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Artykuły w czasopismach na temat "Mary Ward Schools"
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Patricia Harriss, Sr. "Mary Ward in Her Own Writings". Recusant History 30, nr 2 (październik 2010): 229–39. http://dx.doi.org/10.1017/s0034193200012772.
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Mary Ward was born in 1585 near Ripon, eldest child of a recusant family. She spent her whole life until the age of 21 in the intimate circle of Yorkshire Catholics, with her parents, her Wright grandparents at Ploughland in Holderness, Mrs. Arthington, née Ingleby, at Harewell Hall in Nidderdale, and finally with the Babthorpes of Babthorpe and Osgodby. Convinced of her religious vocation, but of course unable to pursue it openly in England, she spent some time as a Poor Clare in Saint-Omer in the Spanish Netherlands, first in a Flemish community, then in the English house that she helped to found. She was happy there, but was shown by God that he was calling her to ‘some other thing’. Exactly what it was to be was not yet clear, so she returned to England, spent some time in London working for the Catholic cause, and discovering that there was much for women to do—then returned to Saint-Omer with a small group of friends, other young women in their 20s, to start a school, chiefly for English Catholic girls, and through prayer and penance to find out more clearly what God was asking. Not surprisingly, given her early religious formation in English Catholic households, served by Jesuit missionaries, and her desire to work for her own country, the guidance that came was ‘Take the same of the Society’. She spent the rest of her life trying to establish a congregation for women which would live by the Constitutions of St. Ignatius, be governed by a woman general superior, under the Pope, not under diocesan bishops or a male religious order, and would be unenclosed, free to be sent ‘among the Turks or any other infidels, even to those who live in the region called the Indies, or among any heretics whatsoever, or schismatics, or any of the faithful’. There were always members working in the underground Church in England, and in Mary Ward's own lifetime there were ten schools, in Flanders and Northern France, Italy, Germany and Austria-Hungary. But her long struggle for approbation met with failure—Rome after the Council of Trent, which had insisted on enclosure for all religious women, was not yet ready for Jesuitesses. In 1631 Urban VIII banned her Institute by a Bull of Suppression, imprisoning Mary Ward herself for a time in the Poor Clare convent on the Anger in Munich. She spent the rest of her life doing all she could to continue her work, but when she died in Heworth, outside York, in 1645 and was buried in Osbaldwick churchyard, only a handful of followers remained together, some with her in England, 23 in Rome, a few in Munich, all officially laywomen. It is owing to these women that Mary Ward's Institute has survived to this day.
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Hardin, Marie. "Interview With Julie Ward, Former Deputy Managing Editor, Sports, for USA Today". International Journal of Sport Communication 1, nr 3 (wrzesień 2008): 301–6. http://dx.doi.org/10.1123/ijsc.1.3.301.
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Julie Ward was deputy managing editor at USA Today for nearly 2 decades, from 1989 to 2007. She joined USA Today as a general-assignment reporter in 1984 and also was an assignment editor for the NBA, golf, tennis, motor sports, boxing, colleges, and high schools. USA Today is the top-circulation daily newspaper in the United States. Ward led the USA Today team that won the 2002 Associated Press Sports Editors award for a story that revealed the 302 members of Augusta National Golf Club, which had been embroiled in controversy because of its policy to exclude women from membership. In 2007, Ward also won the Mary Garber Pioneer Award from the Association for Women in Sports Media. In December, she accepted a severance offer (buyout) and retired from working at the paper. Before joining USA Today, she was a reporter for the St. Louis Globe-Democrat and the Belleville (IL) News-Democrat, where she covered women’s sports and was a columnist.
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Bii, Rotich Paul, i Stephen Tomno Cheboi. "Provision of Food to Public Primary Schools and Its Effects on Enrolment of Pupils in Mara Ward, Narok West Sub-County, Narok County, Kenya". East African Journal of Interdisciplinary Studies 2, nr 1 (9.06.2020): 20–27. http://dx.doi.org/10.37284/eajis.2.1.161.
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The purpose of the study was to evaluate the relationship between the provision of food to public primary schools by FTC and the enrolment of pupils in Mara Ward of Narok West Sub-County, Narok County, Kenya. The study adopted descriptive survey research design. The target population was 131 public primary schools in Narok West Sub-County, 1460 teachers and 3150 pupils. A sample of 97 schools, 302 teachers and 344 pupils was drawn. Simple random sampling method in the numbers of schools, teachers and pupils was used. Findings of the study showed that provision of food increased the enrolment rate of pupils in school. This is because meals programmes offered in schools enables the pupils from far and humble backgrounds to have similar treatment to the pupils coming from better backgrounds and close to the schools. These programmes increased the level of admission of new pupils thus increasing the rate of enrolment in most schools. However, offering food in schools does not automatically increase the rate of enrolment for it was realized that quality of food matters the most as well. The findings can help the government to sensitize on the quality of food being offered to be increased. Meals programmes should be implemented in all schools in Mara Ward and even to other parts of the country. In addition, the quality of the food offered should be increased to reduce diseases associated with malnutrition.
