Academic literature on the topic 'School report book'

Pickert, Sarah M. Preparing fora Global Community: Achieving International Perspective in Higher Education Washington, DC: George Washington University School of Education and Human Development, 1992. ASHE-ERICHigherEducationReportNo.2.

The library is one of absolute means that must be owned by a school because students can get more science and knowledge without having to buy a book of its own. Now an interest read the students also had the higher it should be supported by the school.Library of PGRI 1 Junior High School in Cibinong need once the existence of an application program library that support and provide satisfactory service for the students in the process of borrowing and the return on the book. For that is the writer trying to make final assignment regarding the design of the program and the repayment of loan book at the library of the PGRI 1 Junior High School in Cibinong which is still done manually, starting from the processing of the data members of the data processing, book loaning, transaction processing, transaction processing, and returns to the making of reports, thus allowing the process to take place at the time the error occurred in the logging, less akuratnya the report is made and the delay in the search for the required data. The design of the program is the best solution to solve the problems that exist in the library, as well as with the design of the program can be reached by an activity which is effective and efficient in supporting activities at the library. Then this in the design of the program better than the manual systems to run more effectively and efficiently as well as lending system and return books that are now more conducive than with the previous system.

ROSYJSKIE KSIĘGOZBIORY KALISKICH GIMNAZJÓW JAKO PRZYKŁAD KOLEKCJI BIBLIOTEKI UNIWERSYTECKIEJ W POZNANIUPotrzeby powstałej w 1919 roku Biblioteki Uniwersytetu Poznańskiego w zakresie literatury polskiej i słowiańskiej. Gimnazja kaliskie i ich księgozbiory. Przewiezienie tych księgozbiorów do Poznania w latach 1922–1923. Ich zawartość i znaczenie dla Biblioteki Uniwersytetu Poznańskiego.RUSSIAN BOOK COLLECTIONS OF KALISZ SECONDARY SCHOOLS AS AN EXAMPLE OF A UNIVERSITY LIBRARY COLLECTION IN POZNAŃThe University Library in Poznań has among its holdings substantial fragments of old libraries from secondary schools in Kalisz. They contain primarily Russian-language literature owing to the fact that until 1914 the schools functioned within the Russian school system. The article is the fi rst report on the contents of these libraries, also explaining how the books found their way to the University Library in Poznań.

This study aims to determine the process of preparing financial statements in terms of recognition, measurement, recording, disclosure, and presentation. This descriptive qualitative study uses primary data with the method of observation, interviews, and Focus Group Discussion, while the secondary data uses the method of literature and documentation. The results show that the Islamic boarding school had not prepared its financial statements in accordance with SAK ETAP, in terms of recognition, measurement, recording, and disclosure. This boarding school uses a single entry system in preparing financial statements and did not present its financial reports in accordance with PSAK 45. Sabilirrosyad just make one report that is cash flow. That is due to the lack of human resources who understand related to accounting. BI and IAI can prepare the socialization and workshop for Islamic boarding schools in order to make the accounting manual book for Islamic boarding schools effectively.

Both for the quality of the repertoire and the influence of the composers, the ‘New Jewish School in Music’, the subject of a two-day conference on 10–11 May 2004 at the University of Potsdam, Germany, represents a significant aesthetic movement in the history of 20th-century music. To apply the term ‘school’ to a varied group which lasted from 1908 till 1938, and spread from St. Petersburg, through Russia, to Berlin and Vienna, as in the conference title (it is also that of a new book by Dr Jascha Nemtsov, conference organizer), begs the question of the extent to which there was a unanimity of aesthetic purpose and style. Yet while this is still open to debate, what emerged from the conference was a common agenda and a sense that it was certainly ‘new’ and young, since all the composers were keenly interested in contemporary, avant-garde music. Though diverse in idioms, they all shared a profound involvement with the revival of a folk culture and its assimilation into art music.

Currently, there are still many health and nutrition problems on adolescents in Indonesia. Efforts made by the government to improve adolescent health in schools through the My Health Report Book. Since its launch and distribution to students, until now the application of this book has not been optimal. This study aims to determine the impact of the use of the My Health Report Book Health Information series (RK Book series) combined with counseling to increase student health knowledge. The study design used was quasy experimental with one group pretest-posttest design. There were 82 students who were respondents, consisting of three classes in SMP Negeri 1 Sibolga. Respondents were given an intervention in the form of using the Infokes RK Book Series combined with health education. Counseling was done three times with the distance between the counseling was one week. Pretest and posttest were given one week before and one week after the intervention period. The results of the study prove that respondents consisted of 41.46% of men and 58.54% of women between the ages of 11-14 years. Most respondents (78.04%) had normal nutritional status (BMI/U). There was a significant difference between the level of knowledge and attitudes related to the health of respondents before and after the intervention. The conclusion of this study was the use of Infokes RK Book series combined with health education can improve the health knowledge of school students.

