Bibliografias temáticas / Jewish Education Service of North America

Literatura científica selecionada sobre o tema "Jewish Education Service of North America"

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Publicado: 27 de julho de 2024
Última modificação: 28 de julho de 2024

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Artigos de revistas sobre o assunto "Jewish Education Service of North America"

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KITLV, Redactie. "Book Reviews". New West Indian Guide / Nieuwe West-Indische Gids 69, n.º 1-2 (1 de janeiro de 1995): 143–216. http://dx.doi.org/10.1163/13822373-90002650.

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-Sidney W. Mintz, Paget Henry ,C.L.R. James' Caribbean. Durham: Duke University Press, 1992. xvi + 287 pp., Paul Buhle (eds)-Allison Blakely, Jan M. van der Linde, Over Noach met zijn zonen: De Cham-ideologie en de leugens tegen Cham tot vandaag. Utrecht: Interuniversitair Instituut voor Missiologie en Oecumenica, 1993. 160 pp.-Helen I. Safa, Edna Acosta-Belén ,Researching women in Latin America and the Caribbean. Boulder CO: Westview, 1993. x + 201 pp., Christine E. Bose (eds)-Helen I. Safa, Janet H. Momsen, Women & change in the Caribbean: A Pan-Caribbean Perspective. Bloomington: Indiana University Press; Kingston: Ian Randle, 1993. x + 308 pp.-Paget Henry, Janet Higbie, Eugenia: The Caribbean's Iron Lady. London: Macmillan, 1993. 298 pp.-Kathleen E. McLuskie, Moira Ferguson, Subject to others: British women writers and Colonial Slavery 1670-1834. New York: Routledge, 1992. xii + 465 pp.-Samuel Martínez, Senaida Jansen ,Género, trabajo y etnia en los bateyes dominicanos. Santo Domingo: Instituto Tecnológico de Santo Domingo, Programa de Estudios se la Mujer, 1991. 195 pp., Cecilia Millán (eds)-Michiel Baud, Roberto Cassá, Movimiento obrero y lucha socialista en la República Dominicana (desde los orígenes hasta 1960). Santo Domingo: Fundación Cultural Dominicana, 1990. 620 pp.-Paul Farmer, Robert Lawless, Haiti's Bad Press. Rochester VT: Schenkman Press, 1992. xxvii + 261 pp.-Bill Maurer, Karen Fog Olwig, Global culture, Island identity: Continuity and change in the Afro-Caribbean Community of Nevis. Chur, Switzerland: Harwood Academic Publishers, 1993. xi + 239 pp.-Viranjini Munasinghe, Kevin A. Yelvington, Trinidad Ethnicity. Knoxville: University of Tennesee Press, 1993. vii + 296 pp.-Kevin K. Birth, Christine Ho, Salt-water Trinnies: Afro-Trinidadian Immigrant Networks and Non-Assimilation in Los Angeles. New York: AMS Press, 1991. xvi + 237 pp.-Steven Gregory, Andrés Isidoro Pérez y Mena, Speaking with the dead: Development of Afro-Latin Religion among Puerto Ricans in the United States. A study into the Interpenetration of civilizations in the New World. New York: AMS Press, 1991. xvi + 273 pp.-Frank Jan van Dijk, Mihlawhdh Faristzaddi, Itations of Jamaica and I Rastafari (The Second Itation, the Revelation). Miami: Judah Anbesa Ihntahnah-shinahl, 1991.