Relevant bibliographies by topics / Unity School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Unity School'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Unity School"

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Chibuike, Ugbor Cletus, Nweke Prince Onyemaechi, Uwakwe Iro Stephen, Isiaku Wada Bashir, Opara Felicia Nnenna, Isilebo Nwamara Chidiebere, and Madu Chioma Vivian. "Security Awareness as a Panacea for Effective Management of Safe Schools Initiative and Students Academic Achievement in Unity Schools in Nigeria." Journal of Social Sciences Research, no. 68 (August 22, 2020): 755–62. http://dx.doi.org/10.32861/jssr.68.755.762.

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The study examined security awareness as a panacea for effective management of safe school Initiative and students’ academic achievement in unity schools in Nigeria. Three research questions guided the study. The study adopted descriptive survey design. The population of the study comprises 104 principals of unity schools in Nigeria. There was no sampling technique adopted since the entire population was manageable. The instrument for data collection was structured questions developed by the researchers titled: “Safe School Initiative Questionnaire (SSIQ)”. The instrument was validated by three experts, two from the Department of Educational Foundations and one in the Department of Science Education (Measurement and Evaluation Unit), all from the University of Nigeria, Nsukka. The reliability yielded a co-efficient of 0.83 using Cronbach Alpha techniques. Mean and standard deviation were used to answer the research questions. The findings of the study revealed that the rationale for launching safe school initiative was to protect Nigeria students in school from being attacks, to reduce the dropout rate, to enable the students to be conscious of security situation in schools, prevent future attacks on schools, and general protection of education sector in Nigeria. The findings of the study also revealed that school based management strategies can be adopted for safe school initiative implementation in unity schools in Nigeria. Based on the findings of the study, the following recommendation were made, among other that, federal government should provide safety facilities especially perimeter fencing in unity school in Nigeria.
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Et al., Bity Salwana A. "Exploring the Unity Practices of School Leaders in Malaysian Secondary Schools." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2109–18. http://dx.doi.org/10.17762/turcomat.v12i6.4816.

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This qualitative study was embarked with the aim of exploring school leaders’ practices in enhancing unity among Malaysian secondary school leaders. The instrument used for collecting data involved visiting the participated schools in order to conduct individual face-to-face interviews involving 12 participants who are secondary school leaders (principals and senior assistants). The data were analyzed manually. The findings showed that school leaders have not yet fully played their role to instill the 10 values of unity as proposed in the Model of Unity. The policy on unity emphasized by school leaders is only the usage of Malay Language. However, findings showed that in order to enhance unity, school leaders will remind teachers and students about unity in school gathering and meeting. School leaders will also remind multi-racial teachers and students to celebrate all the festivals, to participate in school activities, to respect each other in terms of cultural and religious differences, to instill unity values during school activities, to avoid sensitive issues and to be fair to all races. The managerial implication is school leaders need to do more practices to enhance unity. Therefore, they need more training to understand better the 10 values of unity, and to get knowledge and skills to inculcate values effectively. The findings of this study could benefit readers on the activities that they could employ to enhance unity in their institution.
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Uthman, Khalil Yusuf, Yahya Bn Don, and Abd Latif Kasim. "Leadership Styles of Principals and Teachers of Nigerian Unity Schools: Using School Environment as a Tool For School Achievement." Journal of Public Administration and Governance 4, no. 4 (January 14, 2016): 98. http://dx.doi.org/10.5296/jpag.v5i4.8865.