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Rusi, Ibnur, i Ferdy Febriyanto. "Perencanaan Strategis Sistem Informasi untuk Optimalisasi Layanan Sekolah Menggunakan Ward and Peppard". Jurnal Sisfokom (Sistem Informasi dan Komputer) 10, nr 2 (3.08.2021): 189–96. http://dx.doi.org/10.32736/sisfokom.v10i2.1170.
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Abstract— The use of technology and information systems is an obligation that must be applied by every agency or organization to simplify and optimize operational implementation. Many agencies are actively using information systems so that the agency's performance can run well, systematically, and controlled, which will impact the credibility of their agency. A good information system can be created because of good planning. Strategic planning of information systems allows producing a good information system. This is because the output produced is in the form of strategic plans and documents that methodically describe the needs of information systems. Torsina Private Vocational School is a vocational school that seeks to implement information systems in every operation to improve schools' services. Therefore, strategic planning is needed in the development of IS/IT at Torsina Private Vocational Schools so that the implementation of information systems becomes more controlled and on target. IS/IT strategic planning in this study uses the Ward and Peppard model, while the analytical tools used are Critical Success Factors (CSF's), SWOT Analysis, Value Chain, and McFarlans Strategic Grid. The existence of an analytical tool is used to support the Ward and Peppard model to determine the internal and external environmental conditions of the organization. The results of this study are strategic planning of information systems at Torsina Private Vocational Schools in the form of business strategy, IT strategy, IS/IT management strategy, and an information system portfolio that is mapped based on the level of importance.
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Herbst, Jurgen. "Nineteenth-Century Schools between Community and State: The Cases of Prussia and the United States". History of Education Quarterly 42, nr 3 (2002): 317–41. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00001.x.
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Forty years ago Bernard Bailyn remarked that American historians of education had carried out their work “in a special atmosphere of professional purpose” and had made the history of the public school the focus of their investigations. Lawrence Cremin seconded that observation and added that, for all intents and purposes, the history of American education had been “the history of the public school realizing itself over time.” In the tradition of Ellwood Patterson Cubberley that self-realization of the American public school was portrayed as a progression from local roots to state-wide systems. It became synonymous with the evolution of school government from local control on the district and ward levels to direction and oversight by state administrators. For many school professionals and historians that progression meant progress. They saw it as overcoming local control which they regarded as a relic of the past denoting an endorsement of inequality, discrimination, and special privilege. It persuaded them to see the solution to the schools' problems in strengthened state and, eventually, federal control.
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Saha, Subrata. "Quality of Elementary Education and Ground Realities in Uttar Dinajpur District". ENSEMBLE 2, nr 2 (24.06.2021): 212–28. http://dx.doi.org/10.37948/ensemble-2020-0202-a021.
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Education is the most powerful instrument to change the society. The welfare and economic progress of a country depends on the quality of education because education refers to the development of human skill and knowledge of the people or labor force and education is called human capital. Different education policies during the post independent period focused primarily to improve the enrolment in the primary school in India. In order to access all children up to 14 years of age the different National Education Policies gave priority to universialization of elementary education program on different times and many initiatives like Operation Black Board, Mid-day Meal, Sarvashiksha Abhijan (SSA) and Right to Education Act. Uttar Dinajpur district is not an exception. Literacy and education of the district shows dismal picture and according to census report 2011the district has the lowest rank in the state. The district is an economically and educationally back ward district. The present paper is an attempt to study the enrolment trend at the elementary level in the government school and private schools in Uttar Dinajpur during the period 2012-13 to 2016-17 and enquiry into the problems relating to the learning outcomes of the children at the elementary level in government schools of the district. The empirical findings point out many problems such as poor academic performances of the students, wastage of teaching time on mid-day meal related works, irregular attendance of the teachers in the school, teacher-guardian meet, guardians choice regarding admission of their children , lack of parents awareness and use of mobile phone in the class room.
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Griffin, Ashley, i Hilary Tackie. "Through our eyes". Phi Delta Kappan 98, nr 5 (23.01.2017): 36–40. http://dx.doi.org/10.1177/0031721717690363.
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A series of focus groups with black teachers across the United States shows that black teachers bring to their work many skills that often go far beyond their roles as content experts and instructors. They build relationships with students of color that help those students feel connected to their schools, they tend to be “warm demanders,” holding all students to high expectations and as colleagues, they tend to enhance cultural understanding among teachers and administrators of differing races and backgrounds. What they need from school and district leaders is more support for developing the mature, respectful, and diverse working environment in which black teachers and all of their colleagues can thrive.
