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1
Amatsimbi, Herberth Misigo, and D. Neville Masika. "Pioneer Friends Harambee Schools in Western Kenya." International Journal for Innovation Education and Research 1, no. 4 (December 31, 2013): 84–94. http://dx.doi.org/10.31686/ijier.vol1.iss4.128.
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Friends African Mission (FAM) set forth an education department to train corps of African teachers- evangelists. The pioneer teacher-evangelists formed the basis of a new Luhyia elite that helped transform Luhyia society. And as education became more relevant in the emerging colonial structure, African Christians began to demand for more schools, learning in English and higher education, at a pace that neither the government nor the missionaries could match. Consequently, African Christians began thinking of establishing government and missionary supported independent schools. The case of the proposed Mbale School and the successive establishment of Chavakali day secondary school illustrate this point. The influence of the Chavakali experiment on secondary education in Kenya was deep and lasting, because it revealed what local self-help could achieve.
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Hall, David J. "A Description of the Qualifications Necessary to a Gospel Minister-Quaker Ministry in the Eighteenth Century." Studies in Church History 26 (1989): 329–41. http://dx.doi.org/10.1017/s0424208400011025.
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In 1750 Samuel Bownas, then aged about seventy-four, published A Description of the Qualifications necessary to A Gospel Minister, a manual of advice to ministers and elders in the Religious Society of Friends. In 1738 the church discipline of the Society was codified and made available to Friends’ meetings, first in manuscript form and then from 1783 in print, providing rules and advice covering aspects of Quaker life from administration at national level to personal conduct.In the earliest days of the Society the appearance in print of such advice would have been considered superfluous. A Friend received his call to minister directly from the Spirit once he was in a receptive state as a result of turning to the light, then found the direction of his particular ministry. This call bore no relation to the education or status of the recipient, it was not recognized by any external rite, it could be of short duration, and it could take varied forms.
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Ferenz, Krystyna. "Friends of the Family in the Cofigurative and Prefigurative Culture Behaviours." Pedagogika 112, no. 4 (December 23, 2013): 148–51. http://dx.doi.org/10.15823/p.2013.1788.
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Opening the political borders triggered cultural diffusion in the European countries as the open communicative space accelerated the pace of globalization processes. As a result, changes occurring within a society influence the lives of fundamental social groups, i.e. the families. The last decades in Poland have marked a period of intense changes in the everyday life culture, and the examples of the persons coming from three generations reflect the significance of prefigurative and cofigurative cultures.
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Roberson, Thelma J. "A History of Southland College: The Society of Friends and Black Education in Arkansas." History of Education 40, no. 3 (May 2011): 413–15. http://dx.doi.org/10.1080/0046760x.2011.560899.
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Meng, Fanhui, Haoming Sun, Jiarong Xie, Chengjun Wang, Jiajing Wu, and Yanqing Hu. "Preference for Number of Friends in Online Social Networks." Future Internet 13, no. 9 (September 16, 2021): 236. http://dx.doi.org/10.3390/fi13090236.
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Preferences or dislikes for specific numbers are ubiquitous in human society. In traditional Chinese culture, people show special preference for some numbers, such as 6, 8, 10, 100, 200, etc. By analyzing the data of 6.8 million users of Sina Weibo, one of the largest online social media platforms in China, we discover that users exhibit a distinct preference for the number 200, i.e., a significant fraction of users prefer to follow 200 friends. This number, which is very close to the Dunbar number that predicts the cognitive limit on the number of stable social relationships, motivates us to investigate how the preference for numbers in traditional Chinese culture is reflected on social media. We systematically portray users who prefer 200 friends and analyze their several important social features, including activity, popularity, attention tendency, regional distribution, economic level, and education level. We find that the activity and popularity of users with the preference for the number 200 are relatively lower than others. They are more inclined to follow popular users, and their social portraits change relatively slowly. Besides, users who have a stronger preference for the number 200 are more likely to be located in regions with underdeveloped economies and education. That indicates users with the preference for the number 200 are likely to be vulnerable groups in society and are easily affected by opinion leaders.
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Bannikova, N. F. "РУССКИЙ ЛИБЕРАЛИЗМ О РАЗВИТИИ ОБРАЗОВАНИЯ В РОССИИ (1880-е гг.– 1905 г.)." Izvestiya of Samara Scientific Center of the Russian Academy of Sciences. History Sciences 2, no. 4 (2020): 15–28. http://dx.doi.org/10.37313/2658-4816-2020-2-4-15-28.
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The article analyzes the materials of memoirs, letters, autobiographical notes and diary entries of the best representatives of Russian liberalism, such as D.I. Shakhovsky, V.I. Vernadsky, A.A. Kornilov, and A.V. Tyrkova-Williams, and attempts to consider the formation of views on the development of Russian society. The article shows the process of evolution of their ideas and thoughts from the student’s bench, participation in University circles, and above all in the «Oldenburg» to professional practical activities. It is noted that the friendship started at the University, over the years, grew stronger, and was preserved for life. The main goal of their lives, the friends considered a common cause for the benefi t of the people and, above all, educational activities «to try to deliver to the people a number of practically necessary and important information, to bring the people to the consciousness that they need to manage themselves». Their active activities in the development of school Affairs, folk literature, education and science, as well as in the liberal Zemstvo movement, publishing, and the democratization of society are refl ected. As a result, during the study period, the friends moved from the common goal of serving the Russian society to understanding the need to change the country’s governance system, to the importance of participating in the political life of Russia. All of them became active members of the constitutional democratic party.
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Reni Anjasari, Ahmad Marzuki, and Munif Shaleh. "Family Education of Tengger People In Instilling Islamic Education Values towards Children." AL MURABBI 6, no. 1 (December 31, 2020): 71–86. http://dx.doi.org/10.35891/amb.v6i1.2435.
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Family education is very important if the existing pattern of society is a pluralistic society like in Tengger. The purpose of this study are to: 1) Describe the understanding of Tengger ethnic parents about Islamic education and 2) Analyze the role of parents in instilling the values of Islamic education toward childrens. The author chose a qualitative approach and data collection techniques are three techniques: interviews, observation and documentation. The results of this study include: 1) Understanding of parents about the values of Islamic education is classified by: a) Aqeedah in the form of belief where as Muslims have different beliefs that are different from friends of non-Muslim children , b) Shari'a in the form of commands and prohibitions as well as permissible in the law ranging from worship to mu'amalah and c) Morals that foster awareness to do good by preserving morals and doing it sincerely and 2) The role of parents in instilling Islamic educational values, namely acting as educators and protectors for their children. Then various ways or methods are: a) Modeling, b) the habit method, c) the method of advice and d) the method of supervision.
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Mitchell, Gary, Jessie McGreevy, Susan Carlisle, Pamela Frazer, Marian Traynor, Heather Lundy, Monica Diamond, and Joanne Agnelli. "Evaluation of ‘Dementia Friends’ programme for undergraduate nursing students: Innovative practice." Dementia 16, no. 8 (March 14, 2016): 1075–80. http://dx.doi.org/10.1177/1471301216638589.