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Collaborative, non-traditional leadership practices have attracted little attention in research about sustainable school achievement in Nigerian unity schools. The involvement of teachers in the administration of schools is well justified and arise from the need to boost school environment for the sake of attaining school achievement. The absence of teachers in the administration of unity schools impedes the proper attainment of school achievement. The purpose of this research is to reports on the outcomes of transformational leadership efforts in Nigerian unity schools aimed at enhancing the use of teachers in the administrative set-up. This study was carried out in seven selected unity schools all located in the north-eastern part of Nigeria. The study used Multifactor questionnaire 5x, School level environment questionnaire (SLEQ) and School Improvement questionnaire (SIQ) with 5 Likert-scale that involved the use of 800 questionnaires which were sent in which 790 were returned and 760 found valid for data analysis. Participants were drawn from a wide range of disciplines across the sampled schools. The establishment and operation of these school relied on a transformational leadership methodology by principals that facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. This research used the quantitative approach. The study found out that transformational leadership approach is effective in overcoming problems associated with lack of involvement of teachers in the building of a fruitful environment capable of bringing a good school achievement through cultivating the habit of a transformational leader, the principals of unity schools enabled teachers and other stake holders to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change (school achievement). This paper demonstrates that the transformational leadership model for a high school achievement reported here is effective in building capacity for both teachers and students via involvement of teachers in building the environment. The model is flexible enough for a variety of institutional settings, and hence, recommends the use of teachers in secondary school’s administration.
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rapport, jeremy. "Eating for Unity: Vegetarianism in the Early Unity School of Christianity." Gastronomica 9, no. 2 (2009): 35–44. http://dx.doi.org/10.1525/gfc.2009.9.2.35.

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This essay examines the role of vegetarianism during the formative period of the Unity School of Christianity (1895-1938). Unity, based in the Kansas City area, taught that vegetarianism was an integral component of regenerating the body. Scholars studying the New Thought movement have only recently begun to recognize the body's role in salvation in these religious movements. By examining the interaction between the practice of vegetarianism and Unity's belief that the body must be regenerated, I show both how vegetarianism was integral to defining and putting into practice Unity's religious beliefs and how it helped to develop religious identity by marking the behavioral boundaries of a Unity member.
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Shin, Wonkyung. "“Among School Children”: Search for Unity of Being." Yeats Journal of Korea 33 (June 30, 2009): 211–25. http://dx.doi.org/10.14354/yjk.2010.33.211.

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Kusumawati, Intan. "Penanaman Karakter Nasionalisme Cinta Bahasa Indonesia pada Bulan Bahasa dan Sastra." Academy of Education Journal 10, no. 02 (November 18, 2019): 131–41. http://dx.doi.org/10.47200/aoej.v10i02.278.

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The purpose of this study was to determine the implementation of the cultivation of character education in the value of nationalism through loving Indonesian in the language month at Ngoto Sewon Bantul Elementary School. The nationalism character of Indonesian love is a manifestation of love for the motherland and nation through loving the use of Indonesian as the language of instruction in education in schools and as the language of unity. The purpose of inculcating the character of nationalism is that students love and can use Indonesian properly and correctly as a national language and language that can unite unity and unity in the daily lives of students in the family, school and community. In October the Indonesian nation is celebrated as a month of language and literature, which is a form of love for the motherland and refers to the history of the Indonesian nation and state. Ngoto Sewon Bantul Elementary School as a child rights-based cultural krida school held a series of activities in the form of competitions to commemorate the language and literary month. The implementation activities of the inculcation of character education in the value of nationalism were held several kinds of activities in the form of competitions such as listening to stories, writing short stories, reading poetry, creating poetry, writing poetry, storytelling, singing, speeches, coloring and making posters. The purpose of this language and literary month activity is that students have the character to love language and literature which are the noble values of the Indonesian people that need to be preserved and remain preserved.Keywords: Cultivating the character of nationalism; love the motherland; language and literature.
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Frederiks, Martha. "World Christianity: A Training School for Multiculturalism." Exchange 38, no. 1 (2009): 3–20. http://dx.doi.org/10.1163/157254309x381138.

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AbstractChristianity is plural religious tradition: over the centuries and throughout the world's cultures it has taken on a variety of forms and contents. Yet, Christianity also claims to be one tradition, one community. In this article the dialectic relationship between diversity and unity within World Christianity is explored with the view of investigating whether the debate on multiculturalism in Dutch society can benefit from the expertise within the Christian tradition of balancing between diversity and unity.
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Walker, J. C. "School Sport, Ethnicity and Nationality: Dimensions of Male Youth Culture in an Inner-city School." Australian Journal of Education 31, no. 3 (November 1987): 303–16. http://dx.doi.org/10.1177/000494418703100306.