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Ben Ari, Amichai, Daniella Margalit, Raphael Udassin i Fortu Benarroch. "Traumatic Stress among School-Aged Pediatric Surgery Patients and Their Parents". European Journal of Pediatric Surgery 29, nr 05 (17.06.2018): 437–42. http://dx.doi.org/10.1055/s-0038-1660449.
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Introduction Since hospitalization can be a traumatic event for children, many of them may suffer from a cluster of chronic psychological and emotional difficulties called Pediatric Medical Traumatic Stress (PMTS). Although PMTS causes considerable functional impairment and psychological distress and may decrease the children's compliance with post-surgical care, awareness of this condition is low and thus not enough effort is made to prevent it. The objective of this study is to assess prospectively the prevalence and characteristics of PMTS in school-age children following hospitalization in a general pediatric surgery ward and in their parents, which has not been documented before. Materials Patients and Methods We recruited parents of 88 children aged 6 to 13 years old, hospitalized in a pediatric surgery ward and which form a representative sample of the children of this age in the ward. Three to five months after discharge from the hospital, the parents completed questionnaires measuring symptoms of psychological distress. Results About 26.4% of children displayed symptoms of PMTS, and 11.6% of parents suffered from posttraumatic stress disorder following their child's hospitalization. Moreover, we found a medium high positive correlation between the parents' level of distress and that of their child. Conclusion In view of the prevalence of PMTS among school-aged children following surgical intervention, it is necessary to promote increased awareness, preventive interventions, and early identification and treatment of this condition.
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Adebayo, Odeniyi Olujinmi, i Folorunsho Gbemisola Marian. "Reading and Learning Difficulties in English Language Among Private and Public Primary School Pupils in the Federal Capital Territory (FCT), Nigeria". European Scientific Journal, ESJ 13, nr 22 (31.08.2017): 163. http://dx.doi.org/10.19044/esj.2017.v13n22p163.
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The importance of education has often been underscored by scholars and researchers across different disciplines. Primary education is very crucial to the development of any nation. This is because of the liberating role it plays within the society. Studies have shown that when a person undergoes primary education, many problems that may constitute potential threats to the national and global well-being of a nation are solved. These problems include ignorance, illiteracy, religious violence, insecurity, and political servitude. This study investigated the reading and learning difficulties in English language among private and public primary school pupils in the Federal Capital Territory (FCT) in Nigeria. Descriptive survey research design was adopted for this study. The populations for this study are pupils of private and public primary schools in the Federal Capital Territory. It constitutes 491 primary schools in Abuja and an enrolment figure of 185,808. The study adopts multistage sampling technique which is a probability sampling technique. Data was analysed using simple percentages, frequency counts, and tables. Findings showed that primary school pupils experience some difficulties in reading and learning English language which is the medium of instruction in their schools. Some of these problems are environment induced, while others are foundational. In conclusion, the study recommends that parents must ensure they devote adequate time to help their wards develop the interest and confidence needed to achieve comprehension. Teachers need to be more strategic in the teaching of English language, especially by encouraging listening to the language first and constant practice.
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Singh, Dr Pralayankar Kumar. "Democracy Compromised: A Study of Adiga’s The White Tiger". SMART MOVES JOURNAL IJELLH 8, nr 2 (11.02.2020): 10. http://dx.doi.org/10.24113/ijellh.v8i2.10377.
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The paper tries to underscore that how one of the oldest democracies of the world is exposed to corruption. Corruption has brought India not only to halt but also dragging it backward. Corruption in India stems from the connection between bureaucrats, politicians and criminals. Adiga writes that there are mainly three diseases in India typhoid, cholera and election fever of which election is the worst. Election is the very fountainhead of all types of corruption. Voters casting their votes for money or even for a bottle of liquor are a common practice in many cities of India. Politicians before election make many promises but once government is formed they forget the promises. Balram Halwai, the protagonist, owes his success to the bribe that he gave to political institutions. In corruption police stands second to none. Taking hefty amount of bribe, they protect the big-wigs from legal proceedings. They harass and arrest mostly the have-nots and the honest. The police are totally rotten in Delhi, the capital of India. “If they see you without a seat belt, you’ll have to bribe them a hundred rupees”, says Balram. The police appointed with a view to control crime and maintain law and order promotes crime by taking bribe. Corruption in education system has crippled the poor. The mid-day meal of the students is taken home by the teacher of the school. Balram’s school teacher sells the uniform of the students in the neighbouring villages to earn profit. He is carried to the hospital, where no doctor is present saved a ward boy. The ward boy tells Balram that the doctor might come in the evening only when Balram gives him ten rupees bribe. Balram asks a person who is beside him “why isn’t a doctor here uncle”. The man answers that the doctor gives a fat amount of bribe to higher officials to get that job and after getting the job the bribes government medical superintendent one third of their salary to mark their attendance. The corruption in health department costs the life of Balram’s father. Blaram’s father has been suffering from tuberculosis. He is carried to the hospital, where no doctor is present saved a ward boy. The ward boy tells Balram that the doctor might come in the evening only when Balram gives him ten rupees bribe. Balram asks a person who is beside him “why isn’t a doctor here uncle”. The man answers that the doctor gives a fat amount of bribe to higher officials to get that job and after getting the job the bribes government medical superintendent one third of their salary to mark their attendance. People lose their confidence in their politicians and civil servants. The largest democracy of the world is being compromised.