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The ‘dementia friends’ programme was launched by the Alzheimer’s Society in the UK two years ago with the purpose of educating members of the public about the things they can do which can enhance the lives of people living with dementia. The aim of this project was to deliver a two-hour ‘Dementia Friendly Community Workshop’ written by the Alzheimer’s Society, to an entire cohort of first-year undergraduate nursing students in one Higher Education Institutions in Northern Ireland. Following delivery of the programme, students were asked to complete a short questionnaire on their knowledge and confidence in relation to dementia care before and after the Dementia Friendly Community programme. A total of 322 undergraduate first-year nursing students took part in the Dementia Friendly Community programme. Of these, 304 returned questionnaires; 31.25% of students stated their perceived improvement in dementia knowledge was ‘good’ while 49.01% stated their perceived improvement in dementia knowledge was ‘very good’ and 13.49% stated their perceived improvement in dementia knowledge was ‘excellent’. In relation to confidence in engaging with people with dementia, 31.91% stated ‘good’ improvement, 40.79% stated ‘very good’ improvement and 11.84% stated ‘excellent’ improvement. The Dementia Friendly Community programme was positively reviewed by the undergraduate students as it enhanced knowledge and confidence in relation to care of someone living with dementia.
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Neli, Zulfaneli, and Fuaddillah Putra. "PENDAPAT REMAJA TENTANG PENDIDIKAN SEKS YANG DIBERIKAN OELH ORANG TUA." Jurnal Counseling Care 2, no. 1 (September 8, 2018): 15–21. http://dx.doi.org/10.22202/jcc.2018.v2i1.2859.
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Sex education is one of the things taboo for some people or a group of people. The purpose of this study is to describe the opinion of adolescents to sex education received from parents, in terms of 1) Sex instruction and 2) education in sexuality. Based on data processing did it was revealed that the opinion of adolescents about sex education provided by parents is very useful for them, this is because it can help them how to maintain the body healthy, especially the reproductive system and how to behave in accordance with the values and norms prevailing in a community environment. Therefore it is expected in the parents and other components of society to be more attention and treat adolescents in accordance with the progress they are living, and guide them by being friends and friends who can understand what they want.
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Free, David. "News from the Field." College & Research Libraries News 80, no. 6 (June 4, 2019): 312. http://dx.doi.org/10.5860/crln.80.6.312.
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Swarthmore Libraries Friends, Peace, and Sanctuary projectBrooklyn Historical Society opens Ronald Shiffman CollectionALA and The Harwood Institute offer Public Innovators Lab for LibrariesIUPUI University Library holds first annual Open Education AwardsAALL announces 2019 Gallagher Award winnersNew Alexander Street video interface launchesArchival materials of suffragist Carrie Chapman Catt online
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Ibnu, Nasrul, Iswantir Iswantir, and M. Zulmuqim. "Islamic Boarding School Reform and Multicultural Education." LITERATUS 4, no. 1 (August 22, 2022): 381–90. http://dx.doi.org/10.37010/lit.v4i1.755.
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Islamic Boarding School education, in general, has not shown satisfactory results, based on stakeholder expectations. The existing Islamic Boarding School education system still requires serious studies to move towards better improvements. Reform of Islamic education, especially Islamic boarding schools, is an urgent demand because generations are faced with various multidimensional challenges of life. The role of pesantren as a means of education and socialization has its own meaning for its students as a place to seek knowledge and experience as well as a place to make friends and interact socially. During the period of study and socialization, students will meet a group of friends with very different personalities and habits. Therefore, the integration of multicultural values ??in Islamic boarding school learning can be an alternative model of multicultural education in society. Because the essence of multicultural education is not to implement the nomenclature of multicultural learning, but to realize the internalization of these multicultural values ??in people's lives constructed by pesantren. This research study aims to describe the reform of Islamic boarding schools and multicultural education. This type of research is library research, focusing on discussing literature in the form of books, journals, papers, and other writings, with a qualitative approach. In addition, the author also uses an interpretation method in order to achieve a correct understanding of Islamic boarding schools and multicultural education.
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Gomes, Catherine. "Living in a Parallel Society." Journal of International Students 10, no. 1 (February 15, 2020): xiii—xv. http://dx.doi.org/10.32674/jis.v10i1.1850.
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Whenever I write an opinion piece in any online media outlet about international students in Australia, I brace myself for the responses that appear in the comments section below the article. Often, a repeated complaint is that international students refuse to engage with local culture and society and hence keep to themselves by hanging out with co-nationals and speaking their native languages. While the general public in Australia does not engage in open conflict with international students over such grievances, they will instead discuss these anonymously online and with each other. Often these grievances have public airing through the media (e.g., Australian Broadcasting Corporation’s Four Corners episodes “Degrees of Deception,” 2015, and “Cash Cows,” 2019) or for political point scoring by Australian politicians (e.g., Senator Pauline Hanson of the right-wing, nationalist and anti-immigration party One Nation; Kainth, 2018).
However, the reception international students receive in terms of the attitudes of the citizenry unsurprisingly does not assist in any way in helping them feel a sense of belonging to their host country Australia. In 2013 I interviewed 47 Asian international students in the Australian city of Melbourne on their self-perceived identities, social networks, and engagements with media and communication technologies, in order to understand how they create a sense of belonging for themselves while overseas (Gomes,2015, 2017). The results revealed that international students create a parallel society with other international students in order to cope with living in a foreign country without the familiarity of family or loved ones who they left behind. While this parallel society allows international students to create a sense of community in Australia, its side effect is a perceived distancing from local society.
An International Student Parallel Society
International students strongly identify themselves more so as international students than their nationality. A student from India, for instance, explained that while in Australia, he prefers to be identified as an international student rather than by his nationality. Taking this point further, a student from Vietnam explained that while he is proud of his nationality, he prefers not to reveal that he is from Vietnam for fear of any negative assumptions the citizenry make about Vietnamese people. These negative assumptions he felt, would then be translated into ways the citizenry might treat him.
At the same time, the Asian international students also revealed that they did not consider ethnicity as significant to them. This was played out interestingly in how they viewed Asian Australians. Here the students felt that they had very little in common with Asians who were born or grew up in Australia. An international student from China explained that Australians of ethnic Chinese descent or ABCs (Australian-born Chinese) as she called them, were more Australian than they were Chinese. Meanwhile an Indian student undertaking postgraduate study vividly explained that he thought Indian-Australians were “not true Indians.” He said that while they may look like him, they were significantly different because he considered Indian-Australians culturally Australian and not culturally Indian. These responses are not surprising. In a separate study where colleagues and I surveyed 6,699 international students in Australia on who made up their friendship circles, we found that less than 1% of international students were friends with Australians who were of the same ethnicity as them (Gomes et al., 2015).
