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1
Meyer, Alan Gert. "School violence in secondary schools : guidelines for the establishment of health promoting schools / Alan Gert Meyer." Thesis, North-West University, 2005. http://hdl.handle.net/10394/479.
Full textAbstract:
Ten years after the introduction of the new democratic political dispensation in
1994, violence in schools are as rife as before. There has been no significant
decrease in school violence during this period. Violence has only increased and
become part of people's everyday lives. School violence remains a serious
problem for both learners and educators. Various factors contribute to school
violence and it has become necessary to determine to what extent school
violence influences the learners of South Africa.
Education is available for everyone to utilize. For learners to achieve optimally,
safe environments need to be created. In order to eradicate the problem of
school violence, it is important to know what the concept school violence entails,
which factors contribute to school violence and to what extent school violence
has influenced the schools up to date. It is also important to keep track of
international trends which promote health in schools globally.
Health is undoubtedly linked to educational achievement. The World Health
Organization has initiated a project to promote health and healthy lifestyles
universally. To counteract the persisting violence in schools, the possibility of
creating health promoting schools in South Africa deserves attention.
In order to unravel the phenomenon of violence in schools, a qualitative method
of research was used, with data being collected by means of focus-group
interviews, through intentional sampling. The transcriptions were subjected to
descriptive analysis. The findings of the research are presented with an overview
of school violence in the West Rand region. Factors contributing to school
violence in this region have been identified as: drug and alcohol abuse,
gangsterism, gambling, intolerance and the influence of educators. Physical and
Psychological violence are the two main categories of violence identified in this
region with various sub-categories which include fighting, harassment, sexual
abuse, intimidation and victimization which enhance the violence and violent
behaviour in this region.
A nation's wealth lies within the youth of a country. They assure the future and
our children are the most important natural resources we possess, therefore we
need to respond to the challenges -violent behaviour and crime in our schools.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
2
Leung, Suet-mui Betty, and 梁雪梅. "The establishment of parent association in schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958035.
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Leung, Suet-mui Betty. "The establishment of parent association in schools : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778440.
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Perry, Charlie Jeff. "Analysis of school board policies relating to the Establishment Clause." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164725/.
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Mollo, Nicholus Tumelo. "A legal perspective on the establishment of anti-bullying policies in public schools." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-135205.
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Buckley-Willemse, Beverley. "Sexuality education and life-skills acquisition in secondary schools : guidelines for the establishment of health promoting schools / Beverley Buckley-Willemse." Thesis, North-West University, 2005. http://hdl.handle.net/10394/537.
Full textAbstract:
Sexuality education has been introduced into the South African syllabus, on a
very elementary level, in the Life Orientation learning area of Outcomes-
Based Education widely known as Curriculum 2005. Unfortunately outcomes based
education ends in Grade 9, leaving learners from Grade 10 -12 with the
old syllabus that includes academic subjects only. Very few schools follow a
sexuality education programme in Grades 10 - 12 on their own initiative,
because it is not compulsory in these grades.
The Health Promoting Schools' policies do not include a comprehensive
sexuality education programme outline as yet, but when the life-skills
approach that is taught in Life Orientation is considered, many similarities in
these approaches are identified. Therefore, sexuality education should not be
purely factual, but should be taught in conjunction with important life-skills.
The two skills investigated in this study are the ability for adolescents to
identify and avoid risk behaviour and to be able to make more responsible
decisions.
Two schools in the Bronkhorstspruit area were identified to take part in this
project. School A has implemented a comprehensive sexuality education
programme for all its learners and School B has not. The results of the data
collected from the questionnaire completed by 100 respondents from the two
schools indicated that those from School A had a significantly higher level of
knowledge regarding sexuality and appeared to have far better life-skills than
the respondents from School B. There was, however, no indication that that
this knowledge affected their behaviour in any way. This doesn't mean,
though, that the programme has been unsuccessful because the programme
doesn't only teach abstinence, but also various methods of precaution.
The long-term effect of comprehensive sexuality education has not yet been
established because there are so few schools implementing it the way it
should be and it is currently not implemented at a young enough age.
Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as
well as the contradicting information given through the media, cannot be
changed overnight. The process of intensive comprehensive sexuality
education has only started in South Africa and, with time, a change in the
behaviour patterns of adolescents and adults is anticipated.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
7
Bracegirdle, Patricia Helen. "The establishment of histology in the curriculum of the London medical schools, 1826-1886." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/1381833/.
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This thesis sets out the way in which histology became established in the curriculum of the London medical schools between 1826 and 1886. The text provides a very large number of references to original material, some of it previously unreported. Histology had its origins in continental Europe in the early years of the nineteenth century, in the work of Bichat. The introductory chapter examines how this was translated both as to language and as to practical experience into England. The role of the developing achromatic microscope is also briefly considered. The changes in medical education in London which fostered the teaching of 'general anatomy' (histology) are then described from primary sources in some detail, and with extensive necessary quotation. The establishment and development of medical departments and the appointment of key teachers was pivotal and is fully investigated, while the role of the medical press in infuencing change is also assessed. The teaching programme of each college is explored using evidence from surviving lecture notes, texts, diaries, calendars and correspondence. The changing requirements for qualification, and their influence on the examination system, which accompanied the growth of histological teaching, are discussed. In order to trace the incorporation of the cell theory, the growing understanding of the tissue concept, and the relationship between structure and function, into the teaching of histology, a case study of the histology of the liver has been pursued throughout the thesis. The development of knowledge of the histology of the liver has been traced through the large number of textbooks which were produced to support courses in histology. Throughout the period, steadily increasing specialisms from virtually all other aspects of the curriculum vied for inclusion, with more and more time being given over to new and diverse subjects. In this competition for time and resources histology eventually found a permanent place. The events leading to a formal requirement to teach practical histology are examined, and key people in these changes are identified. The effects of the legislation on texts, equipment, specialist accommodation, teaching skills, and time are assessed.
8
Jung, UnKil. "Strategies for successful establishment and development of schools for missionary kids on the mission field." Lynchburg, Va. : Liberty University, 2001. http://digitalcommons.liberty.edu.
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O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.