Rozprawy doktorskie na temat "Mary Ward Schools"
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Degenhardt, Leoni Marilyn, i res cand@acu edu au. "Reinventing a School for the 21st Century: a case study of change in a Mary Ward School". Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006.
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The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement a new holistic paradigm of schooling, more relevant to the needs of its 21st century students. Loreto Normanhurst is a Catholic secondary day and boarding school for girls in the northern suburbs of Sydney, Australia. It is a school over 100 years old, associated with the 400 year old, Mary Ward, international tradition of educating women. The aims of the study were threefold: to document and analyse the process of reinvention from a ‘living systems’ perspective (Senge et al., 2000; Sergiovanni, 2000), while it was happening, thereby enhancing the reinvention process itself through a reflexive approach; to document and acknowledge the efforts of the members of the school community in seeking to meet the needs of its students in a 21st century context; and, through its blend of theory and practice, to contribute both to the literature on educational leadership and school reform, and to practice in schools. The study was limited to Loreto Normanhurst, the school in which the researcher is principal. A mixed methodology was adopted, although the study was chiefly qualitative. As an ethnographic case study, it incorporated phenomenological data from the school community, as well as some quantitative data. The particular situation of the researcher, however, as an insider researcher in a position of power within the community studied, necessitated some innovative methodological strategies in order to protect both the participants and the integrity of the research. The situation of the researcher led also to the incorporation of the research traditions of autoethnography and transpersonal research methodologies. The researcher drew from the literature on change, culture and leadership to analyse and interpret data gathered, predominantly, over a five-year period. The study traces the process of reinvention within the school from 2001 to 2005. Most of the data were gathered between 2001 and 2004, although antecedent data, particularly from 1994 to 2000, were included, as well as some data from 2005, by which stage the new paradigm had been implemented for two years within the school. The study presents findings in three main areas: change processes in schools; educational leadership; and insider research methodology. Findings related to change processes are addressed in two parts. The first of these relates to the development, implementation and evaluation of the new educational paradigm, while the second relates to the school’s attempt to ‘continually reinvent’ itself, thus institutionalising change (Schein, 1992). The school’s values played an important role in both of these aspects of change. Findings related to educational leadership are derived from the study of the school’s reinvention processes. These findings include insights into how a range of leadership theories supported, or failed to adequately support, leadership of the reinvention process as well as the identification of twelve dilemmas associated with leadership for change in a Mary Ward school. Findings related to methodologies for insider researchers in positions of power address the need for techniques, methods and research traditions which will protect participants and the research, as well as assisting the researcher in managing the multiple roles entailed in research of this kind. The study concludes with important contributions to the fields of school reform, educational leadership, and insider research methodology. First, it offers a framework for the reinvention of a school and the development of a culture of continual reinvention. This is the eight-step ‘Framework for Reinventing a School’. Second, it proposes a model of leadership for such a reinvention, identified as ‘Contemplative-reflexive leadership for reinvention’. Third, it presents a more fully developed method for conducting insider research, which can be used by school principals and others in positions of authority. This is known as ‘PIRM – Powerful Insider Research Method’: a research method for use by insider researchers in positions of power in their own organisation.
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Ryan, Judith. ""This least budding society ... these troublesome wenches" ... (Mary Ward in 1610:) : the work in education of the Institute of The Blessed Virgin Mary in Adelaide (1904-1924) /". Title page, contents and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09arr9883.pdf.
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Degenhardt, Leoni Marilyn. "Reinventing a school for the 21st Century a case study of change in a Mary Ward School /". 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006/index.html.
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Thesis (PhD) -- Australian Catholic University, 2006.Submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy. Bibliography: p. 353-377. Also available in an electronic format via the internet.
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Cuthbert, Nancy Marie. "George Tsutakawa's fountain sculptures of the 1960s: fluidity and balance in postwar public art". Thesis, 2012. http://hdl.handle.net/1828/4142.