International students identifying themselves according to their status as foreigners studying in Australia also provides itself to be a beacon for the development of friendships with other international students. The Asian international students interviewed revealed that their friendship circles were made up of fellow international students who were co-nationals in the first instance, which was followed by international students from the Asian region, and then, to a lesser extent, international students from elsewhere. These friendship circles contribute to the parallel society international students inhabit where they exist, occupy, and mimic Australian communities but do not integrate with them. For instance, international students may adopt and recreate Australian cultural practices that involve their friendship circles (e.g., having backyard barbeque parties) but do not integrate with Australian societies (e.g., the backyard barbeque parties are made up solely of fellow international students).
In addition, forming friendships with fellow international students rather than with local communities has practical benefits. For instance, international students revealed that their local peers were unable to advise them on the everyday challenges they faced especially when they first arrive to Australia such as how to open bank accounts and where to find dependable Asian grocery shops. Clearly being friends with international students is important, if not necessary.
Conclusion
The significance of international student friendships during their study experience is enduring, if not complex. While international students may form a parallel society, they do so in order to feel a sense of belonging in Australia rather than to Australia. Though this is unsurprising, the challenge that emerges affects those international students wanting to stay longer through further study, work, or permanently reside. Not integrating somewhat into Australian society may have consequences for students in terms of their long-term plans (e.g., employment) primarily because they have not tapped into local networks.
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Noor, Ady Ferdian, Dr Sonedi, Mohamed Nor Azhari Azman, A'am Rifaldi Khunaifi, Siti Irene Astuti Dwiningrum, and Dr Haryanto. "The Multicultural Education Paradigm Pattern: A Case Study in Muhammadiyah Junior High School in Palangka Raya, Indonesia." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 297–310. http://dx.doi.org/10.32744/pse.2021.4.19.
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The problems and the aim of the study. Indonesian society has problems of cultural disparities, occupation movements from different cultural backgrounds, and differences in conceptual understanding and application that give rise to the spirit of diversity in the fields that build multicultural education. This proposed study to identify fields that build multicultural education in Muhammadiyah Junior High Schools through a description of student interactions in these fields. Research Methods. Quantitative approach with a descriptive analysis. Sampling used a sample quota. The sampling included 29 students of grade VIII Muhammadiyah Junior High School in Palangka Raya and is the only Junior High School in the Muhammadiyah organization. Result. This research reveals religion as a way of learning and interacting in their daily life (80% = Sure until Very Sure). Gender, namely feeling more comfortable hanging out with friends of different sexes but still in accordance with religious rules (57% = Sure until Very Sure). Students in socializing. Ethnic, namely respecting friends who are different from their region of origin so that they are able to mingle in social relationships (75% = Sure until Very Sure). Racial, namely students can interact with friends who are less handsome or beautiful (61% = Sure until Very Sure). Cultural indicators, namely students value friends who are not smart and do not get along well (97% = Sure until Very Sure). Social class, namely students choose rich friends and parents who have positions in learning and social groups (54% = Sure until Very Sure). But not all can implement according to the theory of multicultural education because each individual has their own thoughts and understanding of diversity (20% - 46% = Less Sure to Not Sure). Conclusion. Multicultural education at Muhammadiyah Junior High School Palangka Raya was revealed to be able to be adopted by students so that the school still maintained the characteristics of Muhammadiyah but there were still students who were unable to adapt and construct.
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Hinshaw, Gregory P. "A History of Southland College: The Society of Friends and Black Education in Arkansas (review)." Quaker History 100, no. 1 (2011): 65–66. http://dx.doi.org/10.1353/qkh.2011.0002.
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Gerlach, Gary G. "Cooperative Education and Internships at the Birmingham Botanical Gardens." HortScience 32, no. 4 (July 1997): 591C—591. http://dx.doi.org/10.21273/hortsci.32.4.591c.
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The BBG is a facility of the City of Birmingham Park and Recreation Board and operates as a coalition of the City's professional staff and resources as well as those of the Botanical Society (Friends), Alabama Cooperative Extension System (both groups maintaining offices at the BBG), 2 local community colleges, 12 specialized plant societies (that aid in the maintenance of collections), 100+ garden clubs, numerous related groups, and a strong community support. Current discussions with the University of Alabama in Birmingham will lead to certified programs at the Gardens. There are no formal contracts but informal agreements that are formed for each project. The Society sponsored the 1980 Master Plan and updates it every 10 years, employs a professional educator, and sponsors numerous special activities and programs, many in conjunction with the previously mentioned groups. Internships are hired and paid through the City. Students are rotated weekly through the various operations of the Gardens, including administration, education, taxonomy, and the Library. A special project is done in the area of interest to the student.
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Comelli, Felipe Augusto de Mesquita, Michel Da Costa, and Elisabeth Dos Santos Tavares. "“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil." International Review of Research in Open and Distributed Learning 22, no. 4 (November 21, 2021): 53–71. http://dx.doi.org/10.19173/irrodl.v23i1.5869.
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The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.
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Hamm, Thomas D. "Liberal Quakerism in America in the Long Nineteenth Century, 1790–1920." Brill Research Perspectives in Quaker Studies 3, no. 1 (February 19, 2020): 1–97. http://dx.doi.org/10.1163/2542498x-12340013.
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Abstract Thomas D. Hamm (Earlham College) argues that a self-conscious, liberal Quakerism emerged in North America between 1790 and 1920. It had three characteristics. The first was a commitment to liberty of conscience. The second was pronounced doubts about orthodox beliefs, such as the divinity of Christ. Finally, liberal Friends saw themselves as holding beliefs fully consistent with early Quakerism. Stirrings appeared as early as the 1790s. Hicksite Friends in the 1820s, although perceiving themselves as traditionalists, manifested all of these characteristics. When other Hicksites took such stances in even more radical directions after 1830, however, bitter divisions ensued. Orthodox Friends were slower to develop liberal thought. It emerged after 1870, as higher education became central to the Gurneyite branch of Orthodox Quakerism, and as some Gurneyites responded to influences in the larger society, and to the changes introduced by the advent of revivalism, by embracing modernist Protestantism.
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Walsham, Alexandra. "Nature and Nurture in the Early Quaker Movement: Creating the Next Generation of Friends." Studies in Church History 55 (June 2019): 161–76. http://dx.doi.org/10.1017/stc.2018.35.
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This article explores the place of education within the early Quaker movement in England. It examines how Quaker attitudes towards human nature shaped their views on the role of nurture in the creation of a community of believers, and probes the theological assumptions that underpinned this, notably their repudiation of conventional Protestant ideas about original sin and predestination. It also traces the evolution of Quaker views on spiritual direction in domestic and institutional settings against the backdrop of the transformation of the Society of Friends from a radical evangelical sect to a more sober and disciplined movement in the later seventeenth century. Particular attention is paid to the part that education played in ensuring that Quakerism was passed down to the next generation, once the heady excitement of its initial conversionary phase had waned.