-Derwin S. Munroe, Nelson W. Keith ,The Social Origins of Democratic Socialism in Jamaica. Philadelphia: Temple University Press, 1992. xxiv + 320 pp., Novella Z. Keith (eds)-Virginia Heyer Young, Errol Miller, Education for all: Caribbean Perspectives and Imperatives. Washington DC: Inter-American Development Bank, 1992. 267 pp.-Virginia R. Dominguez, Günter Böhm, Los sefardíes en los dominios holandeses de América del Sur y del Caribe, 1630-1750. Frankfurt: Vervuert, 1992. 243 pp.-Virginia R. Dominguez, Robert M. Levine, Tropical diaspora: The Jewish Experience in Cuba. Gainesville: University Press of Florida, 1993. xvii + 398 pp.-Aline Helg, John L. Offner, An unwanted war: The diplomacy of the United States and Spain over Cuba, 1895-1898. Chapel Hill: University of North Carolina Press, 1992. xii + 306 pp.-David J. Carroll, Eliana Cardoso ,Cuba after Communism. Cambridge MA: MIT Press, 1992. xiii + 148 pp., Ann Helwege (eds)-Antoni Kapcia, Ian Isadore Smart, Nicolás Guillén: Popular Poet of the Caribbean. Columbia: University of Missouri Press, 1990. 187 pp.-Sue N. Greene, Moira Ferguson, The Hart Sisters: Early African Caribbean Writers, Evangelicals, and Radicals. Lincoln: University of Nebraska Press, 1993. xi + 214 pp.-Michael Craton, James A. Lewis, The final campaign of the American revolution: Rise and fall of the Spanish Bahamas. Columbia: University of South Carolina Press, 1991. xi + 149 pp.-David Geggus, Clarence J. Munford, The black ordeal of slavery and slave trading in the French West Indies, 1625-1715. Lewiston NY: The Edwin Mellen Press, 1991. 3 vols. xxii + 1054 pp.-Paul E. Sigmund, Timothy P. Wickham-Crowley, Guerillas and Revolution in Latin America: A comparative Study of Insurgents and Regimes since 1956. Princeton: Princeton University Press, 1992. xx + 424 pp.-Robert E. Millette, Patrick A.M. Emmanuel, Elections and Party Systems in the Commonwealth Caribbean, 1944-1991. St. Michael, Barbados: Caribbean Development Research Services, 1992. viii + 111 pp.-Robert E. Millette, Donald C. Peters, The Democratic System in the Eastern Caribbean. Westport CT: Greenwood Press, 1992. xiv + 242 pp.-Pedro A. Cabán, Arnold H. Liebowitz, Defining status: A comprehensive analysis of United States Territorial Relations. Boston & Dordrecht: Martinus Nijhoff, 1989. xxii + 757 pp.-John O. Stewart, Stuart H. Surlin ,Mass media and the Caribbean. New York: Gordon & Breach, 1990. xviii + 471 pp., Walter C. Soderlund (eds)-William J. Meltzer, Antonio V. Menéndez Alarcón, Power and television in Latin America: The Dominican Case. Westport CT: Praeger, 1992. 199 pp.
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Mayse, Ariel Evan. "Religious Education and Sacred Study in the Teachings of Rabbi Yitshak Hutner". Religions 10, n.º 5 (15 de maio de 2019): 327. http://dx.doi.org/10.3390/rel10050327.