The development of information and communication technology continues to run over time in various fields, without exception in the field of education. Master data management of students has now started using electronic media. At Pangudi Luhur Don Bosko Elementary School also used electronic media in its management, but the application has limitations in storing data, therefore the authors designed the "Student’s Registration Book and Student’s Report Card Processing Application for Pangudi Luhur Don Bosko Elementary School". The purpose of this research is to design and build student’s registration book and student’s report card processing so that it can facilitate data processing, and determine the factors that influence users to adopt this application. This writing method starts with a literature study followed by the design and construction of the application, the next step is testing the application to making report card. This application is able to store data with a much larger capacity, so it can continue to be used for years. This application can process student data and be a good student data archive. The factor that can influence the user to adopt this application is the student report card archiving feature with a very complex K13 model.

István Csillag - Péter Mihályi: Kettős kötés: A stabilizáció és a reformok 18 hónapja [Double Bandage: The 18 Months of Stabilisation and Reforms] (Budapest: Globális Tudás Alapítvány, 2006, 144 pp.) Reviewed by Zoltán Ádám; Marco Buti - Daniele Franco: Fiscal Policy in Economic and Monetary Union. Theory, Evidence and Institutions (Cheltenham/UK - Northampton/MA/USA: Edward Elgar Publishing Co., 2005, 320 pp.) Reviewed by László Csaba; Piotr Jaworski - Tomasz Mickiewicz (eds): Polish EU Accession in Comparative Perspective: Macroeconomics, Finance and the Government (School of Slavonic and East European Studies, University College of London, 2006, 171 pp.) Reviewed by András Bakács; Is FDI Based R&D Really Growing in Developing Countries? The World Investment Report 2005. Reviewed by Zoltán Pogátsa

L’approche par les compétences fait partie de la rénovation des systèmes éducatifs. La loi de 1990 institue, pour chaque élève, un livret scolaire qui s’appuie sur des référentiels de compétences. Nous étudions les pratiques d’évaluation et du quotidien de huit professeurs des écoles de CM1 et de CM2. Notre recherche, descriptive, se place dans le cadre des réflexions sur les pratiques enseignantes. Elle se situe dans le champ de la didactique et s’appuie sur des contenus disciplinaires en mathématiques dans deux domaines de connaissance : les fractions et la résolution de problèmes. Notre dispositif d’étude des pratiques enseignantes s’appuie sur un corpus constitué de tâches d’évaluation et de tâches du quotidien ainsi que sur des entretiens à visée compréhensive pendant lesquels les maîtres corrigent les copies de trois à quatre élèves de niveau scolaire moyen choisies par eux. Il s’agit de comprendre le processus d’évaluation depuis le choix des tâches jusqu’au remplissage du livret scolaire qui sert à communiquer sur les acquis des élèves. Nos résultats montrent que l’évaluation des compétences se fait chez l’ensemble des professeurs à travers des tâches standardisées dans le domaine des fractions. Dans la résolution de problèmes, les tâches sont décomposées chez les professeurs qui adhèrent à l’APC alors qu’elles ne le sont pas chez ceux qui ne se préoccupent pas des compétences. Lors de l’évaluation des productions des élèves, les erreurs n’ont pas un statut « formatif ». Les livrets scolaires ont une fonction sommative. Ils fonctionnent comme des bulletins de notes
The competency-based instruction is an integral part of the renewal of education systems. The 1990 law introduces, for each pupil, a report book based on reference frameworks for competences. We study the evaluation practices and the daily professional lives of eight 4th-5th grade teachers. Our research adopts a descriptive approach and comes within the reflections on teaching practices. It belongs to the field of didactics and employs subject-specific contents in two knowledge fields of mathematics, i.e. the fractions and problem solving. Our study scheme for teaching practices lies on a corpus of evaluation and daily tasks as well as on a set of comprehensive interviews during which the teachers select and grade the exams of three or four pupils with an average school level. The aim is to understand the evaluation process from the choice of tasks to the filling up of report books which serve as communication supports for the pupils’ achievements.The results show that, for all teachers, the evaluation of competences is achieved through a set of standardized tasks in the field of fractions. Regarding the problem solving field teachers supporting the APC break down the tasks while teachers, that are less concerned about the competences, do not proceed in the same manner. During the pupils’ evaluation, the mistakes do not have any formative function. The report books carry out a summative function. They are assimilated to grades reports