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This report of some aspects of a five-year ethnographic study of the relation between youth cultures, attitudes to school, and the transition from school concentrates on the significance of sport, especially rugby football, in the formation of a youth cultural hierarchy. The top, held by an Anglo-Saxon—Celtic based footballer group, was challenged by Greek boys contesting the dominant definition of Australian nationality, both groups dominating others lower in the hierarchy. To facilitate teacher—student communication and social control, some staff formed a ‘sporting coalition’ with students which, while it promoted school unity by consolidating common cause against other schools, reinforced the hierarchy and tended to compromise liberal and multicultural objectives pursued in the school.
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Kinoshita, Yoshihito, Takahiro Yamanoi, and Masaharu Takemura. "Extracting DNA to Visualize the Unity & Diversity of Life." American Biology Teacher 78, no. 2 (February 1, 2016): 118–26. http://dx.doi.org/10.1525/abt.2016.78.2.118.

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We have developed a new DNA extraction experiment for high schools. It uses the concept “Life possesses not only unity, but also diversity” to teach Japanese and American students that various organisms have DNA in their bodies as a common chemical background. In this experiment, students extract DNA from representative organisms of the five kingdoms Monera, Protista, Fungi, Plantae, and Animalia (although the system of classification into five kingdoms has been replaced by three domains in current taxonomy, Japanese students are familiar with this classification system from their earlier education). After practice experiments with high school students and biology teachers were performed, the educational effects were evaluated by questionnaires. The results suggested that the DNA extraction experiments were effective to a certain extent and that, although several points should be improved, this experiment is adequate for practice in high schools.
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Koutsopoulos, K., and Vassilis Economou. "School on the Cloud: Towards Unity not Uniformity in Education." British Journal of Education, Society & Behavioural Science 16, no. 1 (January 10, 2016): 1–11. http://dx.doi.org/10.9734/bjesbs/2016/25818.

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Dissertations / Theses on the topic "Unity School"

1

Simon, Augusta Mae. "The upward way : the rhetoric of transcendence in the Unity School of Christianity /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143148811.

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Feijo, Jerciano Pinheiro. "Politecnia and unitary school: reflection based on Pistrak, Gramsci and Saviani." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18848.