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This research reports on the factors that a sample
of teachers in a rural Primary and Secondary School
perceive as being influential on the initiation
and implementation of a curricular innovation. The
innovation herein is the creation of a Gifted and
Talented Programme to cater for identified students
in this school, an area of current interest amongst
educators and researchers in New South Wales and
Australia. A methodology is outlined for the
collection and interpretation of data on the factors
involved, that may be employed by coordinators and
researchers interested in curricular provision for
Gifted and Talented children. In this case study
school, it was found that the factors were many and
varied, that they differed in their supportive or
inhibitive nature in the Primary and Secondary
Schools. These findings provided a foundation for
subsequent planning in the initiation stages of the
implementation of this innovation. This research had
important implications for this School that may be
of interest for future research in other schools.
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Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
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Van, Niekerk Chantelle Emirina. "The effective establishment and functioning of the institutional level support team at primary schools in the Uitenhage district." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020808.
Full textAbstract:
Policy documents derived from the South African Constitution and the South African Schools Act clearly state that all learners are entitled to support, thus enabling them to reach their full potential. Support should be rendered effectively at school level within a well-established and functioning Institutional Level Support Teams (ILST). Institutional Level Support Teams (ILSTs) at primary schools within the Uitenhage District seem to be problematic, since parents, the school and the community do not realise that they should work interrelated with each other to enhance the effective establishment and functioning of the ILST. The main aim of this study is, therefore, to formulate guiding principles for the effective establishment and functioning of Institutional Level Support Teams. A qualitative research design using a phenomenological strategy was deemed appropriate for this study, as the researcher wants to gain a deeper understanding of the phenomenon under study. The researcher used a combination of convenience sampling, as well as purposive and judgement sampling. The sample group included educators, members of the Institutional Level Support Teams, Institutional Level Support Team co-ordinators, School Principals, community members and members of the District Based Support Team (DBST). Data were collected by means of semi-structured interviews, participant observations and questionnaires. Tesch’s eight step data analysis process was employed to identify possible common themes. The findings indicated that the stakeholder component of the social system representing learners, parents, schools and the community, do not provide sufficient support to learners experiencing learning challenges and therefore ILSTs are not functioning optimally presently.. Therefore the researcher provided supportive guiding principles to parents, the school and the community, for the effective establishment and functioning of the ILST, based on Bronfenbrenner’s eco-systemic theory, which is the theoretical framework of this study.
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Seigler, Timothy John. "An analysis of the interpretive method of original intent to the establishment clause of the United States Constitution and its implication for public schools /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1996.
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Bostick, Terry D. "The establishment of a model that will assist small church pastors in the Arkansas Baptist State Convention to become effective leaders of their adult Sunday school teachers." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p054-0270.
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Van, der Merwe Munnik. "Expectations of parent members of public school governing bodies regarding the appointment of additional staff." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40399.
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The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal.
I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government.
By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Education Management and Policy Studies<br>unrestricted
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Nakano, Andrea. "Podnikatelský plán pro založení mateřské školy." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2013. http://www.nusl.cz/ntk/nusl-223889.
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This master´s thesis describes the design and processing of a business plan for the establishment of private nursery school in Jihlava. The proposal responds to a market gab in providing nursery school services.The theoretical part defines the basic concepts related to business in this field and analyzes the structure of the business plan. The practical part is focused on the analysis of the environment and the specific development of a business plan including risk assessment and feasibility evaluation of projects.
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Kallberg, Johanna. "Limit comparison-shopping? : The effect of new establishments of independent upper-secondary schools on public school costs." Thesis, Umeå universitet, Nationalekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123213.
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In the 1990s, an educational reform changed the Swedish school market. The reform allows anyone with permission from the Swedish Schools Inspectorate to establish an independent school. The main objective of this paper is to examine how new establishments of independent upper-secondary schools affect the public school’s costs per student during the time period 2005 to 2014. Using application data, we can separate municipalities in which independent schools have been established and where they have not. This data allows us to estimate a Difference in Difference model where the treatment is a new establishment. The results reveal three key findings: first, on average, municipalities experience a cost decrease if new independent schools are established. Second, a common trend exists in the pre-period between the two types of municipalities. Third, decomposing the total public school cost per student, the establishment of new upper-secondary schools reduces teaching, equipment and healthcare costs. Further research should examine the political objectives on the municipality level for new establishments. In the future it may be important, from a policy perspective, that if municipalities are given a veto right in the establishment process, market competition will be determined based on political preferences.
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Hepp, Tina L. "The establishment of an inclusive elementary school." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THepp2007.pdf.
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Melrose, Bradford Alan Patrick. "Rule Establishment in Two High School Classrooms." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306147.
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This study explored how rule systems evolved in two high school social studies classes. To accomplish this, detailed descriptions and analysis of the practices and processes by which teachers established and maintained rules were conducted in two classrooms over a nine-week observational timeline. In addition, the teachers were interviewed at the beginning, middle, and end of the observation period to gain insight into how they thought about their classes and reacted to the daily experiences they were having in these settings. Findings indicated that the teachers utilized the same enactment practices to uphold their management and rule systems, however, each operationalized these practices in dissimilar ways. This was largely due to the fact that the teachers' goal structures and beliefs about the function of management and classroom rules affected their implementation practices. Both set similar goals for managing the classroom and fostering self-discipline and student responsibility, yet each experienced problems attempting to balance student affordances for responsibility with teacher surveillance and interventions. One system thrived on explicitness and enforcement, while the other was dedicated to helping students develop autonomous morality. In reaction, both teachers had mixed feelings and/or satisfaction regarding the outcomes. This contrast was especially useful in demonstrating the inherent tensions in classroom systems that attempt to orchestrate students' personal responsibility. Such systems depend upon general norms and/or rules to guide student behavior. When students do not accept these norms, a teacher is constrained from imposing explicit rules and consequences because such practices take responsibility away from students and thus undermine the very system the teacher is attempting to implement. Overall, further research on this inherent tension is needed to better understand how teachers can orchestrate student responsibility in schools and classrooms.