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Koyanagi, Yuka, Myo Nyein Aung, Motoyuki Yuasa, Miwa Sekine, and Okada Takao. "The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (February 9, 2021): 129–41. http://dx.doi.org/10.3390/ejihpe11010011.
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Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.
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Ridho, Abdul Rasyid. "KONSEP PENDIDIKAN ANAK DALAM AL-QUR’AN." el-Umdah 5, no. 1 (September 13, 2022): 57–76. http://dx.doi.org/10.20414/elumdah.v5i1.5720.
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Deviance and resistance are expressions that are vulnerable to occur in children, both with friends, family, and society in general. This happens when you don't take preventive and rehabilitative actions early on. So we need a step to overcome this problem, namely by understanding the concept of children's education contained in the Qur'an. because in the Qur'an comprehensively explains the steps and methods of good children's education. As it is stated in the Qur'an with Qurrata a'yun (descendants who soothe the heart) not children who are Zurriyatan Dhi'afan (weak descendants).
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Maziyah, Siti, and Melly Dwi Trivia. "Culture and Environment of the End 19th Century Jepara Society Religious Character formers R.A. Kartini." E3S Web of Conferences 202 (2020): 07060. http://dx.doi.org/10.1051/e3sconf/202020207060.
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RA Kartini has always been associated with issues of education and emancipation of women. However, R.A. Kartini's letters to her friends apparently also discussed the cultural conditions and religious environment of the Javanese people at the end of the 19th century. How did the culture and religious environment of the end 19th century Javanese society cause Kartini to be critical of Islam? What is the contribution of R.A. Kartini against the development of Islam in Java? This research data uses the letters R.A. Kartini to her friends who have been summarized in books that have been published. Secondary data used are books and articles with similar themes. Various information relating to the topic of the problem is then analyzed to draw conclusions in accordance with the problems that have been raised. The results showed that R.A. Kartini had several times wanted to convert to a religion because of a foreign language that she could not understand in worship. Kartini wanted an effort to translate the Qur'an, so that she and the Javanese community could understand the teachings of her religion well.
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Kauffman, Wren. "Commentary: The Transgender Child: A Lesson in Acceptance." LEARNing Landscapes 7, no. 2 (July 2, 2014): 33–40. http://dx.doi.org/10.36510/learnland.v7i2.649.
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In this interview, 12-year-old Wren Kauffman shares his earliest memories of "not feel[ing] right" in his body and how he conveyed this powerful sentiment to his parents. Wren and his mother Wendy discuss the transgender journey their family has gone on, which initially started by contacting the Institute for Sexual Minority Studies and Services at the University of Alberta. Wren recounts how he told friends and classmates that he was transgender, talks about the support and openness he has received from teachers, friends, and schools, and of the critical importance of acceptance. Issues such as bullying, gender-neutral spaces, and diversity are also discussed. In addition, Wendy emphasizes the key role education plays in the inclusion of transgender children: "If we can start from a place of education, and explain that there is a really wide kind of variety of different ways that people can be born, that’s going to help society and people in general understand that transgender people are in the world."
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Namal, Arin. "The Death of a Patient with AIDS in Turkey: thoughts on the ethical dimensions." Nursing Ethics 10, no. 5 (September 2003): 497–503. http://dx.doi.org/10.1191/0969733003ne631oa.
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A Turkish patient with AIDS attempted to commit suicide. Turkey is one of the countries where AIDS education in society and for health personnel has started rather late. This article documents what this patient, his sister and his friends, who helped him to survive for a short while, experienced in the hospital environment. This is a real case history and should be considered from various aspects because suicide was attempted by a person with AIDS who was near the terminal stage. The patient’s friends made a remarkable effort to help him to survive. They were unsure about what to do because they had not respected his wishes and they experienced deep alienation because of the extremely negative attitude of the medical staff.
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Sakti, Lidya Oktorina Kusuma, and Septyana Hardianti Yunanto. "Developing Social Interaction Skills with Game Technology." SISFORMA 5, no. 2 (January 21, 2019): 74. http://dx.doi.org/10.24167/sisforma.v5i2.1699.
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Socialization is an essential process in human living. Human is a social creature which can not living without the help of others, so human needs friends to communicate and interact with each others to make a living better. Through a socialization, human can build good characters to care with others and theirs social life circle. Nowadays, game technology have already fast and sophisticated. People use game not only for entertainment media but for education media and media to prevent social problems in the society. With game technology, game will be expected to reduce lack of socialization in the society. It can help someone to open his/herself and develop social skill with interacting in social society using social feature in the game.
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Rahmi, Iftita. "PELATIHAN EMPATI PADA REMAJA DI YAYASAN PENDIDIKAN ISLAM AL MUHAJIRIN SEBAGAI AGEN UNTUK MENCIPTAKAN MASYARAKAT INKLUSIF." Mitra Akademia: Jurnal Pengabdian Masyarakat 4, no. 1 (August 14, 2021): 309–13. http://dx.doi.org/10.32722/mapnj.v4i1.2747.
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Abstract An inclusive society is a society that involves all elements and aims to empower and promote social, economic, and political diversity. In an inclusive society, everyone can participate effectively and live together. To realize an inclusive society, we need an understanding of the importance of an inclusive education system that has an important impact on the development and maintenance of education for all (Education for All / EFA). Inclusive education in Indonesia still has many gaps, including low acceptance from peers which can lead to acts of harassment / bullying. This harassment action arises because of the low understanding of the community especially peers towards individuals with special needs (IBK). Whereas support from peers is able to increase IBK interaction with other friends, increase IBK involvement in academic activities, social participation, initiate new friendships for IBK. For this reason, friends need to improve their empathy skills so that they can provide support for IBK. This community service activity is carried out to adolescents with discussion activities, peer tutoring, and role play to change perceptions and increase empathy for IBK Key words –training, empathy, bullying, individual with special needs Abstrak Masyarakat inklusif merupakan masyarakat yang melibatkan semua unsur dan bertujuan untuk memberdayakan dan mempromosikan keberagaman social, ekonomi, dan politik. Dalam masyarakat inklusif, semua orang dapat berpartisipasi secara efektif dan hidup bersama. Untuk mewujudkan masyarakat inklusif, diperlukan pemahaman akan pentingnya sistem pendidikan inklusif yang memiliki dampak penting dalam perkembangan dan mempertahankan pendidikan untuk semua (Education for All/EFA). Pendidikan inklusif di Indonesia masih terdapat banyak ketimpangan, diantaranya rendahnya penerimaan dari teman sebaya yang dapat berujung pada tindakan perundungan/bullying. Tindakan perundungan ini muncul karena rendahnya pemahaman masyarakat terutama teman sebaya terhadap individu berkebutuhan khusus (IBK). Padahal dukungan dari teman sebaya merupakan dapat meningkatkan interaksi IBK dengan teman-teman lainnya, meningkatkan keterlibatan IBK dalam kegiatan akademik, partisipasi sosial, memulai pertemanan baru bagi IBK. Untuk itu teman sabaya perlu meningkatkan kemampuan empati agar dapat memberikan dukungan bagi IBK. Kegiatan pengabdian masyarakat ini dilakukan kepada remaja dengan kegiatan diskusi, tutor sebaya, dan roleplay untuk mengubah persepsi dan meningkatkan empati terhadap IBK. Kata kunci –pelatihan, empati, bullying, individu berkebutuhan khusus
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Pais, Ricardo, Luís Ruano, Carla Moreira, Sílvia Fraga, Ofélia P. Carvalho, and Henrique Barros. "Social Support and Cognitive Impairment: Results from a Portuguese 4-Year Prospective Study." International Journal of Environmental Research and Public Health 18, no. 16 (August 22, 2021): 8841. http://dx.doi.org/10.3390/ijerph18168841.
