categorical techniques. Findings: Three main themes emerged from our data: identity of the public education system, pedagogic identity of the school, and collaboration and mutuality. While concerned by the threat of CSAs to public education, school coordinators expressed confidence in their ability to protect their school’s identity from NSA influence via twin strategies of regulation and adaptation. However, our analysis revealed that by avoiding substantial engagement with NSAs, the coordinators effectively ceded control to them over educational activities. We propose two new theoretical constructs to categorize alliances: reproductive mutuality, in which schools effectively accept the ideology and programs of NSAs, by a form of “soft coercion”; and transformative mutuality, in which school coordinators and NSA representatives engage in substantive dialogue about educational values, goals, and methods, leading to pedagogical innovation and protecting the public school ethos. Implications: The findings suggest that schools expand their involvement in vetting, monitoring, and activating CSA programs; protect teachers’ professional status; encourage knowledge transfer; and foster transformative mutuality to propel socioeducational change.

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