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Van, Zwaluwenburg Pamela Joy. "WIDE AWAKE OR SOUND ASLEEP? UNIVERSITIES AND THE IMPLEMENTATION OF ROSENBERGER V. UNIVERSITY OF VIRGINIA." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1101827877.
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Henshaw, Kenneth Michael. "Marketing strategy development for a retail food establishment." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14538.
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Vazquez-Paluch, Daniel Andrzej. "The establishment of the Maliki School in Muslim Spain." Thesis, SOAS, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570656.
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This investigation looks at the development of the Maliki school in Muslim Spain in the 3rd/9th and 4th/10th centuries. It begins with an introduction to the subject which covers the relevant bibliography, the main sources used and a brief look at Malik's life and legal thought. Part I then deals with the beginnings of Malikism in al-Andalus. After a quick glance at Malik's earliest students in al-Andalus, the legal views of Yahya b. YaQya -Malik's most famous Andalusian student- are closely analysed. Then the legal views of the two other most famous Andalusian Malikis of the 3rd/9th century _clsa b. Dinar and C Abd aI-Malik b. I:IabIb- are looked at. In part II the variety of legal trends in the 4th/10th century are looked at using the works of al-Tulaytall, al-KhushanI, al-Jubayn, Ibn Zarb, Ibn Abi Zamanin and Ibn al-Attar. The analysis, attempts to concentrate on the legal views of the jurists -their attitude towards Malik's authority, their way of dealing with the binding texts of the Qur'an and the injunctions of the Prophet and whether there is a sense of school doctrine. The investigation concludes that already in the 3rd/9th century Malik's authority was well established whilst his students were becoming increasingly important. By the 4th/10th century the school was firmly established although attitudes to Malik's views showed that it was still acceptable to differ from the eponym.
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Lallaï, Daniel. "Les déterminants des performances scolaires des écoles rurales : l’exemple des élèves de CM2 des classes à plusieurs cours dans les Alpes de Haute-Provence." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3073.
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Dans les années 1960/1970, toutes les études ont montré que les élèves issus de milieux défavorisés ont de moins bons résultats que ceux issus de milieux favorisés (Coleman, 1966 ; Bourdieu & Passeron, 1964 et 1970 ; Baudelot & Establet, 1971). Les recherches menées durant les années 1990/2000 ont démontré que les élèves des écoles rurales obtiennent de bonnes performances scolaires (Oeuvrard, 1993 ; Lebossé, 1998, les travaux de l’Observatoire de l’École Rurale, 2001 et 2005). Or, les territoires ruraux sont majoritairement composés de familles issues de milieux défavorisés. Quelles sont alors les raisons de ces bons résultats ? La présente étude a pour objectif de vérifier les hypothèses selon lesquelles un effet-établissement, un effet-classe et un effet-maître, spécifiques aux écoles rurales expliquent ces performances. Afin de valider ces hypothèses, une enquête est menée concernant les résultats aux évaluations nationales de 2011, des 1 810 élèves de CM2 des écoles du département des Alpes de Haute-Provence. Elle est exploitée au moyen de calculs statistiques et d’une analyse de contenu des rapports d’inspection des enseignants de ces élèves. Les conclusions de cette recherche révèlent que ce sont des effets structurels, liés à la spécificité des écoles rurales qui sont les déterminants de ces résultats scolaires. Ce sont en effet, les écoles primaires, celles de moins de cinq classes, les classes à plusieurs cours, le peu d’élèves scolarisés dans une classe ainsi que les gestes professionnels spécifiques et les qualités professionnelles des enseignants qui expliquent ces performances<br>In the 1960s/1970s, all the studies have reported that pupils from disadvantaged backgrounds perform less well in school than those from advantaged backgrounds (Coleman, 1966 ; Bourdieu & Passeron, 1964 et 1970 ; Baudelot & Establet, 1971).Research during the 1990s/2000s has shown that pupils from rural schools get good performance (Oeuvrard, 1993 ; Lebossé, 1998, the works of the Rural School Observatory, 2001 et 2005).Yet rural territories are mostly composed of families who come from disadvantaged backgrounds. So, what are the reasons for these good results ?The objective of this study is to test the hypotheses that the effect of the establishment, the effect of the class and the effect of the teacher, which are specific to rural school, explain this good performance.To validate these hypotheses, a survey was conducted concerning the results of national assessments in 2011, for the 1810 pupils in CM2 of the schools situated in the department of Alpes de Haute-Provence. The data is used by means of statistical calculations and a content analysis of the inspection reports of these pupils' teachers.The findings of this research reveal that it is structural effects which are linked to the specificity of rural schools that are the determinants of these educational outcomes. These are in fact primary schools, those less than five classes, multigrade classrooms, only a few pupils enrolled in a class as well as teachers' specific professional acts and professional skills that explain this good performance
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Noonan, Peter James. "A History of Establishment Clause Jurisprudence With Respect to Parochial School Funding." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/77277.
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Since the drafting of the Establishment Clause, a pronouncement contained within the First Amendment of the United States Constitution. The United States Supreme Court has debated how to interpret the meaning of, "Congress shall make no law respecting an establishment of religion." In Everson v. Board of Education (1947), the Court took its first action in an Establishment Clause case concerning funding for parochial school students that set a course that has been marked by confusion in the Court, inconsistent decision-making, and ultimately the creation of a policy of accommodation that provides opportunities for parochial school students to receive public financial assistance, including tuition reimbursement for their attendance at parochial schools.
This study tracks the history of Establishment Clause jurisprudence with a research emphasis from Everson v. Board of Education (1947) to Zelman v. Simmons-Harris (2002) and illustrates how the philosophy of the United States Supreme Court has changed over time. Further context of the shift is provided with a discussion of the Lemon v. Kurtzman (1971) decision that served as an effective court-interpreted barrier to the use of public resources and funds for parochial schools for several years. Subsequent U.S. Supreme Court decisions have eroded gradually the barrier, coined the Wall of Separation between Church and State by Thomas Jefferson, culminating currently with Zelman v. Simmons-Harris (2002).
The purpose of the study is to analyze the aforementioned shift in the context of public funding flowing for private church schools.