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(1) Background: In an ageing society, social relationships may benefit cognitive performance with an impact on the health of older people. This study aims to estimate the effect of different social support sources on the risk of cognitive impairment in a sample of older Portuguese people. (2) Methods: From the Portuguese EpiPorto cohort study, we followed a sample of participants with 60 to 85 years (N = 656) between 2009 and 2015 (4.63 mean years of follow-up). The participants’ perception of social support from family, friends and significant others was evaluated. Cox’s regression models were used to investigate the association between this and sociodemographic variables. (3) Results: It was found that social support from friends reduces the risk of cognitive impairment. Men, participants aged 60 to 64 and those not married have a lower risk of cognitive impairment after adjusting for other variables. Participants between 80 and 85 years old (p = 0.021), those with less than four years of education (p < 0.001), and those with cognitive impairment (p = 0.007) have perception of less social support from friends. (4) Conclusions: A social support network from friends reduces the risk of cognitive impairment for older people.
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Nasir, Chairina. "Attitudes of Acehnese People towards Acehnese Proverbs in Relation to Education." Studies in English Language and Education 2, no. 1 (March 16, 2015): 46. http://dx.doi.org/10.24815/siele.v2i1.2234.
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This study is aimed at describing proverbs from the Acehnese society and explaining the attitudes of people towards those proverbs in relation to education. The methodology applied was ethnographic using a questionnaire to obtain data. A number of 14 respondents who varied across ages, educational background and occupations participated in this study. These respondents included three housewives, two university students, one fresh graduate, one junior high school and two senior high school students, one trader, two senior citizens, one teacher and one civil servant. Based on the findings, the attitude nowadays of the Acehnese has changed radically. Out of eight adults, only three were actively using proverbs in their daily lives and teaching their children those proverbs. All of the young people, who ranged from fourteen to twenty three years old, did not use proverbs. In relation to education, proverbs are used to teach the society about courtesy, advices (e.g. for choosing companions and friends in life, child rearing, socializing/conversing, and not to mind other people’s business), and shyness as part of faith. Furthermore, a significant language shift has occurred in Aceh which has impacted Acehnese oral literature whereby more parents today prefer Indonesian to be taught as their children’s first language (Alamsyah, et al., 2011). Consequently this has put the Acehnese proverbs under the threat of becoming extinct in their own society.
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Isnawati Nur Afifah Latif. "OPTIMALISASI LINGKUNGAN PENDIDIKAN DI TENGAH PANDEMI COVID-19." PREMIERE : Journal of Islamic Elementary Education 2, no. 1 (July 11, 2020): 43–62. http://dx.doi.org/10.51675/jp.v2i1.86.
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The result of students development depends on education received from any it experienced environtmental education. The third environment called “triplecenter of education” can be explained as family, school, and people society. To get the best result from family education , teachers must concern on a couple of rules: 1) Attempt well-circumstance on the family environment; (2) Each family members should learn to hold on each their due and responsibility; (3) Parents and another adults on a family should know each character of the kids on their family; (4) We should keep away from anything destruct the development of children soul; and (5) Let our kids associate with their friends on the same age in the family environment. When kids growing up, they will be an member of people society who has each diversity. School environment is the next destination after kids passing through from family environment to complete the children education process. Teacher on the school not only have an responsibility to educate, but also to improve the cognitive, psychomotor, and affective aspect of the students. After passing through school environment, the education process next to social education in the people society environment. People society means a bunch of many families which have each different rules on it. When we was young, we only have due only, but since we growing as adults, we have wider responsibility on our hands begin from responsibility on our family, on our daily task in the school, people society, until our task on country and God. The emergence of Covid-19 pandemic has an effect on education system and force us to do “learning from home”, it should adapt to government rules to prevent the speread of pandemic. Learning from home system needs “triplecenter of education” to keep education goals can be fully achieved.
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BALÁŽOVÁ, ŽANETA. "UNIVERSITIES OF THE THIRD AGE AS A CHANCE FOR SENIORS TO INTEGRATE INTO THE MULTICULTURAL SOCIETY." AD ALTA: Journal of Interdisciplinary Research 9, no. 1 (June 30, 2019): 8–11. http://dx.doi.org/10.33543/0901811.
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International cooperation, visiting new countries, meeting new people from all over the world are typical features of these days. The Universities of the Third Age as institutions focused on senior education and their opportunities to help people of older age familiarize with new cultures, it means to integrate into the multicultural society are presented in the paper. The European Union, especially the Erasmus+ program offers chances to students of all ages as well as seniors to enhance the knowledge and skills abroad, to make friends and to improve communication skills in English language.
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Amna Murad and Saira Khan. "Role of Mother's Education in Developing Children's Empathy." Academic Journal of Social Sciences (AJSS ) 6, no. 3 (September 30, 2022): 020–37. http://dx.doi.org/10.54692/ajss.2022.06031804.
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We learn an abundance of useful skills for a lifetime, during our first few years of life – our mothers playing a vital role in having a major influence in our personality formations, skill sets and the nature of goals we are nudged toward. Whereas an educated mother helps her child to form views regarding the world, far broadened and contemporary as compared to children of uneducated mothers. As a child is treated with continuous high quality of care-giving and is raised in a pro-social positive environment, he or she develops a basic understanding of the incumbent benefits of having an empathic attitude towards family, friends and people at large. This research article seeks to establish the relation between mother’s education and children’s empathy level. The impetus for research is the plethora of everyday incidents taking place in our homeland, Pakistan whereby empathic skill at the root level seems invisible in the personalities of violence perpetrators and criminals. This vagrant evil may not sustain into the following decades, if we may acclimate young children to have personalities that are innately generous, kind and empathic, thus moving towards building a caring society. Long term consequences of this research are aimed at developing a national empathy program for schools, and parent-child workshops, whereby fostering empathy and kindness in upcoming generations for the betterment of our society and country.
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Putri, Dini Palupi. "Pendidikan Karakter Pada Anak Sekolah Dasar Di Era Digital." AR-RIAYAH : Jurnal Pendidikan Dasar 2, no. 1 (July 13, 2018): 37. http://dx.doi.org/10.29240/jpd.v2i1.439.