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Rabbi Yitshak Hutner (1906–1980) was a remarkable scholar, an enigmatic religious intellectual and a charismatic teacher. Drawing upon his public discourses and his written letters, I argue that Hutner’s vocabulary—which remained rooted almost entirely in the vocabulary of traditional Talmudism—afforded him a ready garment in which to clothe a syncretic educational theory, which combines Hasidic approaches to spiritual instruction and remakes the traditions of Lithuanian piety and study for his new American audience. The present study interrogates a series of key themes that appear in Hutner’s teachings, all of which pertain to issues of pedagogy and the construction of religious education. The essay advances a historical argument by examining the works of an important and influential modern Jewish thinker, but it is also driven by a constructive question: What does Hutner’s vision of Jewish religious teaching and learning have to contribute to today’s Jewish education, and to the broader world of higher education in North America in particular?
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Novak, David. "The Jewish Ethical Tradition in the Modern University". Journal of Education 180, n.º 3 (outubro de 1998): 21–39. http://dx.doi.org/10.1177/002205749818000303.

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Here proposed is an interpretation of pluralism and multiculturalism that separates these concepts from the notion of relativism. David Novak sees multiculturalism as a promising context for exploring human nature and discovering or affirming certain truths about it. He asserts that the inclusion of formerly excluded cultural traditions such as Judaism in the universities of North America has been been a give-and-take enterprise, benefiting both tradition and university. The Jewish ethical tradition was absent from medieval universities, as were Jews themselves—universities had their beginnings as theological seminaries in a totally Christian society and culture. Only with the rise of the nation-state and the modern secularized university was there any attention to Judaism, usually treated as part of someone else's history, e.g., “Ancient Middle East.” It wasn't until the 1960s that the advent of multiculturalism led to an opening for Jewish Studies. The author believes that the best hope for university and society is the move toward interculturalism, which he sees happening in Canada. The intercultural society is one in which a moral consensus might be reached “by rational discussion of the approaches of a variety of cultures.”
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Levkoe, Charles Z., Abigail Friendly e Amrita Daniere. "Community Service-Learning in Graduate Planning Education". Journal of Planning Education and Research 40, n.º 1 (30 de janeiro de 2018): 92–103. http://dx.doi.org/10.1177/0739456x18754318.

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Community service-learning (CSL) has gained popularity over the past decades in universities across North America. Although planning programs tend to involve more graduate-level community-engaged learning than other professional disciplines, learning outcomes have not been sufficiently examined. Based on a review of existing literature and analysis from four years of a CSL course at the University of Toronto’s Department of Geography and Planning, this article describes the implications of CSL for graduate planning education. We argue that CSL in graduate planning programs has a series of unique characteristics and thus requires distinctive pedagogical approaches.
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Leslie, Alex. "Tikkun Olam: Collectivity, Responsibility, History". Canadian Social Work Review 33, n.º 2 (18 de janeiro de 2017): 291–307. http://dx.doi.org/10.7202/1038703ar.

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This paper presents findings from qualitative interviews with five Jewish people — two Rabbis and three workers in various community service capacities — about their understandings and practices of the Jewish principle oftikkun olam.Tikkun olamis a Hebrew phrase that means “the repair of the world,” has its roots in Rabbinic law, the Kabbalah and the ‘Aleinuprayer, and became a mainstream term for Jewish social justice work and community contribution in North America following the Shoah (Holocaust). In this study, participants spoke to the imperative to act and responsibility; externaltikkunand internaltikkun; collectivity and interconnectedness; the presence of Jewish history in their work, particularly in the case of the Holocaust; and the spiritual dimension of working with people. This study was undertaken with a narrative approach, to honour and preserve understandings oftikkun olamacross Jewish communities. This study indicates the continuing influence oftikkun olamin settings both within and outside the Jewish community. Potential future areas of research are the role of spirituality in social workers’ commitment to social justice and the commitment expressed by several participants to work with Aboriginal people based on a shared history of cultural genocide.
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Yos, Deborah S., Stan F. Shaw, Joseph P. Cullen e Stephen J. Bigaj. "Practices and Attitudes of Postsecondary LD Service Providers in North America". Journal of Learning Disabilities 27, n.º 10 (dezembro de 1994): 631–40. http://dx.doi.org/10.1177/002221949402701003.

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Crosby, Sondra S., Nicolette Oleng, Muriel M. Volpellier e Ranit Mishori. "Virginity testing: recommendations for primary care physicians in Europe and North America". BMJ Global Health 5, n.º 1 (janeiro de 2020): e002057. http://dx.doi.org/10.1136/bmjgh-2019-002057.

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Virginity testing is a complex, culturally mediated practice that is poorly understood by Western clinicians. While advocating for global elimination of the practice of virginity testing as a human rights violation, clinical practice is often more complicated and ethically nuanced, and the clinician must act in the best interest of her patient. Upholding human rights does not have to be incompatible with providing a needed service to a patient, which should never include an invasive exam if not medically necessary, but should include education and safety assessments.
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Turnbull, Michael T. R. B. "Lord George Gordon: Politics, Religion and Slavery". Journal of Religious History, Literature and Culture 10, n.º 1 (15 de junho de 2024): 103–30. http://dx.doi.org/10.16922/jrhlc.10.1.5.