Am Ende der Dresden Summer School 2012 haben die Teilnehmerinnen und Teilnehmer eigene Ideen und Impulse zur Zukunft der Vernetzung von Kultur- und Wissenschaftseinrichtungen vorgestellt. Claudia Becker, wissenschaftliche Mitarbeiterin am Vilém Flusser Archiv der Universität der Künste Berlin, ist an neuen Wegen der Wissens- und Kulturvermittlung mit digitalen Technologien interessiert. Wissen, Wissenssammlungen und Wissensordnungen haben sich im Laufe der Jahre verändert, ebenso wie die Wissensproduktion, die Schaffung neuen Wissens, die Wissenschaft selbst. Der Baum des Wissens, „arbor porphyriana“ oder auch „arbor scientiae“ war seit der Antike eine gültige Metapher und das Klassifikationsschema für die Struktur des Wissen, die epistemologische Ordnung. So lehnte auch Denis Diderot die Ordnung seiner berühmten Enzyklopädie an die Baumstruktur des Wissens von Francis Bacon an. Wohl wissend, dass Wissen Macht ist, widmeten Diderot und seine Enzyklopädisten einen großen Teil ihrer Lebenszeit, um das Wissen aus allen Bereichen der Welt zu sammeln und aller Welt zugänglich zu machen. Diderot nutzte somit damals schon die Intelligenz des Schwarmes, seine Enzyklopädie ist ein Produkt des „Crowd Sourcing“, eines kollektiven Verbundes mehrerer Autoren, die gemeinsam an einem Werk schreiben, um Wissen im Namen der Aufklärung den Herrschenden zu entreißen und möglichst vielen zugänglich zu machen. Die Parallelen zu einem der heutigen größten und bedeutendsten Wissensprojekte – der Internet-Enzyklopädie Wikipedia – sind unverkennbar. [...]

Das BMBF-Forschungsprojekt DiBBLok1 untersucht Gelingensbedingungen des Einsatzes von digitalen Medien in Lernorten der beruflichen Bildung. Der Lernort Berufsschule wird dabei in Hinblick auf seinen Anteil an der Lernortkooperation untersucht. In diesem Beitrag wird am Beispiel des Online-Berichtshefts BLok (Online-Berichtsheft zur Stärkung der Lernortkooperation) der Frage nachgegangen, welche Berufsschulen dieses Tool deutschlandweit bereits einsetzen, in welchem Umfang dies geschieht und welche Faktoren dabei einflussgebend sind. Entsprechende quantitative Daten wurden im Rahmen des Projekts DiBBLok nach rund zehn Jahren Praxiseinsatz von BLok erstmalig erhoben. Sie geben Aufschluss über den aktuellen Stand der Strukturdaten in Bezug auf den Standort der Berufsschule, den Umfang an angemeldeten Berufsschulehrenden und Auszubildenden sowie der Verbreitung über die Jahre hinweg. Eine quantitative Analyse der Nutzungsweisen wird im Projekt noch folgen.[... aus der Zusammenfassung]

Handreichung für Lehrer zur Durchführung einer Unterrichtseinheit mit Stundenverlaufsplanung und Materialien. Gegenstand der Unterrichtseinheit ist es, mit den Schülern den Weg zum mittelalterlichen Text über die Rezeption des Textes in Schulbüchern aus der Zeit des Nationalsozialismus und aus der DDR zu vollziehen.

Was denken deutsche Jugendliche im Zeitalter der Globalisierung und des gesellschaftlichen Leitziels interkultureller kommunikativer Kompetenz über die wichtigsten Zielkulturen ihres Englischunterrichtes: Großbritannien und die USA? Die zu dieser Leitfrage durchgeführte Studie gibt einen vergleichenden Einblick in die Wahrnehmungen und Einstellungen von Schülerinnen und Schülern - verschiedener Altersgruppen (Klassen 5, 8 und 11) - und Herkunft (Sachsen und Nordrhein-Westfalen) - sowie vor und nach einem Aufenthalt in Großbritannien. Im Jahr 2008 wurde dazu eine standardisierte schriftliche Befragung mit einer Stichprobengröße von n = 502 an zwei Gymnasien in Hamm und Zittau durchgeführt. Daneben waren Experteninterviews, Lehrplan- und Lehrwerkanalysen sowie eine Analyse des gesellschaftlichen Umfeldes der Schüler Teil des Forschungsdesigns. Der vorliegende Forschungsbericht präsentiert ausschließlich das Material, das im Rahmen dieser Untersuchung zusammengetragen und ausgewertet wurde. Während im ersten Teil dieses Forschungsberichtes die Zusatzanalysen von Lehrwerken, Lehrplänen und Statistiken methodisch begründet und detailliert aufgeführt werden, präsentiert der zweite Teil die mit einer Schülerbefragung in Zusammenhang stehenden Materialien, darunter die Fragebögen und die tabellarische Aufschlüsselung der Einzelergebnisse.