It became clear through this study that the decision in Everson v. Board of Education was the decision which led to a history of conflict and confusion in the Court which set off a chain of events that ultimately led to public funding for parochial schools where allowable by State Constitution. The U.S. Supreme Court has determined that public funding for a sectarian school is allowable so long as the funding is neutral and at the personal discretion of the parents receiving it as opposed to directly supporting a sectarian school.<br>Ed. D.
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Beck, Jeffrey R. "The establishment of a ministry training school in Kamloops, British Columbia." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Coleman, Ellen(Ellen M. ). "Establishment of a novel Pichia Pastoris host production platform." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126948.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, May, 2020<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, May, 2020<br>Cataloged from the official PDF of thesis.<br>Includes bibliographical references (pages 61-62).<br>The Cell Line Development group at Amgen is responsible for manufacturing and optimizing the cell lines utilized in production of Amgen's biologic drug portfolio. Traditionally, these cell lines are produced from mammalian host organisms, primarily Chinese Hamster Ovary (CHO) cells, due to their unique ability to secrete human-like glycosylated proteins. The CHO platform has undergone significant optimization throughout the industry over the past 30 years, however, productivity and efficiency improvements are now becoming harder to realize. Alternative hosts offer a unique opportunity to drive significant cost of goods improvements throughout the biologic drug manufacturing process. Microbial hosts benefit from low genomic complexity, fast doubling times, and can grow to high cell densities in low-cost media. The yeast strain, Pichia pastoris, combines these advantages with the ability to secrete glycosylated products at equivalent product quality levels as CHO-based processes.<br>The Alternative Host Consortium, an MIT-industry partnership, is focused on the advancement of Pichia and other alternative hosts to eventually drive broader commercial utilization and help curb the rising cost of biologic medicines. This project aimed to quantify the strategic advantage of the Pichia host in Amgen's pipeline, and determine when, why and how such a product would be manufactured. The first segment of the work presented here includes various bioprocess development experiments performed to establish proof-of-concept protein production data in Pichia. The results show successful production of two relatively simple proteins at concentrations similar to existing published results. Additionally, chemically defined media and controlled fed-batch fermentation experiments were run to better mimic manufacturing scale operations. The second segment of the project focused on quantifying the strategic cost advantage of the Pichia platform compared with CHO.<br>The business case analysis centered on potential raw material and plant time savings to determine the critical Pichia process features required to be cost competitive.<br>by Ellen Coleman.<br>M.B.A.<br>S.M.<br>M.B.A. Massachusetts Institute of Technology, Sloan School of Management<br>S.M. Massachusetts Institute of Technology, Department of Mechanical Engineering
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Tsang, Lam-po Ivan. "The establishment of the Police Cadet School a question of youth policy? /." Thesis, Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B35320023.
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Thesis (M.A.)--Scarman Centre for the Study of Public Order, University of Leicester in association with School of Professional and Continuing Education, University of Hong Kong, 1999.<br>Includes bibliographical references (leaves 77-78) Also available in print.
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Foster, Ian D., and n/a. "The establishment of the Christmas Island Area School: a public policy analysis." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050711.124419.
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In 1974 the Australian Government decided that from 1975 all education on its Territory of Christmas Island, Indian Ocean, would be integrated into a single service. It further decided that all schools would be
staffed by Australian teachers from its recent1y established
Commonwealth Teaching Service and would implement a curriculum closely reflecting those on the Australian mainland. These were decisive shifts
from the previous system of separating the 'Asian' education system from the 'European' (Australian) system. This thesis sets out to find the
reasons for these decisions and the expectations, or objectives, of those who made them.
The changes to education had many Impacts on the Christmas Island community - both intended or unintended. These impacts are used to assist in evaluations of the policy objectives. The thesis uses the methodology of public policy analysis to examine the links between the government's education policy and its other broader policies regarding the Island. It thus examines operational decisions in the context of strategic considerations.
The mid 1970s saw rapid changes in many Australian Government policies.
Its new Christmas Island policies were responses to a range of complex,
interrelated problems which emerged in the early 1970s - only 15 years
after it assumed sovereignty. At the centre of these policy responses
was Resettlement. The government's education decisions are examined in
the light of the objectives and implications of its Resettlement policy
as well as other inputs to the policy problem.
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Kim, Jin-Ah Crumpler Thomas P. "The history, impact, establishment of Westview Professional Development School and its relationship to student academic achievement." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103801&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176387287&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed April 12, 2007. Dissertation Committee: Thomas Crumpler (chair), Anthony Lorsbach, Mary Murray Autry, Patricia Harrington Klass. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.
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Levander, Josefin, and Anna Sigurdsson. "Internationella etableringar : en studie av Uppsalaskolans förklaringsvärde." Thesis, Linköping University, Department of Management and Economics, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1232.
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<p>Bakgrund: Dagens samhälle är i förändring, vilket av forskare har kallats att det gått från det moderna till det postmoderna samhället (Löwendahl & Revang, 1998). För företag har denna förändring bland annat inneburit att de måste internationaliseras, det vill säga starta engagemang på utländska marknader, för att överleva. </p><p>Syfte: Uppsatsen syftar till att ge ett bidrag till nuvarande forskning genom att undersöka huruvida Uppsalaskolans internationaliseringsteori har ett tillfredsställande förklaringsvärde, eller om en uppdatering av denna vore att föredra.</p><p>Avgränsningar: Vi avgränsar vår studie till att omfatta ett företag inom tillverkningsindustrin eftersom Uppsalaskolan bygger på en studie av tillverkningsföretag och är därmed applicerbar på denna typ av företag.</p><p>Genomförande: För att kunna undersöka Uppsalaskolans förklaringsvärde, har vi utfört en kvalitativ studie av ett företags internationella engagemang genom att studera dess etablerings- samt internationaliseringsprocess. </p><p>Resultat: Studiens resultat visar ett visst mönster av engagemang likt en stegvis etableringskedja i enlighet med Uppsalaskolans teori. Det förekommer dock avvikelser i form av att fallföretaget bland annat har snabbat på etableringar genom att inleda engagemangen med högre resursåtagande än vad som hävdas i teorin. Vad beträffar turordningen av val av marknader, har vi inte kunnat se något mönster av en successiv spridning till allt mer psykiskt avlägsna marknader. Beträffande de olika avvikelserna, har vi främst funnit förklaring hos nätverktänkande samt att företaget kan ha samlat på sig en generell kunskap av att vara internationellt aktiv.</p><br><p>Background: Changing conditions in the world market has created not only opportunities but also a stiffer competition in the domestic market. Therefore, international expansion becomes more important for companies to survive. Purpose: The aim of this thesis is to evaluate whether the Uppsala internationalization theory is valid or if it needs to be brought up to date. Method: In order to fulfil the purpose, we conducted a qualitative analysis of a company’s internationalization process over time. Findings: The result of our study showed a tendency to develop engagement in foreign markets according to a step-wise establishment chain. However, deviations were seen when eg. using more direct and rapid entry modes than those implied by the Uppsala internationalization model. Our study showed no support for the pattern of entering foreign markets with successively greater psychic distance. The deviations found could though be explained by network theories and the factor of general international experience.</p>
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Keys, David Patrick. "Confronting the drug control establishment : Alfred Lindesmith as public intellectual /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901248.