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Between 1960 and 1992, American artist George Tsutakawa (1910 – 1997) created more than sixty fountain sculptures for publicly accessible sites in the U.S., Canada, and Japan. The vast majority were made by shaping sheet bronze into geometric and organically inspired abstract forms, often arranged around a vertical axis. Though postwar modernist artistic production and the issues it raises have been widely interrogated since the 1970s, and public art has been a major area of study since about 1980, Tsutakawa's fountains present a major intervention in North America's urban fabric that is not well-documented and remains almost completely untheorized. In addition to playing a key role in Seattle's development as an internationally recognized leader in public art, my dissertation argues that these works provide early evidence of a linked concern with nature and spirituality that has come to be understood as characteristic of the Pacific Northwest. Tsutakawa was born in Seattle, but raised and educated primarily in Japan prior to training as an artist at the University of Washington, then teaching in UW's Schools of Art and Architecture. His complicated personal history, which in World War II included being drafted into the U.S. army, while family members were interned and their property confiscated, led art historian Gervais Reed to declare that Tsutakawa was aligned with neither Japan nor America – that he and his art existed somewhere in-between. There is much truth in Reed's statement; however, artistically, such dualistic assessments deny the rich interplay of cultural allusions in Tsutakawa's fountains. Major inspirations included the Cubist sculpture of Alexander Archipenko, Himalayan stone cairns, Japanese heraldic emblems, First Nations carvings, and Bauhaus theory. Focusing on the early commissions, completed during the 1960s, my study examines the artist's debts to intercultural networks of artistic exchange – between North America, Asia, and Europe – operative in the early and mid-twentieth century, and in some cases before. I argue that, with his fountain sculptures, this Japanese American artist sought to integrate and balance such binaries as nature/culture, intuition/reason, and spiritual/material, which have long served to support the construction of East and West as opposed conceptual categories.Graduate
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Tyler, John. "A Pragmatic Standard of Legal Validity". Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.
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American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law.
These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism.
In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method.
This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior.
The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent.
The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will.
Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil.
Książki na temat "Mary Ward Schools"
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Ganter, Granville. "May we put forth our leaves": Rhetoric in the school journal of Mary Ware Allen, student of Margaret Fuller, 1837-1838. Worcester: American Antiquarian Society, 2007.
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Stitzlein, Sarah M. Critiquing the Changing Practices of Public Schooling. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657383.003.0004.
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In chapter four I offer a critique of the new developments in school governance and practices of schooling, highlighting the ways in which they change, challenge, or foreclose aspects of democratic living, good citizenship, or public school functions. I raise these critiques to suggest that we should be wary and critical of some of the schools now operating under the label of “public,” for they may jeopardize some important elements of public living, including commitments to one’s fellow citizens, public goods, equality, and justice. These problems currently unfolding in our schools lend credence and urgency to my claim that citizens have a responsibility to act on behalf of public schools and the forms of democracy they enable and, at times, embody.
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Sanders, James W. Religion over All: 1866–1907. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190681579.003.0004.
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The Boston-born son of Irish immigrants, Bishop John Williams concentrated his energies on building up the purely religious as well as the charitable activities of the Boston diocese during his forty-year reign. Despite his proclivity for Roman Catholic separateness, he never became an active advocate of parochial schools. His stance on the school question may have been determined by his failure to grasp the profound social changes that had taken place in his lifetime and his belief that Catholic families could remedy any deficiencies of the Protestant public schools. At the same time, a small network of local “schoolmen” pastors developed a nucleus of parochial schools. Ambitious Irishmen began emerging from the local wards as powerful Democratic Party politicians, even winning seats on the powerful School Committee and the mayoralty.
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Finn, Chester E., i Andrew E. Scanlan. Learning in the Fast Lane. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.001.0001.
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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
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Grieve, Victoria M. The Cold War in the Schools. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190675684.003.0006.
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The Cold War experiences of America’s schoolchildren are often summed up by quick references to “duck and cover,” a problematic simplification that reduces children to victims in need of government protection. By looking at a variety of school experiences—classroom instruction, federal and voluntary programs, civil defense and opposition to it, as well as world friendship outreach—it is clear that children experienced the Cold War in their schools in many ways. Although civil defense was ingrained in the daily school experiences of Cold War kids, so, too, were fitness tests, atomic science, and art exchange programs. Global competition with the Soviet Union changed the way children learned, from science and math classes to history and citizenship training. Understanding the complexity of American students’ experiences strengthens our ability to decipher the meaning of the Cold War for American youth and its impact on the politics of the 1960s.
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Chancey, Mark A. The Bible and American Public Schools. Redaktorzy Michael D. Waggoner i Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.41.
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This chapter charts the historical development of Bible reading and Bible courses in American public schools from the early 1800s to the early 2000s, discussing key events such as nineteenth-century Bible wars, the creation of distinct Bible courses in conjunction with Sunday Schools and Weekday Religious Education, Supreme Court cases like Abington Township School District v. Schempp, and post-Schempp efforts to promote Bible classes. It pays particular attention to the ways Bible reading and Bible courses have often favored some religious perspectives over others and to the efforts of courts, educators, and special interest groups to identify constitutional ways to teach about the Bible. Hitting the legal benchmark of nonsectarianism has proved to be challenging, despite broad support in many quarters for the general project of religious literacy. Putting contemporary practice into historical perspective reveals similarities between ongoing debates about the Bible and public education and past controversies.