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nÃo hÃ
The debate surrounding the polytechnic concepts and unit school have occurred throughout the twentieth century and the beginning of the current by different currents linked to the Marxist camp. However, it is far from a consensus, or rather, of their exhaustion. That does not mean it is less important, on the contrary, their constant update is essential in the fight for a school that contributes to human emancipation, is a dealienating school. This study intended to bring to light issues that seem far in this discussion and from authors already recognized for his role in the development of an education based on Marxist thought: What actually Pistrak understood as polytechnic and it would? How important, in Gramsci, the unitary school for the formation of a new society? How are grasped the concepts of polytechnic and unitary school at the thought of Saviani? The answer to these questions intends to debate the polytechnic and unitary school action by the Marxist educators. As it comes to concepts, the whole study was carried out theoretically, so had the technical bibliographic study and activities related to it: literature, abstracts, fichamentos, reviews. In addition to Marx and Engels (1983 and 2007), Marx (1985, 1988, 2013), Pistrak (2011 and 2015), Gramsci (1982, 1987 and 2011) and Saviani (1989 and 2003), many debaters were important, include: Sousa JR (2011), Nosella (2010), Sousa (2012), Frigotto and Ciavatta (2014), Frigotto (1984), Kuenzer (1988) and Sousa and Oliveira (2013). We understand that Marx presented the polytechnic as part of a school that would take human formation from the junction between scientific knowledge and training for production, while Pistrak understand the alliance polytechnic as the school that would form the man for the new Soviet society . Gramsci means the only school as one that balance fairly the development of manual and intellectual work capacity. In Brazil the seizure of these concepts develops prominently in what we call School Saviani, it is widely debated by educators who have developed their studies under its influence. Saviani to the proposal of polytechnic education aims to overcome the current division and dehumanization of man, whether considered as individuals or as a class. Finally, a single type of school that some intellectual and productive training as an educational ground of being, aiming his alienation is the defending theorists studied here.
O debate entorno dos conceitos de politecnia e escola unitÃria tÃm ocorrido ao longo do sÃculo XX e no inÃcio do atual por diversas correntes ligadas ao campo marxista. Contudo, està longe de um consenso ou de seu esgotamento. Isso nÃo significa que ele à menos importante, ao contrÃrio, sua constante atualizaÃÃo à fundamental na luta por uma escola que contribua para a emancipaÃÃo humana, uma escola desalienante. Este estudo pretendeu trazer à luz questÃes que parecem distantes nessa discussÃo e tendo por base autores reconhecidos por sua atuaÃÃo no desenvolvimento de uma educaÃÃo baseada no pensamento marxista. buscou-se responder a trÃs perguntas: O que efetivamente Pistrak entendia como sendo escola politÃcnica e a que ela serviria? Qual a importÃncia, em Gramsci, da escola unitÃria para a formaÃÃo de uma nova sociedade? Como sÃo apreendidos os conceitos de politecnia e escola unitÃria no pensamento de Saviani? Com a resposta dessas questÃes pretende-se levar os educadores do debate a aÃÃo na busca pela politecnia e por uma escola unitÃria. Por se tratar de conceitos, todo o estudo realizou-se teoricamente, portanto teve como tÃcnica o estudo bibliogrÃfico e as atividades inerentes a ele: levantamento bibliogrÃfico, resumos, fichamentos, resenhas. AlÃm de Marx e Engels (1983 e 2007), Marx (1985, 1988, 2013), Pistrak (2011 e 2015), Gramsci (1982, 1987 e 2011) e Saviani (1989 e 2003), muitos debatedores foram importantes, destacamos: Sousa Junior (2011), Nosella (2010), Sousa (2012), Frigotto e Ciavatta (2014), Frigotto (1984), Kuenzer (1988) e Sousa e Oliveira (2013). Entende-se que Marx apresentou a politecnia como parte de uma escola que deveria levar formaÃÃo humana a partir da junÃÃo entre o saber cientÃfico e a formaÃÃo para a produÃÃo, enquanto Pistrak compreendia a escola politÃcnica como sendo um caminho para formaÃÃo do homem para a nova sociedade soviÃtica. Gramsci entende a escola Ãnica como a que recebe todas as crianÃas e jovens e a eles oferece um processo educativo sem distinÃÃo de origem social e que nessa escola haja equilÃbrio na realizaÃÃo de atividades manuais e intelectuais. No Brasil a apreensÃo desses conceitos desenvolve-se de forma destacada no que chamamos Escola de Saviani, pois à amplamente debatido por educadores que realizaram seus estudos sob sua influÃncia. Para Saviani a proposta da educaÃÃo politÃcnica visa superar a atual divisÃo e desumanizaÃÃo do homem, seja ele considerado como indivÃduo ou como classe. Enfim, um Ãnico tipo de escola que some a formaÃÃo intelectual e produtiva como fundamento educativo do ser, objetivando sua desalienaÃÃo à o que defendem os teÃricos aqui estudados.
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Rosenquist, Joachim. "Pluralism and unity in education : on education for democratic citizenship and personal autonomy in a pluralist society." Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15487.

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The overarching theme of this thesis concerns the possibility of balancing the values of unity and pluralism in education in developed nation states characterized by an increasing pluralism when it comes to the beliefs and values of its citizens. The author suggests that democracy has a normative basis in the principle of reciprocity which can be supported in an overlapping consensus by reasonable persons who differ in their moral, religious and philosophical beliefs. It is argued that this basis mandates a deliberative kind of democracy and that certain implications follow for how to understand the relation between democracy and individual rights, between democracy and religious belief and speech, and between rationality and deliberation, among other things. The author proceeds to discuss three educational issues in relation to the principle of reciprocity and its implications: 1. The legitimacy and content of a mandatory citizenship education, 2. Children’s rights to develop personal autonomy, 3. The opportunity for parents and children to choose which school children attend. These issues are important in relation to the question of how to balance unity and pluralism in education in that they concern the promotion of certain common beliefs, values and dispositions among citizens or the creation of a system of choice between schools with different profiles. The purpose of the discussion is to construct a theoretical position which balances the values of unity and pluralism in education, by giving diversity its due (contra communitarianism) while upholding a measure of unity (contra libertarianism and radical multiculturalism) which is located in the democratic and autonomy- promoting purposes of education rather than (exclusively) in its economic/vocational purposes (contra neo-liberalism). The discussions make use of political philosophy, educational philosophy and empirical research carried out by other researchers.
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Feijó, Jerciano Pinheiro. "Politecnia e escola unitária: reflexão com base em Pistrak, Gramsci e Saviani." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/22142.