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Feiler, John F. "The establishment of a Management Information Systems research center at the Naval Postgraduate School." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27029.
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Yokoyama, Etsuo, Brynjar Olafsson, and Gisli Thorsteinsson. "The Establishment of Danish School Sloyd and the Beginning of Sloyd Education in lceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20878.
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Maung, May Win Michelle. "Exploratory study for the establishment of a planned community music school in Yangon, Myanmar." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/888.
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Collarbone, Patricia. "The oxygen mask : an investigation into the establishment of the National College for School Leadership." Thesis, University of Lincoln, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392415.
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This portfolio investigates the development of the National College for School Leadership, first announced by the Prime Minister, Tony Blair, at the first New Headteachers Conference in October 1998 and confirmed in the Green Paper 'teachers meeting the challenge of change'. The portfolio covers the twelve-month period between New Headteachers Conferences. At the first conference the College was announced; at the second we learned it would be sited at Nottingham University. The portfolio is designed to contribute to the debate about what should underpin the workings of the College. It contains a series of separate papers which also interrelate. The papers focus on four factors which are likely to impact on the work of the College. The author considers these factors to be crucial to the development and growth of the College and its acceptance by the profession both nationally and internationally as, in the words of the Prime Minister, a 'centre of excellence'. These factors are: • the impact of policy development; • the definition of and role of leadership; • what we mean by learning; and • a preferred future for schools in the 21st Century. Section 1 provides an introduction and a rationale of why the work has been undertaken. It argues that the knowledge age demands new and radical thinking in how we train and develop school leaders. Section 2 provides the theoretical framework for the portfolio. Section 2a provides the research design and methodology and the systemic model which the author has developed to underpin both the College and the portfolio's propositions. Section 2b contains a series of papers which review the literature relating to the four factors. Section 3 comprises a series of research papers dealing with the author's work on policy development, leadership, learning and futures models. These papers present both a national and international perspective. Included is the author's own research into the development of the National Professional Qualification for Headship (NPQH) culminating in a new model for its transfer to the College. The final paper in the series provides a model for the College. This model is not intended to 'be set in stone' but reflects the author's research position and views at the time of writing. Section 4 is an analytical and reflective narrative outlining the author's journey through this portfolio. This study is essentially both postmodernist and a tale. It does not reach any final conclusions but sets out a series of propositions and seeks ideas and possible routes of pursuit to inform the development of the College. It asks questions, but it provides no definitive answers. Rather, it is intended to contribute to Socratic dialogue, a theme the author pursues throughout. Since the papers are independent and targeted for different purposes there is some overlap and variety in style. John Wheeler, the quantum physicist, posited recently: December, 2000 is the 100thanniversary of the greatest discovery ever made in the world of physics, the quantum. To celebrate, I would propose the title 'The Quantum: The Glory and the Shame'. Why glory? Because there is not a branch of physics which the quantum does not illuminate. The shame, because we still do not know 'how come the quantum?' (contained in a letter from John Wheeler to J. P. McEvoy, the author of 'Introducing Quantum Theory'). This stance informs the spirit of this research
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Beukes, Cecil Joseph. "The motivation for, and establishment of education management and development centres (EMDCs) in the Western Cape, South Africa." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of this thesis is to investigate the motivation for the proposed Education Management Development Centres (EMDCs). It also addresses what improvements to the current system EMDCs are supposed to make and how EMDCs hope to enhance collaboration between the Western Cape Education Department and local schools. It also look at the role of the proposed EMDCs and specifically focus on how they hope to promote better inter-sectoral support between the Western Cape Education Department and local schools.
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Khoetha, Lefau Nathaniel. "Financing schools through establishment of sound external relations." Thesis, 2012. http://hdl.handle.net/10210/4385.
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M.Ed.<br>In this research project, attempts have been made to find ways and means to address the financial needs of Kathorus schools. The concept of financing schools through establishment of sound external relations has been discussed as one possible mechanism to give broad access to education opportunities. Such mechanisms will enable students to participate actively in their educational careers. Funding of schools through establishing of a sound external relation will not be successful if developed in a vacuum. Therefore, the process will require a new and intelligent approach to private sector with the development of new kinds of skills and knowledge. Reorientation courses for school principals should be pursued so that a paradigm shift can be achieyed in relation to a sound external relation aimed at financing of education. In conclusion, the following statements describe some of the principles discussed in this project document: • • Private sector should form an integral part of educational funding system . School governance should be 'in conjunction with the community (partnership) structures and stakeholders in the institutions, while conforming to the national policy framework.
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Tuan, Chia-chi, and 段家麒. "The Study on Establishment of 「School Fund」 in Military Schools." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/78222956276935528156.
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碩士<br>世新大學<br>行政管理學研究所(含博、碩專班)<br>94<br>「School Fund」as kind of special fund, based on the operation of conducting school fund, is one of the important practices of educational reform in recent years. This system is thought to be effectitve on improving the shortcomings of resource wasting and budget consumption, encouraging national universities to raise more educational resources by themselves, and helping government improving the finance difficulty. In addition, via the independence and elasticity of the fund, the university could develop independently and plan its own administrative affairs , thus set up the characteristic of the school, and improve educational quality.