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Pihlajamäki, Heikki. Tracing Legal History In Continental Civil Law. Redaktorzy Markus D. Dubber i Christopher Tomlins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198794356.013.37.
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This chapter begins with a brief introductory note on the role of legal history in ancient Roman law, and the legal scholarship of medieval glossators and commentators. It then turns to the dominant schools of continental legal scholarship in the seventeenth and eighteenth centuries, the ‘Neo-Bartolists’ and the usus modernus pandectarum. It considers the rise of the Historical School in Germany and the corresponding movements elsewhere in continental Europe. Methodologically, the representatives of the Historical School were the first professional legal historians in the modern sense of the term. Finally, the chapter retells the story of the rise of European legal history in the post-war period, and the recent trends towards a creation of global legal histories. It shows that legal history’s turns have in many ways followed from not only legal scholarship in general, but also from developments in historical science and global politics.
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Cox, Mary Elisabeth. Hunger in War and Peace. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198820116.001.0001.
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What is the impact of war on non-combatants, particularly women and children? In this innovative analysis of nutritional deprivation among ordinary German citizens during the First World War, Mary Elisabeth Cox finds that the effects of the war and the Allied interdiction of food supplies—which became known in Germany as the ‘Hungerblockade’—resulted in diminished heights and weights of children far from the battlefield. During the war, Germany defiantly proclaimed that their country could not be starved out. In a military sense, this was likely to be the case, and many modern historians argue persuasively that Germany lost on the battlefield. Yet modern analyses of height and weight records for hundreds of thousands of school children reveal a grim truth: even if Germany did not lose the war because of food insecurity, the war blockade resulted in hunger for millions of German infants. Desperately struggling to feed their families under the growing spectre of starvation, many mothers chose to sacrifice their own well-being for the benefit of their families. National and local policies within Germany often exasperated food insecurity. Modern analysis of anthropometric data now brings into question both long-held assumptions about the divide between rural and urban health, and legal and moral arguments in support of the blockade. Combined with contemporary letters, diaries, and news reports, these data provide an expanded picture of the levels of health and nutritional deprivation across society. This story of one of the most vicious wars in history is not devoid of compassion. Following the eventual lifting of the British blockade, the victorious powers and nations throughout the world sent millions of tons of food into Germany, relief which is mirrored in drawings and letters of gratitude from hundreds of German school children, and which can be seen as a surge of growth in height and weight measurements.
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Kachun, Mitch. Crispus Attucks from the Bicentennial to the Culture Wars, 1970s–1990s. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199731619.003.0009.
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The 1976 bicentennial brought greater mainstream attention to Attucks and black participation in the Revolution as well as increasing opportunities to disseminate interpretations of Attucks and other African American heroes in schools and through ever-expanding mass media exposure over the subsequent decades. Attucks was becoming a standard figure in most popular American history textbooks and was featured even more visibly in mainstream culture outside the classroom. Of all the competing versions of Attucks circulating at that time, it was the taken-for-granted Revolutionary token that seemed most prominent in the nation’s collective memory; for many, he was a bland symbol of a romanticized American Revolution and an unthreatening black patriotism. By the end of the twentieth century, Attucks had, to a large degree, become a black American hero of the Revolution, though one who was still marginalized within the nation’s story.
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Nigro, Giacomo. Learning styles and personality traits associated with student success at the grade 9 level in an individualized study program. 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Mary Ward Schools"
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Ehret, Rebekka. "There Are Many Roads to a School of Social Work. Importance of the International for Modern Social Work". W Social Work in Post-War and Political Conflict Areas, 73–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32060-7_5.
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Kirchhelle, Claas. "Becoming an Activist: Ruth Harrison’s Turn to Animal Welfare". W Palgrave Studies in the History of Social Movements, 35–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62792-8_3.
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AbstractThis chapter focuses on Harrison’s life prior to writing Animal Machines. Together with her siblings, Harrison was brought up in close contact to Britain’s cultural elite. After attending schools in London, Harrison commenced her university studies in 1939. The outbreak of war had a transformative impact on her life. Harrison was evacuated to Cambridge where she likely came into contact with ethologist William Homan Thorpe. She converted to Quakerism and subsequently enrolled in the Friends’ Ambulance Unit. The Quaker principles of non-violence, humanitarianism, and bearing witness to injustice would serve as important reference points throughout Harrison’s campaigning. After the war, she completed her studies in the dramatic arts but abandoned a potential career as a theatre producer. In 1954, she married architect Dexter Harrison. Similar to many Quakers, Harrison’s humanitarian concerns motivated her to become involved in the Campaign for Nuclear Disarmament and protest perceived technological, moral, and environmental threats to society.