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Lord George Gordon (1751‐1793), was son of Cosmo George, third Duke of Gordon and Katherine Duchess of Gordon. His mother remarried Staats Long Morris, an American soldier and politician, who inculcated in Gordon an admiration of America, particularly during his naval service based in America and a long posting in Jamaica where he experienced the cruelty of slavery under British rule. Gordon left the navy under a cloud and entered parliament in 1774 under demeaning circumstances, voting for the Opposition where he launched a series of attacks on the government of Lord North. In 1780, he marched as president for a Protestant Association on Parliament in protest at the 1778 Catholic Relief Act for England, and the possibility of bringing in a similar bill for Scotland. The ‘Gordon Riots’ outside Westminster followed and Lord George was arrested for treason but in 1781 was exonerated. He was later charged with libel and again imprisoned. By this time he had converted to the Jewish faith and on 26 April 1792 wrote a powerful indictment of slavery to the Speaker of the House of Commons.
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Da'as, Rima'a, Mowafaq Qadach, Ufuk Erdogan, Nitza Schwabsky, Chen Schechter e Megan Tschannen-Moran. "Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures". Journal of Educational Administration 60, n.º 2 (26 de novembro de 2021): 167–87. http://dx.doi.org/10.1108/jea-02-2021-0032.

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PurposeCollective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.Design/methodology/approachParticipants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.FindingsConfigural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.Originality/valueThis research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.
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Arimori, Jotaro. "Toward More Inclusive Japanese Language Education: Incorporating an Awareness of Gender and Sexual Diversity among Students". Japanese Language and Literature 54, n.º 2 (25 de setembro de 2020): 359–71. http://dx.doi.org/10.5195/jll.2020.129.

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Many educational institutions in North America have declared a commitment to enhancing the diversity of their students, and to providing a learning environment free of discrimination. This diversity unequivocally includes sexual orientation as well as gender identity and expression, and we teachers are expected to play a role in fulfilling this commitment. Nevertheless, there are few opportunities for us to learn about the diversity of gender and sexuality in pre-service training or in-service professional development for Japanese-language education. This paper addresses issues that may create challenges for LGBTQ learners of Japanese, paying special attention to heteronormativity in Japanese language teaching materials and linguistic norms and ideology regarding gendered expression in Japanese, and suggests ways teachers might deal with these issues in order to create an inclusive learning environment for all students regardless of their gender and sexuality.
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Teses / dissertações sobre o assunto "Jewish Education Service of North America"

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Kopelowitz, Seymour B. "A Multiple Case Study Investigation into the Relationship Between the Role of the Donor and that of the Educational Leader in Policy-Making, in Jewish Education in North America". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1235311862.

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Livros sobre o assunto "Jewish Education Service of North America"

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Commission on Jewish Education in North America. A time to act =: ʻEt la-ʻaśot : the report of the Commission on Jewish Education in North America : November 1990, Heshvan 5751. Lanham, MD: University Press of America, 1991.

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United States. Forest Service. Alaska Region, ed. Tongass Marine Highway elderhostel program: Forest Service instructors' course information. [Sitka, Alaska]: U.S. Dept. of Agriculture, Tongass National Forest, 1997.

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Fiedel, Stuart J. Archeological data recovery, The Shepherds Field Site (46JF325), Fish and Wildlife Service, National Education and Training Center, Jefferson County, West Virginia. Alexandria, Va: John Milner Associates, 1996.

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Gail, Stacey-Moore, e Thompson-Cooper Ingrid, eds. Walking in the good way =: Ioterihwakwaríhshion tsi íhse : aboriginal social work education. Toronto: Canadian Scholars' Press, 2009.

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United States. Commission on National and Community Service., ed. Serve-America, higher education innovative projects, American Conservation and Youth Service Corps, national and community service: Grant application materials for Indian tribes. Washington, D.C. (529 14th St., N.W., Washington 20045): Commission on National and Community Service, 1992.

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Canada. Indian and Northern Affairs Canada. CESO, Canadian Executive Service Organization ; IMAP, Indian Management Assistance Program. Ottawa: Indian and Northern Affairs Canada, 1989.

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Greek Orthodox Archdiocese of North and South America. The service of the Sunday Orthros. Brookline, Mass: Holy Cross Orthodox Press, 1991.