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FEIJÓ, Jerciano Pinheiro. Escola unitária e politecnia: reflexão com base em Pistrak, Gramsci e Saviani. 2016. 90f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.
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The debate surrounding the polytechnic concepts and unit school have occurred throughout the twentieth century and the beginning of the current by different currents linked to the Marxist camp. However, it is far from a consensus, or rather, of their exhaustion. That does not mean it is less important, on the contrary, their constant update is essential in the fight for a school that contributes to human emancipation, is a dealienating school. This study intended to bring to light issues that seem far in this discussion and from authors already recognized for his role in the development of an education based on Marxist thought: What actually Pistrak understood as polytechnic and it would? How important, in Gramsci, the unitary school for the formation of a new society? How are grasped the concepts of polytechnic and unitary school at the thought of Saviani? The answer to these questions intends to debate the polytechnic and unitary school action by the Marxist educators. As it comes to concepts, the whole study was carried out theoretically, so had the technical bibliographic study and activities related to it: literature, abstracts, fichamentos, reviews. In addition to Marx and Engels (1983 and 2007), Marx (1985, 1988, 2013), Pistrak (2011 and 2015), Gramsci (1982, 1987 and 2011) and Saviani (1989 and 2003), many debaters were important, include: Sousa JR (2011), Nosella (2010), Sousa (2012), Frigotto and Ciavatta (2014), Frigotto (1984), Kuenzer (1988) and Sousa and Oliveira (2013). We understand that Marx presented the polytechnic as part of a school that would take human formation from the junction between scientific knowledge and training for production, while Pistrak understand the alliance polytechnic as the school that would form the man for the new Soviet society . Gramsci means the only school as one that balance fairly the development of manual and intellectual work capacity. In Brazil the seizure of these concepts develops prominently in what we call School Saviani, it is widely debated by educators who have developed their studies under its influence. Saviani to the proposal of polytechnic education aims to overcome the current division and dehumanization of man, whether considered as individuals or as a class. Finally, a single type of school that some intellectual and productive training as an educational ground of being, aiming his alienation is the defending theorists studied here.
O debate entorno dos conceitos de politecnia e escola unitária têm ocorrido ao longo do século XX e no início do atual por diversas correntes ligadas ao campo marxista. Contudo, está longe de um consenso ou de seu esgotamento. Isso não significa que ele é menos importante, ao contrário, sua constante atualização é fundamental na luta por uma escola que contribua para a emancipação humana, uma escola desalienante. Este estudo pretendeu trazer à luz questões que parecem distantes nessa discussão e tendo por base autores reconhecidos por sua atuação no desenvolvimento de uma educação baseada no pensamento marxista. buscou-se responder a três perguntas: O que efetivamente Pistrak entendia como sendo escola politécnica e a que ela serviria? Qual a importância, em Gramsci, da escola unitária para a formação de uma nova sociedade? Como são apreendidos os conceitos de politecnia e escola unitária no pensamento de Saviani? Com a resposta dessas questões pretende-se levar os educadores do debate a ação na busca pela politecnia e por uma escola unitária. Por se tratar de conceitos, todo o estudo realizou-se teoricamente, portanto teve como técnica o estudo bibliográfico e as atividades inerentes a ele: levantamento bibliográfico, resumos, fichamentos, resenhas. Além de Marx e Engels (1983 e 2007), Marx (1985, 1988, 2013), Pistrak (2011 e 2015), Gramsci (1982, 1987 e 2011) e Saviani (1989 e 2003), muitos debatedores foram importantes, destacamos: Sousa Junior (2011), Nosella (2010), Sousa (2012), Frigotto e Ciavatta (2014), Frigotto (1984), Kuenzer (1988) e Sousa e Oliveira (2013). Entende-se que Marx apresentou a politecnia como parte de uma escola que deveria levar formação humana a partir da junção entre o saber científico e a formação para a produção, enquanto Pistrak compreendia a escola politécnica como sendo um caminho para formação do homem para a nova sociedade soviética. Gramsci entende a escola única como a que recebe todas as crianças e jovens e a eles oferece um processo educativo sem distinção de origem social e que nessa escola haja equilíbrio na realização de atividades manuais e intelectuais. No Brasil a apreensão desses conceitos desenvolve-se de forma destacada no que chamamos Escola de Saviani, pois é amplamente debatido por educadores que realizaram seus estudos sob sua influência. Para Saviani a proposta da educação politécnica visa superar a atual divisão e desumanização do homem, seja ele considerado como indivíduo ou como classe. Enfim, um único tipo de escola que some a formação intelectual e produtiva como fundamento educativo do ser, objetivando sua desalienação é o que defendem os teóricos aqui estudados.