There is a growing trend in education that has considerable potential for fostering constructive, unselfish behavior during adolescence: community service. Supervised community service, when started in early adolescence, can play a critical role in the shaping of responsible, caring, altruistic behavior. Service programs can be organized effectively by schools, by community organizations, and by religious institutions. How we help others is crucial. We must not convey superiority over others. We must impart a sense of the mutuality of being full members of the community and sharing a common fate as human beings in a world that sometimes is insensitive and at times even cruel. In 1989, a Carnegie report on the middle grades, Turning Points, stated an important insight. Early adolescence offers a superb developmental opportunity to learn values, skills, and a sense of social responsibility important for citizenship in democracies. Every middle grade school should include youth service—supervised activity helping others in the community, ideally, in collaboration with schools—in their core instructional programs for the middle grades. Turning Points 2000, a follow-up book to the 1989 landmark report, Turning Points, provides an in-depth examination of how to improve education for the middle grades and gives practical guidance to practitioners wishing to implement the Turning Points model. The research base has grown over the past 10 years, and this chapter reflects the findings of the research. It also bridges the gap between research and practice by presenting theory in practical and understandable terms. Specific to our theme of service learning, Turning Points 2000 provides a sound argument for integrating the community into the curriculum. Mutual respect and understanding, a sense of belonging, and pride in making valued contributions to others are the essence of school and community collaboration. The Early Adolescent Helper Program (EAHP), a pioneering project initiated by the City University of New York in 1982 and led by Joan Schine, brings school personnel, community-agency staff, and the middle grade school Helpers together. An effort was clearly made to integrate the school curricula with youth in community service programs. Between 1982 and 1989, almost 700 students in 17 New York City middle and junior high schools were involved in the Early Adolescent Helper Program.

There have been calls for research into Self-Directed Learning (SDL) for students in schools. This book responds to this call. Chapter 1 describes SDL as being informed by constructivist and cognitivist theories of learning, both of which emphasize the central role of the self in learning. In order to clarify the concept of SDL, it is distinguished from similar descriptions of Self-Regulated Learning (SRL) through its focus on internal and external influences. Finally, the chapter reports on research that describes adult SDL, SDL as it relates to very young children, and gifted elementary (primary) school students.

Read some chilling statistics, reported in an accurate Roper Organization survey a short time ago. Pollsters telephoned a nationally representative cross section of 1,000 families with kids from three to fourteen years old. Over ninety percent of moms and dads said reading was essential to their boy or girl's success. But of those with a child who could read, only 66 percent were happy with how their youngster was reading. According to age group, these are the numbers regarding parents who thought their child was interested in reading: . . .SCHOOL LEVEL PERCENTAGE Preschool 56% Kindergarten-second grade 59% Third grade-fifth grade 53% Beyond fifth grade 39%. . . At best, therefore, according to parents, six out of ten youngsters in any of the four groups found books stimulating. Of all the families surveyed only forty-four percent said their children read for pleasure each day. The implications are astounding. Personal happiness, future education, good jobs, enlightened citizenry, the society's continued advance: these all are at stake. Looking beyond the elementary and junior high school years, a Carnegie Foundation survey of 5500 college professors revealed that 75% think undergraduates at their institutions are seriously underprepared in basic skills; 66% think their colleges are paying too much money and spending too much time teaching what students should have learned prior to college admission. The failure of our schools to develop essential skills, the pervasive indifference to books among our children, the minimal achievement level at which so many youngsters hover throughout their educational lives—these are grim barriers to knowledge, happiness, and success. We read about this new study, that commission's report, those irrefutable data. We worry for awhile and then shrug with resignation. I'm not hopeful that the depressing statistics we hear about so regularly will improve any time soon, no matter what changes we make in our country's formal educational system. But in the informal realm;—the home, the supermarket, the playground, the various child-parent intersections—fertile, untilled soil stretches out around us.