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Educational Resources Information Center (U.S.), ed. Outreach program for high school and pre-service science teachers of native American students: Project dates : 9/1/93-12/31/96. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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), United States Congress Senate Committee on Indian Affairs (1993. Amending the Indian Self-Determination and Education Assistance Act to provide for further self-governance by Indian tribes, and for other purposes: Report (to accompany S. 979). [Washington, D.C: U.S. G.P.O., 1999.

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), United States Congress Senate Committee on Indian Affairs (1993. Amending the Indian Self-Determination and Education Assistance Act to provide for further self-governance by Indian tribes, and for other purposes: Report (to accompany S. 979). [Washington, D.C: U.S. G.P.O., 1999.

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Capítulos de livros sobre o assunto "Jewish Education Service of North America"

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Baskin, Judith R. "Academic Jewish Studies in North America". In International Handbooks of Religion and Education, 657–68. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_37.

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Backenroth, Ofra A. "Arts and Jewish Day School Education in North America". In International Handbooks of Religion and Education, 355–72. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_21.

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Novick, Rona Milch, e Jeffrey Glanz. "Special Education: “And You Shall Do That Which Is Right and Good …” Jewish Special Education in North America: From Exclusion to Inclusion". In International Handbooks of Religion and Education, 1021–40. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_56.

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Kress, Jeffrey S., e Joseph Reimer. "Shabbatonim as Experiential Education in the North American Community Day High School". In Jewish Day Schools, Jewish Communities, 341–60. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0019.

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This chapter focuses on the most common intensive experiential opportunity the new communal and Conservative Jewish day high schools in North America offer — the Shabbaton. The Shabbaton is a retreat focusing on the communal celebration of the sabbath. These Shabbatonim are a distinctive form of experiential Jewish education. Yet despite their widespread implementation and the growth of experiential educational efforts in day schools, they have been given little attention in the educational literature. To address this lack, the chapter draws on experiences in training school-based experiential educators in order to discuss the educational goals of these Shabbaton programmes, the principles of running a successful programme, and the challenges faced by the experiential educators who are charged with planning and implementing these programmes.
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Dinnerstein, Leonard. "Antisemitism and Jewish Anxieties in the South (1865-1980s)". In Antisemitism in America, 175–96. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195037807.003.0009.

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Abstract While antisemitism declined throughout the North and West after World War II, manifestations of it increased dramatically in the South after the 1954 U.S. Supreme Court decision to outlaw segregation in public education. Despite the Supreme Court’s decree in Brown v. Board of Education, a majority of southerners refused to comply with the ruling, remained steadfast in their opposition to integration, and attacked those who submitted to the new law of the land. Although most Jews opposed segregation, they were afraid to take a public stand that differed with the dominant regional values and sentiments of their com¬ munities. Such reluctance was based on sound fears since poll data for the 1950s and 1960s showed the South to be the most antisemitic region in the country. How southern Jews accommodated themselves to an evil system and how the larger community of whites and blacks in the South worked out these issues is a topic hardly discussed in American analyses of desegregation.
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Myers, Jody. "The Midrashic Enterprise of Contemporary Jewish Women". In Studies in contemporary jewry An annual XVI, 119–41. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195140811.003.0007.

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Abstract For the first time in almost two thousand years of Bible interpretation, Jewish women are composing and publishing their own midrash. They began in the 1970s in North America, their works appearing in alternative religious ceremonies and in marginal publications. While not yet a familiar form of Jewish religious writing, women’s midrash can now be found in commercially successful books; printed and analyzed in journals; and featured in public lectures, adult education classes, and midrashwriting workshops.
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Penslar, Derek J. "Epilogue". In Jews and the Military. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691138879.003.0009.