Under the command of the Ministry of National Defense, the military academies including Army, Naval, Air force Academy, Fu Hsing Kang College, National Defense Medical College、Chung Cheng Institute of Technology、National Defense Management College etc, are essencially similar to general universities. Therefore it should be a good way to establish「School fund」to promote teaching and administrative affairs of schools work. Due to the insufficiency of whole national resource and the decreases of national defense budget year by year, the education funds of the school has been influenced quite a lot. Therefore, to establish school fund should be favorable for the government, the Ministry of National Defense and for the academies.
This study has analyzed the present situation of national universities and military schools budget operation through document research, and the interviews on experts and action officers. There are 12 interviews including technology college president, government department officers、accounting chief of the national university、associate professor, vice-president of military academy, division chief of Ministry of National Defense and vice section chief etc. The Study on Establishment of 「School Fund」 in Military Schools is also disscussed from the point of wiew of policy, management, economy, and law etc.
The conclusions of this research are ：
1. School fund is a suitable system with correct direction, kindhearted conception and according with the tendency of the present day.
2. The military schools must fit in with the tendency of the present day. For not becoming the burden of government financial, schools should run their financial plan more commercialized. To deal with the situation of national defense budget shrinking and military education funds reduceing, Ministry of National Defense should start studying letting every schools to establish their own「School fund」.
3. To establish「School fund」 on military schools, the first step should be breaking limit idea and setting up good system. Secondly, the schools should execute all the affairs by law. Moreover, the economic problem is the most difficult part for military schools, so we should try to widen the financial support in order to increase and raise money by themself.
4. Strengthen and declare the conduct of leading, let professional personnel and school colleague participating in the operation of「School fund」, so that we can increase achievement of the fund operation and reduce obstruction of business promotion.
5. Strengthen inside audit and cultivate financial talent in order to prevent financial mistakes.
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Fabian, Barbara Rosaland. "Establishment of identity and psycho-social adjustment in desegregated South African schools." Thesis, 2014. http://hdl.handle.net/10210/12928.
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Nicol, Karon Jean. "Establishment of academic standards for early 20th century Texas high schools the University of Texas affiliated schools program /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099505.
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Adam, Shabeer Ahmed. "Association of Muslim Schools (AMS) : the need and relevance for the establishment of Muslim private schools in South Africa." Thesis, 2004. http://hdl.handle.net/10413/2086.
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Lin, Ching-Jung, and 林靜蓉. "The Junior High and Elementary School Principals'' Application of Envrionment Management Strategies and Schools Participate in the Holistic Community Establishment." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08779437864296616333.
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碩士<br>國立中正大學<br>教育研究所<br>95<br>The purposes of this study were to understand junior high and elementary school principals'' application of environment management strategies, to realize the current conditions of schools’ participation in the holistic community establishment, to find out the relations among principals’ personal backgrounds, schools’ backgrounds, and schools’ participation in the holistic community establishment, for the reference of future studies.
A survey was taken with "Questionnaire of The Junior High School and The
Elementary School Principals’ Application of Environment Management Strategies
and Schools Participate in the Holistic Community Establishment" to the principals in 25 prefectures in Taiwan, and 545 principals’ data were acquired. All the data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and so on.
The major results of this study were as followed:
1. Among all the aspects, junior high and elementary school principals devoted themost in applying environment management strategies which aimed to improve
school quality. It showed that principals not only put emphasis on the demand ofpeople outside of the school, they also got support by making use of human
resources and crisis management.
2. Among all the aspects, schools devoted the most in engaging the process of
community establishment. It meant that schools would help communities to draw
up an environment plan and preserve the community culture. Also, schools would
integrate them into school curriculum and teaching.
3. There were significant differences among the level of education, school locations, and experiences of studying community courses and participating in community activities. All the factors above would have impact on principals’ application of environment management strategies.
4. There were significant differences existing in schools’ participation in the holistic community establishment, and the differential degrees depended on the principals'' experiences of studying community courses and joining community activities.
5. There were positive correlations between the application of environment
management strategies of junior high and elementary school principals and the
participation in holistic community establishment of schools.
Finally, the study put forward suggestions for the educational administrative organizations, junior high and elementary school principals, community development associations and future studies, basing on the research results of the study.
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Tian-HueyKing and 金天惠. "The Establishment of New Schools in Zhejiang and Hunan during the Reform Period, 1895-1898." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68517278174426869095.
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碩士<br>國立成功大學<br>歷史學系碩博士班<br>98<br>This essay examines the establishment of new schools in Hunan and Zhejiang during the 1895-1898 reform period, to investigate the impact of different social and political factors on educational reform.
At the county level, local gentry predominated the establishment of new schools in both provinces, the influence of county officials were limited. The local social structures . At the provincial level, the provincial capital schools were established by provincial officials under the encouragement of central government. Reformist gentry intiated and persuaded the process. From the experiences of Zhejiang and Hunan, dute to the short timing, the institutional reforms during the ”Hundred Days of Reform” of 1898 were not crucial impact factors of establishment of new schools. The long-term educational policy of the central government, attitudes of governors and educational commissioners, and interelation between officials, conservative and reformist gentry were more decisive.
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Hsi-Ming, Hsu, and 許錫銘. "A study of establishment of safety and hygiene management model in vocational senior high schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/61307634073885656432.
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博士<br>國立彰化師範大學<br>工業教育與技術學系<br>96<br>The purpose of this research was to explore the establishment of safety and hygiene management model in industrial vocational senior high schools in Taiwan. The structure of dissertation was as follows: literature review, proposal to establish a feasible management model in which there are categories generalized by interviewing experts on the subject matter. Qualitative method was used to analyze the results of this research.
In this research, the essence, model, and measurement indicators of safety and hygiene management model in vocational senior high schools in Taiwan were drawn both from expert interviews and from the conference on the establishment of safety and hygiene management model in vocational senior high schools in Taiwan.