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Astor, Ron, i Rami Benbenishty. "Creating Awareness and Making a Commitment". W Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.003.0005.
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The first step toward implementing a monitoring system is creating awareness within the school or district about why, how, and for what purpose the information is being collected and how will it be used to help improve the lives of all school constituents. School leaders can use simple and inspiring examples to learn about the needs of students and staff members and to develop ways to address particular issues in those schools. Leaders may also emphasize the ways a monitoring system can empower students and staff members to make their voices heard and influence a school’s direction by bringing attention to their views and needs. This process, however, will also likely include addressing teachers’ and parents’ concerns over whether the information collected will reflect negatively on students, staff members, and the community. These concerns are well- founded. Ever since the passage of No Child Left Behind (NCLB), the emphasis on being “data- driven” became a central focus in schools and school districts across the country. But, along with making schools more accountable for the achievement of all of their students also came the side effects of schools being labeled as failures, the creation of a blaming culture, of teachers being suspicious of new evaluation systems that would punish them for students’ low achievement, and of parents not being sure what to think of their children’s schools (see Box 1.1). Cheating scandals, school closures, and an inordinate amount of time spent preparing students for standardized tests are some of the ways that accountability systems have affected schools and explain why many educators would be wary of any other attempts to collect information. While the new Every Student Succeeds Act (ESSA) allowed states much more flexibility in designing their accountability systems, it still maintains a strong focus on monitoring students’ success in multiple domains. We suspect that concerns about the effects of accountability may still linger, even with the new legislation.
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Rothstein, William G. "Medical School Enrollments and Admissions Policies". W American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0025.
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After shortages of physicians developed in the 1950s and 1960s, federal and state governments undertook programs to increase the number of medical students. Government funding led to the creation of many new medical schools and to substantial enrollment increases in existing schools. Medical schools admitted larger numbers of women, minority, and low-income students. The impact of medical schools on the career choices of students has been limited. Federal funding for medical research immediately after World War II was designed to avoid politically controversial issues like federal aid for medical education and health care. The 1947 Steelman report on medical research noted that it did not examine “equally important” problems, such as financial assistance for medical education, equal access to health care, continuing medical education for physicians, or “the mass application of science to the prevention of many communicable diseases.” The same restraints prevailed with regard to early federal aid for the construction of medical school research facilities. Some medical school research facilities were built with the help of federal funds during and after World War II, but the first federal legislation specifically designed to fund construction of medical school research facilities was the Health Research Facilities Act of 1956. It provided matching grants equal to 50 percent of the cost of research facilities and equipment, and benefited practically all medical schools. In 1960, medical schools received $13.8 million to construct research facilities. This may be compared to $106.4 million for research grants and $41.5 million for research training grants in the same year. Federal grants for research and research training were often used for other activities. As early as 1951, the Surgeon General's Committee on Medical School Grants and Finances reported that “Public Health Service grants have undoubtedly improved some aspects of undergraduate instruction in every medical school,” with most of the improvements resulting from training rather than research grants. By the early 1970s, according to Freymann, of $1.3 billion given to medical schools for research, “about $800 million was 'redeployed' into institutional and departmental support. . . . The distinction between research and education became as fluid as the imagination of the individual grantees wished it to be.”
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Burkholder, Zoë. "A Powerful Weapon". W An African American Dilemma, 87–128. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0004.
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Chapter 3 highlights a resurgence of northern Black support for school integration alongside the expanding civil rights movement. The outbreak of World War II created economic opportunities that drew Black migrants North in a second wave and sparked more militant civil rights activism. NAACP leaders persuaded northern Black communities to reject school segregation. By citing anti-discrimination legislation and organizing petitions and boycotts, these activists won the formal desegregation of public schools in the North between 1940 and 1954. A potent combination of civil rights activism, the decline of scientific racism, and the emergence of the Cold War pushed school integration to the forefront of national politics. Following the Brown decision, northern Blacks demanded school integration. The process was contentious, especially when districts closed Black schools and fired Black teachers. By 1965, many Black northerners expressed frustration with school integration and what they viewed as its failure to improve the quality of education for Black youth.
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"Education and the University of North Carolina Pre-Flight School". W Home Front, redaktor Julian M. Pleasants. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813054254.003.0008.
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Primary and secondary schools were hard hit by the war, with a dearth of supplies and trained teachers. Many colleges and universities, vacated by men off to war, would have had to close were it not for the U.S. military training units at the schools. Each institution in the state had some sort of government activity on their campuses, but the preeminent center was the Navy Pre-Fight School at UNC-Chapel Hill, where two future presidents of the United States, George H. W. Bush and Gerald Ford trained.
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Dorn, Charles. "“The Instruction Necessary to the Practical Duties of the Profession”". W For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0006.
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This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.
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Friedman, Lawrence M. "The Legal Profession: The Training and Literature of Law". W A History of American Law, 591–616. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190070885.003.0020.