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This epilogue argues that over the century and a half, from the French revolutionary wars to World War II, Jews in military service were carriers of multiple, overlapping, and at times clashing identities. They often felt a sincere, profound attachment to their homeland and fought with no sense of qualitative difference from their countrymen. Believing that their homeland epitomized toleration and respect for human dignity, Jews in western Europe and North America defined their countries' wars as Jewish wars. Moreover, Jews celebrated their men in uniform not only for their virility and bravery, not only for fulfilling their patriotic duty, but also for boldly asserting their religious particularism. The Jewish soldier at a Sabbath service in the field or a synagogue at home brought glory to his community not simply because he donned his uniform and decorations but because he did so while occupying a manifestly Jewish space.
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Rogoff, Leonard. "My Dear Ones". In Gertrude Weil. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469630793.003.0001.

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Gertrude Weil was raised in a multicultural household. Her father and grandparents had joined the Bavarian and Wurttemberg Jewish immigrant tide to America after the failed 1848 revolutions. From Baltimore they followed rail lines southward to North Carolina. They quickly acculturated as southerners, including Confederate service in the Civil War. Settling in a New South mill and market town, they rose from clerks and peddlers to successful mercantilists and entrepreneurs. Gertrude was raised amidst affluence, with white racial privilege, and benefitted from the progressive public school movement. Weils were also observant Jews, and her parents as congregational leaders imbued her with the ethics of Reform Judaism. Her identities as an emancipated Jew, cultured German, and progressive New Southerner were consonant.
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Farley, John. "Rough Seas: Prague, Rome, Tokyo, and Calcutta". In To Cast Out Disease, 239–64. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195166316.003.0015.

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Abstract If, after its experience in Brazil, the Health Board decided to devote its major effort to opening only model schools in Europe and North America, they failed. In the end they came to support a wide range of schools, more in line with Rose’s earlier vision than with Welch’s. According to Andrew Warren, Assistant Director of the IHD, who surveyed the schools of hygiene in 1939, they had a range of purposes. Some were service-oriented, while others emphasized the training of physicians for public health work. Research was not totally forgotten as the Health Board tried “to create centers in which scientific and routine work could be carried on in the interests of matters connected with hygiene.” Funding began with Prague in 1921, and others quickly followed: London in 1922; Warsaw, 1923; Budapest, Zagreb, and Toronto, 1925; Rome, 1930; and Tokyo in 1933, to name but a few of them. In 1938 the Health Division stepped into the All India Institute of Hygiene, which had been endowed a few years earlier by the Division of Medical Education. These schools differed significantly from each other. London emphasized research, with no service functions whatsoever. In Rome and Toronto, service played an important part. Others, such as Prague, Budapest, and Zagreb, were basically teaching and service institutes. Their role was also to transplant American scientific models of public health, with all their imperfections, to these and other countries. The faculty of these schools had to be trained at the three most important schools: Johns Hopkins in Baltimore, Toronto, or London.
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Abulafia, David. "Ottoman Exit, 1900–1918". In The Great Sea. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195323344.003.0045.

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The history of the Mediterranean has been presented in this book as a series of phases in which the sea was, to a greater or lesser degree, integrated into a single economic and even political area. With the coming of the Fifth Mediterranean the whole character of this process changed. The Mediterranean became the great artery through which goods, warships, migrants and other travellers reached the Indian Ocean from the Atlantic. The falling productivity of the lands surrounding the Mediterranean, and the opening of high-volume trade in grain from Canada or tobacco from the United States (to cite two examples), rendered the Mediterranean less interesting to businessmen. Even the revived cotton trade of Egypt faced competition from India and the southern United States. Steamship lines out of Genoa headed across the western Mediterranean and out into the Atlantic, bearing to the New World hundreds of thousands of migrants, who settled in New York, Chicago, Buenos Aires, São Paulo and other booming cities of North and South America in the years around 1900. Italian emigration was dominated by southerners, for the inhabitants of the southern villages saw none of the improvement in the standard of living that was beginning to transform Milan and other northern centres. For the French, on the other hand, opportunities to create a new life elsewhere could be found within the Mediterranean: Algeria became the focus of French emigration, for the ideal was to create a new France on the shores of North Africa, while keeping the wilder interior under colonial rule. Two manifestations of this policy were the rebuilding of large areas of Algiers as a European city, and the collective extension of French citizenship to 35,000 Algerian Jews, in 1870. The Algerian Jews were seen as évolé, ‘civilized’, for they had embraced the opportunities provided by French rule, opening modern schools under the auspices of the Alliance Israélite Universelle, founded to promote Jewish education on the European model, and transforming themselves into a new professional class.
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Trabalhos de conferências sobre o assunto "Jewish Education Service of North America"

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VanScoy, Amy, Heidi Julien e Alison Harding. "Diffusion of information behaviour theory into education for reference service". In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2025.