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Marques, Daniele Luciano. "The trajectory between school and the world of the work of EEEP graduates in CearÃ: from legal to real." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19004.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
A pesquisa discute o Programa de Ensino MÃdio integrado à EducaÃÃo Profissional das Escolas Estaduais Cearenses, que surgiu em 2008, por meio da parceria entre o Governo do Estado e o Governo Federal, consoante Programa Brasil Profissionalizado. O objetivo à investigar as experiÃncias dos egressos com relaÃÃo ao mundo do trabalho, sobretudo as vivÃncias durante o estÃgio curricular e pÃs-formaÃÃo. Recorre-se a autores que cuidam das contradiÃÃes no mundo do trabalho, da EducaÃÃo Profissional e Ãqueles que abordam a Escola UnitÃria, como: Marx (2010;1890;2001), MÃszÃros (2008;2002), Kuenzer (1991;2005;2011), Saviani (2008;2007), Antunes (1998;22015;2007), Alves (2011), Frigotto (2010;1995), Cunha (2000), Ramos (2011), Ciavatta (2012), Gramsci (1989) e outros estudiosos que contribuÃram para o campo teÃrico e anÃlise dos achados. Vale enfatizar que a anÃlise filosÃfica desta pesquisa exploratÃria foi ancorada na concepÃÃo de escola unitÃria, de Gramsci, que propÃe uma formaÃÃo transposta aos interesses em mÃo de obra para o capital. Os dados foram colhidos de documentos legais que caracterizam e orientam o objeto de estudo, escolas estaduais de EducaÃÃo Profissional do Cearà e via questionÃrio com 30 egressos. Nesse caminhar, ficou identificado o fato de que esses, motivados pela obtenÃÃo de uma formaÃÃo tÃcnica como meio para âminimizarâ os efeitos do desemprego e conforme a pedagogia das competÃncias que orienta os jovens para a busca pela empregabilidade, demonstraram, em sua maioria, que as expectativas referentes à formaÃÃo nas EEEPs foram atendidas. Embora muitos atuem e continuem os estudos em Ãrea distinta para qual foram formados, declararam que foi uma oportunidade de crescimento pessoal, profissional, e o pontapà inicial para a longa caminhada no mundo do trabalho. Outros egressos, no entanto, em menor nÃmero, revelaram que houve deficiÃncia na formaÃÃo nas EEEPs, principalmente no que diz respeito ao estÃgio curricular, pois as atividades nÃo predominaram diretamente na Ãrea de formaÃÃo do curso, havendo momentos de atividades de cunho administrativo e tarefas simples nas empresas concedentes do estÃgio. Assim, cumpriram esse componente curricular de um modo nÃo condizente com o plano legal estabelecido para a formaÃÃo integrada. O caminho para a educaÃÃo da classe trabalhadora perpassa a oferta de vagas e chega ao compromisso de uma educaÃÃo que ultrapasse as limitaÃÃes economicistas do mercado de trabalho.
The current research discuss the High School program integrated for the Vocational Education of the State School from Cearà which emerged in 2008 through the partnership between the State Government and Federal Government according to Brazil Professionalized Program. The aim was to get aware about the graduate experiences in terms of the labor market, especially the experiences during the curricular internship and post-training. We refer to authors that deal with contradictions of the labor world, to the Vocational Education and those who approach the Unity School such as: Marx (2010;1890), MÃszÃros (2008;2002), Kuenzer (1991;2005;2011), Saviani (2008;2007), Antunes (1998;2015;2007), Alves (2011), Frigotto (2010;1995), Cunha (2000), Ramos (2011), Ciavatta (2012), Gramsci (1989) and other scholars who contributed to the theoretical field and the analysis of the findings results. It is worth to emphasize that the philosophical analyze in this exploratory research was anchored in the unitary school of Gramsci that proposes a training beyond the interests of workforce to the capital. The datas were collected from legal documents that characterize and guide the object of study, State Schools of Cearà Vocational Education, and through questionnaire with thirty graduates. Along this study, we identified that those ones motivated by getting a technical education as a mean to "minimize" the effects of unemployment and according to the competence pedagogies that guide young apprentice to search for employability, showed mostly that expectations related to training in EEEPs were fulfilled. Although many of the students are working and continuing the distinct area in studies for which they were trained, they said it was an opportunity for personal and professional growth as well as the kickstart for long walk in the labor world. However, other graduates in a fewer number revealed that there was deficiency in forming the EEEPs mainly with regard to the course stage, because the activity does not prevailed directly in the area of the course formation as well as there were some activities related to administrative issues and simple tasks at the companies which granted the internship. Thus, they fulfilled this curricular component of an inconsistent manner with the legal plan established for integrated training. The path to the education of the working class runs through the waves of offers and reaches the commitment of an education beyond economistic limitations of the labor market.
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Langr, Petr. "3D autoškola." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2015. http://www.nusl.cz/ntk/nusl-234940.