The essence of safety and hygiene management in vocational senior high schools was as follows: policy on safety and hygiene management, organization of safety and hygiene management, planning and implementation, performance evaluation, check/ management review, and action for improvement. The core for the management model was its essence, influenced by two external factors, namely government policy and school goal. Besides, measurement indicators differ in categories of the management model.
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Sedibe, Mabatho. "A comparative study of the variables contributing towards the establishment of a learning culture in schools." Diss., 2006. http://hdl.handle.net/2263/29518.
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The establishment of a culture of teaching and learning in disadvantaged high schools is a challenging phenomenon since the inception of the new democratic South Africa. This study attempts to investigate variables contributing towards the establishment of a culture of teaching and learning in high schools. It is revealed through literature study that some investigations into this research topic has already been done in South Africa, but little if none is done in the disadvantaged high schools in the North-West Province, that is the reason why I was prompted to pursue this topic further. The high failure rate in Grade 12 results according to my opinion is a serious concern and is on the lips of every teacher, learner, parent, politician and relevant stakeholders. This high failure rate is, according to the findings from the literature review, caused by factors such as underqualified and unqualified teachers, inadequate resources, over-crowded classrooms, poor infra-structures (buildings), poor socio economic background of learners’ parents, inconducive environment at school and inadequate role played by teachers and learners in the teaching and learning situation. One expects that the majority of disadvantaged schools would have achieved above the 70% as the pass rate benchmark in the final Grade 12 examinations. However, in most schools in the disadvantaged area this is not the case. Based on the above statement and the complexity of the study in consultation with variables employed, I opted to use both quantitative and qualitative research designs with an aim to attempt to obtain consistency, validity and reliability of the research results. The analyses of the results reveal that most disadvantaged schools still experience a poor culture of teaching and learning. This is evidenced by low Grade 12 pass rate results in some of the provinces, including North-West. The research revealed that the variables impacting on the performance of learners at schools are subjected to a complexity of integrated activities many of which are difficult to isolate as predominantly responsible for poor performance as such. What does appear to be an issue of concern is the apparent lack of dedication one would expect from some teachers working with secondary school learners. One could conclude from the many responses that poor achievement is directly linked to poor teaching and that the latter would again be the result of poor qualifications, lack of resources, poor support systems and most important however, a lack of commitment and dedication needed to ensure a professional approach towards classroom management and teaching.<br>Dissertation (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006.<br>Curriculum Studies<br>unrestricted
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Baer, M. Teresa. "Education and the Perception of Equality: Defining Equality through the Establishment of Public School Systems in Indiana and Ontario, 1787-1852." Thesis, 1998. http://hdl.handle.net/1805/4991.
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Su, Chih-cheng, and 蘇值正. "The Establishment of Ground Data for Schools in Central Taiwan and Its Application on Seismic Damage Assessment." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/76253110248047629824.
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碩士<br>國立成功大學<br>建築學系碩博士班<br>97<br>In this thesis, site data was established for a databank of typical school buildings in central Taiwan damaged by Chi-Chi earthquake, 1999. Site investigation reports of 45 schools, including 135 school buildings were collected. Site class for each building was determined by average N-value from Standard Penetration Test according to the Taiwan Building Codes for seismic design. Existing data in the databank includes damage records, structural details, and ground motion intensity. The complement of site data enhanced its application to seismic research.
The relationship between site class and damage state was discussed. It is found that for 2-story buildings with approximately equal column area ratio and PGA, the ones on harder sites tend to have heavier damage than those on softer sites. Former validation with assumed site class for a seismic assessment method, Simplified Push-Over Analysis, was revised according to the updated site data. The revised analytical result shows better accuracy and is still conservative comparing to the databank. Actual response spectra obtained from motion records of 2 school sites were employed as demand spectra for seismic assessment. Comparison between the result and those by using Code spectra shows notable difference.
The revised analytical result was also used in modification of the existing procedures for determining earthquake damage state and rapid seismic estimation. The modified procedure for damage state determination is simplified by considering only the members with heaviest damage but not all the members. Error in the original procedure is reformed as well.
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Moore, Carlin. "Importing U.S. Establishment Clause Principles in Canada: Changing the Debate on Funding for Faith-based Schools in Ontario." Thesis, 2012. http://hdl.handle.net/1807/33454.
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Ontario is the only Province that publicly funds Roman Catholic separate schools, while providing no public funds to any other faith-based schools. This thesis explores the history, politics, past and current litigation surrounding Ontario’s education system. It looks at the education systems in other Canadian Provinces. I argue that focusing the debate around equality and fairness, and preventing the perceived establishment of the Roman Catholic Church in respect for multiculturalism will allow for an appealable solution. In many church and state cases, the Supreme Court of Canada made its decisions similar to the U.S. regarding the establishment of religion in public schools. This thesis suggests that Ontario should adopt a bilateral constitutional amendment that includes Establishment Clause principles similar to the U.S. Constitution. It concludes that the treatment of all faith-based schools equally, respects the historic rights of the Roman Catholic schools, and demonstrates a commitment to multiculturalism in Canada.
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LI, YU-LING, and 黎玉鈴. "The research on the establishment of outdoors kitchen work fields in junior high schools and post-occupancy evaluation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10332105652993532293.
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碩士<br>國立臺灣師範大學<br>公民教育與活動領導學系在職進修碩士班<br>99<br>The purpose of this research is to understand the present condition of establishment of outdoors cooking fields in junior high schools in Taoyuan County, and to do post-occupancy evaluation. Besides, it also probes into possible benefits from outdoors cooking fields in junior high in Taoyuan County, and the management rules and norms of cooking sites. Also, some suggestions are provided for improvement.
The methods of this research are “document analysis,” “field work,” “the questionnaire survey, and “interview survey.” 59 junior high schools in Taoyuan County are focused in the research. With relative forms, video tapes, and questionnaires, etc. as research tools, 32 junior high schools which were conformed to this research were chosen from 59 directors of general affairs by purposive sampling. According to the proportions teachers to students in each school, for questionnaire survey, 59 questionnaires were sent to directors of general affairs, 100 to teachers, and 300 to students. Principals and teachers who are willing to join this research were interviewed. The 308 work sheets of reflection from students who had experienced the activities in outdoors cooking fields were analyzed and concluded. Those relative messages are collected as relative opinions of the establishment of cooking fields in campuses.