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This chapter discusses changes in the legal profession in the second half of the nineteenth century, covering the rise of the law school, the literature of the law, and legal periodicals and casebooks. No state in the nineteenth century made a law degree, or a college degree, a prerequisite for admission to the bar. Many lawyers, however, even in the 1850s, did go to college, and more and more students who could afford it chose law school as well. Indeed, by 1900 it was quite clear that the law schools would come to dominate legal education. After the Civil War, an increasing number of law schools formed some sort of tie with a college or university. More than three-quarters of the schools open and running in the 1890s were of this type.
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Boonshoft, Mark. "The First Era of School Reform". W Aristocratic Education and the Making of the American Republic, 148–80. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469661360.003.0008.
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This chapter explains how, during the 1810s and 1820s, a more effective political opposition to aristocratic education formed. In different ways, the “Jeffersonian Revolution” of 1800, the War of 1812, and the Panic of 1819 all helped bolster the critique of academies, and built popular support for public common schools. Historians often skip over this “first era of school reform” and look instead at Horace Mann and the common school reformers of the 1830s. But it was during this period that many northern states started investing in common schools, and also revamping academies and colleges to serve a new educational vision. These institutional changes were all geared toward overthrowing aristocratic education and instead trying to create widespread informed citizenship. But as education came to be seen as an important path to citizenship, the impulse to segregate public schools grew, confining their benefits primarily to white men.
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Lozano, Rosina. "The Limits of Americanization". W An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0008.
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One of the key roles of the public school system at the turn of the twentieth century was to create U.S. citizens. The federal government supported educational efforts in the noncontiguous territories that the United States acquired during the Spanish-American War. While both Arizona and New Mexico remained territories until 1912, they never received any federal educational aid. Americanization efforts across the United States largely encouraged a move away from foreign language instruction in the public schools in favor of English as the language of instruction. The interests of Americanization advocates coincided with the move to segregate students of Mexican descent into separate schools and classrooms throughout the Southwest. Administrators claimed they separated ethnic Mexican students due to their inability to speak the English language fluently. Despite the segregation of many Spanish-speaking students across the Southwest, Spanish remained in many classrooms in New Mexico—especially in the northern counties. Spanish was used in schools with the early support of the territorial superintendent of instruction and the New Mexico Journal of Education who both recognized that the vast majority of students in those districts entered school as monolingual Spanish speakers.
Streszczenia konferencji na temat "Mary Ward Schools"
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Ryabov, S. M. "“Discourse on the overthrow of the king of Sweden” of Charles de Danzay: source on the history of the Baltic question 60-70 years of the XVI Century". W VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0032.
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“Discourse on the overthrow of the king of Sweden” was written by the French diplomat resident in Copenhagen Charles de Danzay in 1568. It tells about the events of the overthrow of the Swedish monarch Eric XIV that occurred in the same 1568 by his brothers: Dukes Karl and Johan. Danzay in his “Discourse” gives estimates of the regime of Eric XIV. The work allows us to compare it with The Opritchnina regime of Ivan IV the terrible. The article also discusses the “Muscovite plot” related to the overthrow of Eric XIV: the so-called “the case of Katerina Jagiellonka”. In addition, the topic of Franch presence in the Baltic is briefly touched upon. In the article, the author comes to the conclusion that “Discourse” Danzay is a valuable source on the history of Sweden and Russia, the Baltic question in the XVI century Northern Seven years' war, which can shed light on many until today the dark questions.
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Ben Hassen, Tarek, Hamid El Bilali i Mohammad S. Allahyari. "Impact of COVID-19 on Food Behavior and Consumption in Qatar". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0296.
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The Government of Qatar took strong containment measures to prevent the spread of COVID-19 with restrictions on daily living such as social distancing and the closing of businesses and schools. While these measures are essential to stop the virus spreading, several voices came to warn of their potential disruptive impact on the agri-food system. Therefore, this paper investigates the immediate impacts of COVID-19 on Qatari consumer awareness, attitudes, and behaviors related to food consumption. The study is based on an online survey in Qatar using a structured questionnaire that was administered in the Arabic language through the Survey Monkey platform from 24 May until 14 June 2020. The results reveal clear changes in the way consumers are eating, shopping, and interacting with food. Indeed, the survey results suggested (i) a shift toward healthier diets; (ii) an increase in the consumption of domestic products due to food safety concerns; (iii) a change in the modality of acquiring food (with a surge in online grocery shopping); (iv) an increase in culinary capabilities; and (v) the absence of panic buying and food stockpiling in Qatar. The results are expected to inform current emergency plans as well as long-term food-related strategies in Qatar.
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King-Berry, Arlene, i Carolene Eslyn Charles. "FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end119.
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There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.
Raporty organizacyjne na temat "Mary Ward Schools"
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Cilliers, Jacobus, i Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), listopad 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.
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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.