Let us rewind the historical tape to 1945, the year in which John von Neumann wrote his celebrated report on the EDVAC (see Chapter 9 ). That same year, George Polya (1887–1985), a professor of mathematics at Stanford University and, like von Neumann, a Hungarian-American, published a slender book bearing the title How to Solve It. Polya’s aim in writing this book was to demonstrate how mathematical problems are really solved. The book focused on the kinds of reasoning that go into making discoveries in mathematics—not just “great” discoveries by “great” mathematicians, but the kind a high school mathematics student might make in solving back-of-the-chapter problems. Polya pointed out that, although a mathematical subject such as Euclidean geometry might seem a rigorous, systematic, deductive science, it is also experimental or inductive. By this he meant that solving mathematical problems involves the same kinds of mental strategies—trial and error, informed guesswork, analogizing, divide and conquer— that attend the empirical or “inductive” sciences. Mathematical problem solving, Polya insisted, involves the use of heuristics—an Anglicization of the Greek heurisko —meaning, to find. Heuristics, as an adjective, means “serving to discover.” We are oft en forced to deploy heuristic reasoning when we have no other options. Heuristic reasoning would not be necessary if we have algorithms to solve our problems; heuristics are summoned in the absence of algorithms. And so we seek analogies between the problem at hand and other, more familiar, situations and use the analogy as a guide to solve our problem, or we split a problem into simpler subproblems in the hope this makes the overall task easier, or we summon experience to bear on the problem and apply actions we had taken before with the reasonable expectation that it may help solve the problem, or we apply rules of thumb that have worked before. The point of heuristics, however, is that they offer promises of solution to certain kinds of problems but there are no guarantees of success. As Polya said, heuristic thinking is never considered as final, but rather is provisional or plausible.

Today’s parents have a lively interest in. assisting their children as learners, and this interest has spawned a plethora of books on home reading programs. It's natural to raise this question, then: why yet another book for helping children read at home? Surely the bookstore and library shelves are groaning with volumes that can help you create a "home schoolroom," enough to produce a nation of advanced readers. Why yet another book? For good reasons, believe me. Obviously, most parents want to help their children learn. A couple of years ago, Professor Joyce Epstei at Johns Hopkins surveyed the parents of more than 250 Baltimore children. Her findings, reported in The New York Times, showed that kids had higher reading scores if parents supported their youngsters' efforts at home. What's even more interesting is that although mothers and fathers wanted to involve themselves actively in their children's learning, very few knew just what to do. A shocking eighty per cent reported that they didn't have a clue about where to begin in helping their children succeed in school. With this apparent insecurity, many moms and dads are reaching for books in an effort to learn what they don't know. Hence, all the how-to-helpyour- child read productions. However, unlike Any Child Can Read Better, most "home learning" books address parents of toddlers and preschoolers and attempt to create a race of superkids who can read almost before they can walk. Teach-your-child- to-read books concentrate on turning the home nursery into a classroom—reading drills with flash cards, oversized words pinned as labels on familiar objects, interminable sessions on alphabet skills, phonetics, sight vocabulary, and sounding-out words. Too many books for parents of young learners have turned on the pressure and have turned off the pleasure for mothers and fathers as guiders and shapers of learning experiences. Moms and dads are not drill sergeants. Home isn't boot camp. If you're the mother or father of a preschooler, unless you're home learning parents who won't send your children to school in any case, don't teach your son or daughter how to read.

Harvard’s graduate and professional schools were where the tension between social responsibility and teaching the technical skills demanded by a complex society most fully emerged. The Graduate School of Arts and Sciences and the traditional Big Three of Law, Business, and Medicine continued to dominate the Harvard professional school scene (though the Kennedy School of Government was coming up fast). From 1940 to 1970, they and the smaller schools took on their modern configuration: meritocratic, intensely professional, intellectually ambitious. From 1970 to 2000 they faced a variety of internal challenges to that academic culture, as well as constant competition from their counterparts in other universities. After he became president in 1971, Derek Bok devoted his first annual report to Harvard College, his second to the Graduate School of Arts and Sciences. This was not surprising: the closely linked College and Graduate School were Harvard’s traditional academic core. What, he asked, was GSAS’s essential mission? Now as before, it was to train scholars and add to basic knowledge. But the Graduate School was in trouble. One problem was student attrition. Up to half of those who entered failed to get their Ph.D.s, compared to a drop-out rate of less than 5 percent in Law and Medicine. The fault, Bok thought, lay in the lack of structure in many doctoral programs, and he prodded the faculty to do something about that. Another concern was the Ph.D. job shortage. Nonscientists had to be ready to have careers in colleges, not just in research universities. That meant that the Graduate School would have to teach its students how to teach. At his urging in 1976 the Danforth Center for Teaching and Learning (renamed the Bok Center in 1991) was set up to tend to the pedagogical instruction of graduate students.1 Declining academic job prospects cast the longest shadow over GSAS in the 1970s. More than 1,000 students entered in the peak year of 1966–67; by 1971–72 the number was down to 560. The humanities were particularly hard hit: the 1975–76 entering class in English Literature was 16, compared to 70 a decade before.