The results of this research are concluded below:
1. The aspect of the establishment condition of outdoors cooking fields in junior high schools
A. Outdoors cooking fields in campuses are set up in 80% of junior high school in Taoyuan County. Teachers and students have the need for using fields.
B. In Taoyuan County, the levels of outdoors cooking fields in school are usually on average, or below average.
C. Most outdoors cooking fields in junior high schools are set up in the border districts of school. It favors the avoidances interfering from sound and smell.
D. The schools with complete equipment of outdoors cooking fields are few. It is about 21%.
2. The aspect oft the present situation about outdoors cooking fields using by teachers and students.
A. Most of the frequency about outdoors cooking fields using by teachers and students is once a year per class.
B. Teachers who have teaching situation in outdoors cooking fields have to face different challenges, such as “rules making and practicing,” “order controlling,” and “consideration giving to spirits of experience, reflection, diversification, composure and practice.”
C. Students in the situation of outdoors cooking fields are usually attentive, ardent, cooperative, well-ordered.
D. Most management and maintenance from school are passive.
3. The aspect of assessing the benefit from junior high teachers and students’ using of outdoors cooking fields
A. The establishment of outdoors cooking fields in campuses is full of various helpfulness.
B. Students who learn and experience activities in outdoors cooking fields profit variously.
C. The other possible usage of outdoors cooking fields in campuses can be developed toward various functions.
4. The aspect of constructing the management rules and standards for outdoors cooking fields in junior high schools
A. The expectation to outdoors cooking field from teachers who are willing to use outdoors cooking fields
(A) The expectation from to outdoors cooking field from administrative leaders: (a) complete equipment (b) simplificative equipment (c) natural pattern (d) nice itinerary (e) various appliances (f) suitable location (g) enough space (h) shadowing function (i) operating experiencing (j) creativity display (k) eco consideration
(B) The expectation from to outdoors cooking field from teachers: (a) enough space (b) suitable location (c) proper itinerary (d) efficient drainage (e) complete equipment (f) requirement-matching design convenient water supply (g) shadowing function (h) assemblage field (i) field reserved for raining days (j)enough green grass(k)perfect management
B. Junior high teachers and students’ top 3 ideal outdoors cooking fields are “design style,” “scout campsite style,” and “shade of big trees style.”
C. Ideal and suitable using rules and management standards aspect of outdoors cooking fields: Regulations for outdoors cooking fields : (A) Gist (B) Field definition (C) Regulations (D) Registration (D) Responsibility
5. In students’ learning benefits from experiencing outdoors cooking fields in campuses, “Interpersonal Interaction” is the first in consensus in students’ reflection of grade 8th; “Self-Management” comes to the second. The order is adverse in grade 9th.
6. The system of post-occupancy evaluation of structure and outdoors cooking fields for school is constructed. It helps the fields and the usage by teachers and students be more closely related. It also enhances the functions of reconstruction and evolution for school structures and fields.
7. School requirements are considered while school outdoors cooking field are set up. It needs to go with the space in school, budgets, people of professional management and using, and relative domains should be invited to research and develop relative courses. Therefore, school curriculum development and design can be promoted; meanwhile, the field can be used for multiple purposes. It also can become the main point for school development.
Finally, according to the conclusion above, some suggestions are proposed to organizations of educational administration, schools and researches on related topics.
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Chiu, Yu-Chan, and 邱玉蟾. "The study of the establishment and recruitment regulations of in-shore international schools in the Republic of China." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8x895q.
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博士<br>國立臺灣師範大學<br>教育學系<br>105<br>The purpose of this study is to review the current situations and problems of the establishment and recruitment regulations of in-shore international schools of the Republic of China to propose the improvement suggestions for the related policy and regulations. For this purpose, the researcher constructed an analytical model, applied comparative study, document analysis and interviews, and came up to the following suggestions for the government: First, redefine “the in-shore international schools” in a prospective vision. Second, apart from the expatriate schools, allow the establishment and recruitment of international schools (narrow definition). Third, regulate the expatriate schools according to the international law. Fourth, regulate international schools (narrow definition) according to the GATS education service regulations. Fifth, the expatriate schools implement problems need to be solved.
The research skip the expatriate schools regulation framework restriction, proposing foresighted improving suggestions. The constructed “International School Opening Regulation Framework Analytical Model” is very useful for analyzing and comparing the regulations of in-shore international schools of respective country.
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Chiang, Ya-ling, and 姜雅玲. "Study on the Establishment of the Evaluation Criteria of the After-school Remedial Teaching Program in Elementary Schools in Tainan City—Total Quality Management." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8jk57n.
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碩士<br>台灣首府大學<br>教育研究所<br>102<br>The main purpose of this thesis is to develop “an after-school remedial teaching program in Tainan elementary schools”, and to establish evaluation indicators with the purpose of applying of total quality management (TQM). This thesis aims to evaluate the remedial teaching program for disadvantaged students through the use of literature reviews. The review includes the areas of “teaching facilities,” “education budgets,” “teaching plans,” “lesson plans,” “principal’s leadership,” “school management” etc., which form three domains of indicators, ten dimensions of indicators and fifty indicator items. According to the experts’ recommendation, the twenty-four experts were carefully selected as members of Delphi. That includes the committee members of the K-12 Education Administration, Ministry of Education, professors, administrative staff in schools, teacher organization and parent organization. The main task of the expert members of Delphi, which is to improve the after-school remedial teaching program in Tainan elementary schools, is to achieve by the following steps: to judge the availability of the evaluation indicators, to make three rounds of Delphi questionnaire survey, and to construct the proper degrees of evaluation indicators. Applying the Delphi method, the study is designed to make a judgment on the construction of remedial teaching indicators. The study is designed to evaluate the structure of remedial teaching indicators through the method known as Delphi method.
The results of the study are as following:
First, the result shows the main content of total quality management and evaluation indicators.
Second, “Delphi questionnaire” can be offered to the department of education and the elementary schools. The questionnaire constructs a proper degree of the content of the evaluation indicators for the after-school remedial teaching in elementary schools in Tainan.