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Character education is an application process of etiquette value and religious into the students through knowledge, the application of the values to yourself, family and each friends into the teacher, environment and also into God Almighty. The social development of the child in the age of the elementary school have increase. From the first only socialize with the family in the house and then grow up to know another people around him. The child in this age also know the digital style either in the house, friends, school and the environment. In the digital era it’s not only positive impact but also negative impact. In this case the figure of the parents, teacher and society are working to guide and watch the child to become good, excellent and have the positive aim to their self
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Kivijärvi, Sanna, and Ari Poutiainen. "Supplying social capital through music education: A study on interaction in special educational needs students’ concerts." Research Studies in Music Education 42, no. 3 (June 29, 2019): 347–67. http://dx.doi.org/10.1177/1321103x19843005.
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While the interest in understanding how music affects an individual’s development is growing, the significance of music education for a more equal society has also been frequently discussed. In this study, we pay special attention to the potential for social capital that music learning, making, and experiencing offer. We report upon the reactions and feedback from the audience and performers in attendance at concerts organised by the Resonaari Centre for Music Education in 2012 and 2014. Our research is based on two online questionnaires and group discussions with the students, teachers, and audience members. The findings explicate the importance and benefits of music, music-making, and music education for student musicians with special educational needs and for their relatives, friends, and audience.
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IVANO, Sviatoslav. "The reasons for the creation and operation of the Society of Friends of the Hutsul Region in the 1930s." Humanities science current issues 1, no. 45 (2021): 4–9. http://dx.doi.org/10.24919/2308-4863/45-1-1.
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Gosa, Travis L., and Karl L. Alexander. "Family (Dis)Advantage and the Educational Prospects of Better off African American Youth: How Race Still Matters." Teachers College Record: The Voice of Scholarship in Education 109, no. 2 (February 2007): 285–321. http://dx.doi.org/10.1177/016146810710900205.
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While the educational difficulties of poor black students are well documented and have been discussed extensively, the academic performance of well-off African American children has received much less attention. Even with economic and educational resources in the home, well-off African American youth are not achieving at the levels of their white peers. Why is this? A review of relevant literature identifies a set of social processes that pose formidable barriers to the academic and personal development of middle-class African American youth, the closing of the black-white achievement gap, and the preservation of African American family advantage across generations. Constituting a social ecology of African American family life, these processes emanate outward from the immediate home environment, through peers and friends, into neighborhoods and schools, and to society at large.
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Ye, Jing, and Feinian Chen. "Better a Friend Nearby Than a Brother Far Away? The Health Implications of Foreign Domestic Workers’ Family and Friendship Networks." American Behavioral Scientist 64, no. 6 (March 14, 2020): 765–83. http://dx.doi.org/10.1177/0002764220910220.
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Migrant domestic workers provide essential services to the families they live with, but they are not considered a part of the family. As a group, they are not well-integrated into the society and often suffer from social isolation. In this article, we explore the potential health buffering effects of their personal network, in terms of family and friendship ties in both the local community and their home country. Existing literature provides inconsistent evidence on who and what matters more, with regard to the nature, strength, and geographic locations of individual personal networks. Using data from the Survey of Migrant domestic Workers in Hong Kong (2017), we find that family ties are extremely important. The presence of family members in Hong Kong as well as daily contact with family, regardless of location, are associated with better self-reported health. Only daily contact with friends in Hong Kong, not with friends in other countries, promotes better health. We also find evidence that the protective effects of family and friends networks depend on each other. Those foreign domestic workers with families in Hong Kong but also maintain daily contact with friends have the best self-reported health among all.
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Fotopoulos, Nikos, Vicky Karra, and Christos Zagkos. "Education, Ideology and Social Effigies: Exploring Facets from the English Course Books of the Greek State Primary Education." International Journal of Education 9, no. 3 (September 1, 2017): 48. http://dx.doi.org/10.5296/ije.v9i3.11540.
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Textbooks are important in many ways as they influence a student or a learner inside and outside school. Since students spend quite some time on textbooks especially in the Greek society, they are regarded more important and influential than friends, teachers, school and classroom activities, games, media and society. What needs to be considered before starting the analysis is the fact that ideology plays a significant role through the process of shaping collective representations. Additionally, it is a way of referring to a world-view of a particular culture due to their drastic impact to social consciousness. It is important to mention here that the term ‘culture’ is used in a broad sense to denote customs, attitudes and perceptions accepted and formed by people of a society, ideas and beliefs. The present article is a critical discourse analysis of ideological contents related to culture in Greek English language books of the Greek primary state education. It critically examines the following books: English 5th Grade and English 6th Grade which are taught in all primary state schools in Greece. The analysis aims at finding out the cultural ideologies which are embedded in the aforementioned textbooks. Fairclough’s analytical framework of Critical Discourse Analysis (henceforth CDA) will be partly implemented in order to explore cultural themes related to social events. Related often to CDA, the term ideology does not have an exact meaning or definition since it is looked at differently in several contexts, thus making its perspectives a bit elusive. However, trying to have at least a bit of understanding of it, the objectives of this discourse analysis of the Greek textbooks are: a) to see how far they pose an impact on the learners’ worldviews, b) to examine the relationship between dominant ideology, national identity and textbook content, c) to interpret their role through the educational apparatuses & d) to be aware concerning issues such as leisure time, social and cultural effigies.
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Abu-Shanab, Emad, and Mushera Frehat. "The Role of Social Networking in the Social Reform of Young Society." International Journal of Technology Diffusion 6, no. 1 (January 2015): 61–75. http://dx.doi.org/10.4018/ijtd.2015010104.
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Social networks are virtual communication sites that allow its participants to connect, building relationships, and collaborate on social issues. It became part of our lives and spread rapidly among youth. Young people join these sites to keep strong relationships with friends and to make new ones. Therefore, it is important to investigate the factors that influence the intention to use social networking sites (SNSs) to gain better position in the social reform among young people. This study developed an integrated theoretical model which has five major factors that predict the intention to use SNSs. An empirical test was conducted, where a sample of 302 university students and an instrument containing 27 items was used. The results provide consistent evidence that all hypothesized positive associations exist except for the isolation variable. After taking into account different demographic and attitudinal variables, Facebook use still predicted respondents' social reform. The future work might focus on a specific context such as the effects of using social networks on education, and focus on students' environment in education and the influence of social network. Detailed results, conclusions and future work are stated in later sections.
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Kunnath, Suja Kurian, and Samuel N. Mathew. "Higher Education for Students with Disabilities in India: Insights from a Focus Group Study." Higher Education for the Future 6, no. 2 (May 23, 2019): 171–87. http://dx.doi.org/10.1177/2347631119840540.