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Introduction. This paper reports on part of a larger study, specifically on the information behaviour theories used in foundational reference and information services courses in North America. Method. Content analysis of syllabi, reading lists and textbooks from foundational reference courses was conducted. Analysis. Qualitative and quantitative analyses of documents was conducted to identify specific information behaviour theories. Results. The most mentioned information behaviour theories in reference courses are similar to those most mentioned in studies of information behaviour research, including Kuhlthau’s information search process and Savolainen’s everyday life information seeking. Conclusions. Students in courses that discuss information behaviour theories are being exposed to the most impactful information behaviour theories, but still only two-thirds of courses include them.
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Nedelko, Zlatko, Carmen elena Cirnu e Vojko Potocan. "KNOWLEDGE MANAGEMENT UTILIZATION IN ORGANIZATIONS: EMPIRICAL EVIDENCE". In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-018.

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Knowledge management and especially knowledge appliance process plays an important role in organizations for a long time, although its importance has been clearly emphasized and established through the concept of learning organization and rise of knowledge society. In such circumstances has become evident, that for the realization of aims of learning organization, there is an increased need for knowledge appliance processes. In that frame the knowledge management as a discipline satisfies challenges of knowledge economy. From the organizational viewpoint, knowledge management enables knowledge creation, it use and its spread among employees in organization. The main purpose of this paper is to examine the role and importance of knowledge management tool for in-service training process and in general education in organizations and to outline the potentials and possible drawbacks of knowledge management tool utilization for knowledge gathering, in-service training, and enhancement of employees' competencies, skills and knowledge. The contribution also report about actual state of knowledge management tool utilization in selected areas and reveal that knowledge management tool is, among other tools used in organization, more frequently used in Central and East Europe, than in West Europe, North America and on Global average. With this paper we try to discuss knowledge management tool utilization in the frame of utilization of information technology solutions for supporting training and education processes in organizations. The paper will outline practical implications to amplify benefits of knowledge management tools for training and education in organizations. The paper will outline practical implications to amplify benefits of knowledge management tools for training and education in organizations.
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Barton, Greg. "PREACHING BY EXAMPLE AND LEARNING FOR LIFE: UNDERSTANDING THE GÜLEN HIZMET IN THE GLOBAL CONTEXT OF RELIGIOUS PHILANTHROPY AND CIVIL RELIGION". In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/exer7443.

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The Gülen movement, or hizmet, is often misunderstood, and this is in large measure because it is unlike anything else in the Muslim world, though the Muhammadiyah and Nahdlatul Ulama mass-based organisations of Indonesia do bear some resemblance. However, there is no good reason to limit comparisons to the Muslim world. As a social movement motivated by religious values and the ideals of selfless service, engaged in philan- thropic endeavour and active in the civil sphere, the Gülen hizmet deserves comparison with other such movements around the globe. This paper looks outside the geographic and cultural context of the Muslim world to demon- strate that the Gülen hizmet shares much in common with many Western, Christian, philan- thropic initiatives in education and public discourse of the past three centuries, particularly in North America. The utility of this comparison is that it helps us to understand better aspects of the Gülen hizmet that cannot be easily understood in the limited context of the Muslim world. It also helps break down some of the ‘us and them’ barriers that divide Christians and Muslims, and east and west, by allowing us to recognise common concerns, values and shared experiences. The paper also explores the concept of civil religion in the twenty-first century, examines ways in which religious philanthropic activity can contribute to the development of non- exclusivist civil religion and apply these insights to the Gülen hizmet to argue that the hizmet models an interesting modern Islamic alternative to Islamism.
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