At least three different kinds of interventions are suggested in discussions of schools and high-risk children: preventing school failure, preventing school dropouts, and finding and reinstating students who have already dropped out. The first set is touched on in the effective schools literature, assuming that improving the quality of education will result in higher achievement for all children. Thus, the interventions are primarily aimed at school reform and organization. The second set is described in the dropout prevention literature, with much more attention to individual needs and support services, along with alternative school structures. Because official dropout statistics are generally calculated only for high schools, most of the interventions are directed toward older students, although there is increasing recognition of the need for early intervention. Reinstating students in school is approached largely through employment and “recovery” programs for young people over the age of 18. Because this book is focused on 10- to 17-yearolds, the third set of interventions relating to job placement and programs for older youth will not be included. That subject has been thoroughly addressed by the Grant Foundation Commission on Work, Family, and Citizenship and other sources. The public has been deluged with studies focusing on the crisis in American education. The rationale for intensified concern is that unless the quality of education is improved we as a nation will not be able to compete with foreign countries (the Japanese educational system is most often cited as a model). One source reported that more than 275 education task forces had been organized in the mid- 1980s and “reform literature [has become] a cottage industry among scholars.” States enacted more than 700 pieces of legislation between 1983 and 1985, mostly stressing a return to basics. Most recommendations directed toward raising quality call for higher standards for graduation from high school, higher college admission standards, teacher competency tests, and changes in teacher certification requirements.

This section begins with a very brief overview of early medical philosophies leading up to Barker’s time, when science was developing an important place in American intellectual life. There was a gradual increase in the cultural authority of “regular” medical education by preceptorship, didactic medical school lectures, and medical licensure, as opposed to self-help or domestic medicine, sectarian medicine, the Thomsonians, homeopaths, and others. William Cullen, Benjamin Rush, and John Brown influenced medicine at the end of the eighteenth century. Pierre Louis in Paris, who had become a major influence on American medicine during the first third of the nineteenth century, believed that “medicine is a science of observation” and a “rigid method” is essential for medicine to improve. Careful case reports, necessary for practice and teaching, were facilitated by the numerical method. The Physician’s Case Book, published by Allen & Ticknor, Boston, in 1832, was an attempt to help physicians to record and organize their case reports. Possible reasons Barker failed to publish his manuscript include finances, competition from other books, and the rapidly changing medical beliefs during the first third of the nineteenth century. A comparison is made to Noah Webster’s 1832 decision to abandon the revised edition of his 1799 book on epidemics.

In this essay I will first present two cases from Norwegian school, where someone’s dignity may have been violated because of religious differences. I also comment on the use of words and concepts like dignity, human rights and equality of status, in curriculums and text books. After these introductory thoughts, I connect to Peter Schaber, who points out that “the violation of dignity consists in treating others as if they had no normative authority over themselves and over how they are treated” (2014, p. 159f), but also Jeremy Waldron and others who see dignity in the light of equality. The first case is a documentary produced by NRK (Norwegian Public Broadcasting Corporation) and made accessible for schools. Here we meet two Norwegian women with Vietnamese family background trying to explain their understanding of women’s karma, and a sceptic journalist who reacts in a way that may be understood as violating their dignity. The second case is a teacher student’s report from a discussion with a school teacher about how pupils belonging to Jehovah’s witnesses should be treated when they do not participate in e.g. birthday celebrations. Both cases show that violation of dignity actually is going on in Norwegian schools, and – more surprising – that it is motivated and legalized by the violator’s own value system. I therefore conclude the essay with a distinction between two ways of acting in accordance with modern humanist values: a deontological or “listening humanism” versus a teleological or “preaching humanism”.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.