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Higher education plays a vital role in the employability of people with disability. It promises an independent existence for the person in the society. Understanding this, stakeholders are moving towards an inclusive environment in educational institutions. But the reality is quite alarming in that only a very small number of people with disabilities have access to higher education in developing countries like India. This study conducted through focus group discussions systematically explores the challenges, existing facilities and needed accommodations in a higher education set-up for the benefit of students with disability (SwD). The qualitative study was conducted in six major metropolitan cities across India among adults with disability who had higher education opportunities. Themes such as accessibility, functions in the classroom, accommodations for examinations, communication, social attitude and employment challenges were highlighted as major aspects that needed attention. The results reflect on poor planning, implementation of disability policies, lack of disability sensitization in the society and inadequate availability of resources in a developing country. Reports of support networks provided by friends in colleges, underscored the strength of humanity in the midst of inadequate disability accommodation facilities. Voices of people with disabilities resonates over the lack of available policies and services in a developing country like India.
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Malo-Cerrato, Sara. "The impact of mobile phones in the life of adolescents aged 12 - 16 years old." Comunicar 14, no. 27 (October 1, 2006): 105–12. http://dx.doi.org/10.3916/c27-2006-16.
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The impact that a new technology item such as the mobile phone has on today's society, in particular, on the life of adolescents aged 12 - 16, is analyzed and discussed. In the information society we are living in, changes are ever quickening. Consequently, interpenonal relationships are being modified. Many of these transformations affects adolescents transforming their habits, attitudes and ways of relationships around this technology, both with their friends and families.Se analiza y discute en este trabajo el impacto que una nueva tecnología como el teléfono móvil tiene en la sociedad actual y, en concreto, en la vida de los adolescentes de entre 12 y 16 años. Los cambios de la sociedad de la información son muy acelerados de tal forma que las relaciones interpersonales se ven modificadas. Muchas de estas transformaciones afectan a los adolescentes alterando sus hábitos, actitudes y formas de relación en el entorno de esta tecnología, tanto con los amigos/as como con la familia.
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S, Martin Raja, and Rajasekaran M. "A Comparison of Sangam Society and Postmodern Society." International Research Journal of Tamil 4, S-13 (October 6, 2022): 1–9. http://dx.doi.org/10.34256/irjt224s131.
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The Sangam age society is an ethnic society based on the divisions of five thinai lands and a society that accommodates pluralistic ideas. In this context, postmodernism, which originated in western art and literature, is seen in the Tamil context as a thought to bring out the state of society after the nineties. On this basis, the definitions of the society of the Sangam age and the definitions of postmodern society are taken up. The comparison of these two societies also provides a comparatively critical explanation. Love has been transformed from being the basis of marriage to today's casteist background. The man-leader and his friend's guidance have been the cure for the malady of the Marutham woman. But the lovesickness of a woman who is in love today is cured by her old age. In this article, the situation where women are fighting for their livelihood in adulthood like Ovvai, admired by Athiyaman, and the situation where education has been liberalized, privatized, and commercialized by globalization in a society where the importance of education has been emphasized, has been explained in a way that compares the society during the Sangam period and the post-modern society.
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Mehta, Prashant, Pranjit Bhajoni, and Swati Mehta. "Fighting cancer through an informed society." Journal of Social Health and Diabetes 04, no. 02 (December 2016): 057–66. http://dx.doi.org/10.4103/2321-0656.187996.
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AbstractSocial perceptions play an extremely important role in the lives of cancer patients and survivors. Society is a machinery which can dictate the behavioral pattern of a patient, the kind of treatment he/she seeks or believes in, and the treatment he/she finally takes. Proper education of the society, in general, with regard to various aspects of cancer and its treatment can make things easier for patients, their families and the treating physicians alike. False social beliefs create unsurmountable hurdles for both patients and their families. When families of cancer patients visit a doctor, very often they tend to describe the experience of one or more of their close or distant family members with cancer. They start reliving the same experience if it was bad, or they may develop a false sense of security about the curability if it was good. In both situations, it becomes difficult for them to understand that each cancer is different from the other, cancer being a heterogenous disease. Moreover, what the patients and their families hear from friends and their social support system about cancer in general makes them depressed, anxious, and vulnerable. The information they get from the Internet and print media is mostly unregulated and may present extreme views which compound their problems. In this review, we have analyzed some of the common perceptions and myths which we come across in clinical practice and have presented scientific data to refute or support these beliefs wherever suitable.
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Vijayan, Jyothi G., and Santhi S. "A Study on Occupational Aspiration Skill and Personality Traits of Institutionalized Adolescent Orphans in Kerala as Related to their Realistic and Idealistic Mode of Evaluation." Artha - Journal of Social Sciences 16, no. 1 (January 1, 2017): 27. http://dx.doi.org/10.12724/ajss.40.3.
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The present trend suggests that students are pressurized by the society to select an occupation of their choice that can fetch easy money. That is why there is a heavy rush towards medicine, nursing, para-medical and engineering streams. This often negates the potential of each student and suppresses his or her innate caliber that negatively affects the prospects of the individual and society. The choice of occupation is one of the very important decisions a person makes in life. Psychologically each student has her/his own interests, aptitudes, attitudes, aspirations etc. It is a fact that parents, relatives, teachers, friends, media and society can influence the students in the modification of interests, aptitudes, attitudes, aspirations etc. If a person gets her/his education on their preferred vocation, he/she can get job satisfaction from the vocation and the individual shall be well placed. Aspirations add to the efficiency of the person by bringing out the best in him on the job.
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Sulaiman, Moh, M. Djaswidi Al Hamdani, and Abdul Aziz. "Emotional Spiritual Quotient (ESQ) dalam Pembelajaran Pendidikan Agama Islam Kurikulum 2013." Jurnal Penelitian Pendidikan Islam 6, no. 1 (May 31, 2018): 77. http://dx.doi.org/10.36667/jppi.v6i1.156.
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This article finds out that the Emotional Spiritual Quotient (ESQ) aspects in the Curriculum 2013 of the Islamic Education Learning includes faith and piety, noble character, honesty, discipline, responsibility, caring (mutual cooperation, tolerance, peace), polite, responsive and pro-active confidence in interacting with family, friends, teachers, the environment and society. However, among some aspects of ESQ that are very significant influence in learning and assessment is an honest attitude. Honesty becomes the determinant of the integrity of education as well as the guarantor of the quality of education. Emotional intelligence also teaches about the integrity of honesty of commitment, vision, creativity, mental resilience of wisdom and mastery. EQ is an intelligence that gives awareness of one's own and others' feelings, giving a sense of empathy, love, motivation and the ability to respond to grief and happiness.
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Nadhrah, Siti, Ahmad Sanusi Lukman, and Diani Syahfitri. "Implementasi Kompetensi Kepribadian Guru Pendidikan Agama Islam Dalam Pembentukan Karakter Toleransi Beragama Siswa Di SMA Swasta Sri Langkat Tanjung Pura." Al-Ulum: Jurnal Pendidikan Islam 3, no. 2 (June 19, 2022): 100–111. http://dx.doi.org/10.56114/al-ulum.v3i2.298.
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The purpose of this study was to find out how the implementation of the personality competencies of Islamic religious education teachers in the formation of students' tolerance character at the Sri Langkat Tanjung Pura Private High School. The research approach uses a qualitative approach with a descriptive method. Data was collected by observation, interviews, and documentation. The results showed that Islamic religious education teachers at Sri Langkat Private High Schools had quite good personalities. The personality competencies that must be possessed by an Islamic Religious Education teacher are having a disciplined personality, an honest and fair personality, having commendable character, being a role model, having a stable personality, and having an authoritative personality. The condition of the religious tolerance character of students at Sri Langkat Private High School can be said to be quite good. Students make friends with friends of different religions and there has never been a religious conflict at the school. There are two factors that influence the formation of the character of religious tolerance of students at the Sri Langkat Tanjung Pura Private High School, namely internal and external factors. Where external factors are from the students themselves, namely being able to control emotionally on themselves and also external factors where the student's living environment greatly influences the formation of the character of religious tolerance which includes the school environment, family and society.
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Anis, Rida, Clara Calia, Ozgur Osman Demir, Feyza Doyran, and Ozge Hacifazlioglu. "The psycho-social needs of displaced Syrian youth in Turkish schools: A qualitative study." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1602–15. http://dx.doi.org/10.18844/cjes.v16i4.6025.
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This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth’s education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic.
Keywords: Acculturation, Psycho-social needs, Refugee education, Syrian students.
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Adams, James D., and Cecilia Garcia. "Spirit, Mind and Body in Chumash Healing." Evidence-Based Complementary and Alternative Medicine 2, no. 4 (2005): 459–63. http://dx.doi.org/10.1093/ecam/neh130.
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This article discusses the importance of the spirit and mind in health and well-being among Chumash people. Prayer was the first step in healing since prayer invites the participation of God. Initiation practices are discussed that encouraged young people to develop the maturity and spiritual strength to become productive members of society. Pictographs were used in healing usually not only as a relaxation therapy, but also as a mode of education. A supportive environment was an important factor in Chumash health care, since the support of friends helps, comforts and relieves anxiety that is detrimental to healing.
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Pudłocki, Tomasz. "Konferencja naukowa poświęcona pamięci Prof. Andrzeja Gawrońskiego (Przemyśl, 1 kwietnia 2016 r.)." Studia Historiae Scientiarum 15 (November 24, 2016): 381–85. http://dx.doi.org/10.4467/23921749shs.16.016.6159.
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The author gave to print the report of the scientific “Andrzej Gawroński (1885–1927) - a linguist and scholar.” It was organized by the Society of Friends of Science in Przemyśl, Juliusz Słowacki High School No. 1 in Przemyśl as well as the Podkarpackie Center for Teacher Education Przemysl Chapter on April 1, 2016. The meeting was devoted to different aspects of life and scientific work of one of the world's most famous linguists - professor of oriental philology Krakow and Lviv universities, also briefly lived in Przemysl. Materials from the session will be published in The Przemyśl Yearbook issue Literature and Language.
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Levine, Robert S. "Disturbing Boundaries: Temperance, Black Elevation, and Violence in Frank J. Webb's The Garies and Their Friends." Prospects 19 (October 1994): 349–74. http://dx.doi.org/10.1017/s0361233300005147.
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At the inaugural 1837 meeting of the American Moral Reform Society, one of Philadelphia's many African American reform groups, William Whipper called for blacks to commit themselves to total abstinence and “temperance in all things.” The group itself offered a resolution that subsumed a number of social desires and reforms under the rubric of temperance: “Resolved, That the successful promotion of all the principles of the Moral Reform Society, viz.: Education, Temperance, Economy, and Universal Love, depends greatly upon the practical prosecution of the Temperance Reform.” But of course temperance could only go so far, and at times those blacks most committed to temperance — whether conceived narrowly in terms of drinking, or more broadly in terms of a Franklinian commitment to economy and industry — seemed to lose sight of the limits of the black temperance movement in a racist culture. At the same 1837 meeting of the American Moral Reform Society, James Forten, Jr., addressed this issue head on. While endorsing temperance as a worthy social program of black elevation, he pointed to the central reality of the black experience in America: “that the arm of oppression is laid bare to crush us; that prejudice, like the never satiated tiger, selects us as its prey; that we have felt the withering blight of tyranny sweeping from before us, in its destructive course, our homes and our property.” But despite these obstacles, Forten advised, blacks should not give up the struggle to improve their lot and, as temperate and productive citizens, “to set an example to the rising generation.” As he rhetorically put it in his concluding remarks: “What … would the cause of learning and our country have lost, if a Franklin, a Rittenhouse, a Rush, could have been made to quail before the frowning brow of persecution?”
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Beasley, K. L. "An Organization, a Family, and Fifty Years of Homecomings: A Historical Reflection of American Peanut Research and Education Society." Peanut Science 46, no. 1A (July 1, 2019): 68–72. http://dx.doi.org/10.3146/0095-3679-46.1a.68.
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ABSTRACT From its early days when the Peanut Improvement Working Group (PIWG) became the American Peanut Research and Education Association (APREA), and later, the American Peanut Research and Education Society (APRES), this organization has evolved into a vital foundation within the peanut industry. For the past fifty years, the APRES meeting has become a juncture that brings together a diverse group of individuals from industry, academia, research, and business, to name a few, creating a space where the latest research, ideas, and concepts are produced, discussed, and shared. Most importantly, APRES is also about family. It is like having a yearly family reunion. This family-centric orientation makes the society and its yearly meeting very different from other organizations. Each year means seeing old friends, as well as watching children and grandchildren grow up, and strengthening that bond of being part of the APRES family through this connection. The evolution of APRES and the subsequent generations of new graduate students, scientists, researchers, and others continues to shape the direction of the society. APRES facilitates this connection between science, industry and friendship in an environment that mentors and cultivates the next generation of scientists and individuals in peanut production. By tracing the history of APRES, the role of the society emerges as a reflection of how the peanut industry is evolving, and with it, how the function and role of APRES evolves alongside it. For fifty years, this society and its yearly meeting continues to develop its place as a cornerstone of the peanut industry, as well as create a family atmosphere among its membership.
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Giang, Ho Tra. "Research on Ways to Educate Children on How to Avoid Sexual Abuse: A Case of Vietnamese Children." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 780–85. http://dx.doi.org/10.9756/int-jecse/v14i1.221091.
Full textAbstract:
All children in the community are at risk of being sexually abused, including those living in poor or well-to-do families. Not only girls but also male children can become victims of sexual abuse. Child sexual abuse not only causes scars on their bodies, but also children who suffer the scars. It is worth mentioning that after being abused, victims often do not or dare to talk about what happened to them. Most sexual abusers are men and most children are abused by people they know, like relatives, family friends, or neighbours, etc. Sometimes this abuse goes on for a long time, even years. A common trick of the subjects is to take advantage of their trust or influence to seduce and threaten to commit acts of sexual abuse against children. The article analyzes the factors leading to this situation, especially in Vietnam, in order to find suitable solutions. The results show that close coordination between family, school and society plays an important role.