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This thesis deals with 3D Driving School simulator development, especially with control compliance of traffic rules. Thesis introduce game engine Unity 3D, which was the key factor of creating simulator. Game development in thesis begins with model and ends with scripting object behaviour.
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Sylvester, Robert. "The mission of international education in Africa : principles of human unity and world-view in school mission statements and in the literature of the Baha'i Faith." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341688.

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Řeháček, Prokop. "3D Autoškola." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2014. http://www.nusl.cz/ntk/nusl-236061.

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The main topic of this thesis is to create a simulator for educational purposes, which is able to simulate the traffic situations and to control the compliance of traffic regulations. Modern game engine Unity 3D and development of simulator in C # for this engine are introduced within this thesis. Creating a simulator or computer game in general, imposes multiple requirements in different disciplines, and therefore, this work deals with themes such as the creation of 3D models, work with audio content, design of virtual city model, etc.
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Smit, Marius Hilgard. "A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2906.

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The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system confirms that the system had developed to become a highly centralised and bureaucratic system during the twentieth century, but it was transformed in 1996 to afford a greater degree of parental participation through local school governing bodies. Democracy is founded on a belief in individual rights, equality, and self-government by the majority of the people. The moral authority of the majority is based on the notion that there is more enlightenment and wisdom between many than in a single man. However, the power of the majority is always limited by the prerequisite of the rule of law and the implicit requirements of legality and justice. This implies that bureaucratic or undemocratic exercise of power by the majority or any person, including the state, would be contrary to the requirements of legality and democracy. An overview of the theories of democracy explains the complexities of the different orientations and ideological approaches to democracy. Critiques of democracy have identified an elitist, inegalitarian, and antiparticipatory core in liberal democracy. The sensible approach to these weaknesses of liberal democracy is to integrate the best features of the various theories of democracy towards a workable solution to manage the systemic conflicts. This includes the formal application of checks and balances and the substantive adjustment of the executive, legislative and judicial practice to maintain a harmonious equilibrium between equality and liberty. The theory of deliberative democracy suggests an additional way to improve substantive democracy. There is an inextricable link between democracy, education and the law. The South African Constitution provides for representative (political) and participatory democracy, as well as for the enshrinement of fundamental rights such as the right to basic education. In addition, the education legislation and policies contain numerous provisions that prescribe and necessitate democratisation of the education system. However, the empirical results of the study show that a number of controversial bureaucratic practices and a tendency towards increased centralisation of the system, constrain democratic school governance. The most prominent undemocratic practices in the system inter alia include: the over-politicisation of schools by the dominant teachers’ union; the bureaucratic appointment of educators; the interference by teachers’ unions with the appointment of educators, the bureaucratic imposition of English medium language policies on Afrikaans schools; and • the ambivalent attitude towards inclusive education. An investigation into the knowledge levels of senior education administrators, school principals and school governing chairpersons, which participated in this study, revealed that their knowledge of participatory democracy and Education Law was superficial. This ignorance of these stakeholders in education compounds the problem of effectively administering, managing and governing schools in a democratic manner. Conclusions drawn from the evidence of this study suggests that certain of the encumbrances to democracy in schools and the system can be attributed to systemic weaknesses, as well as to misconceptions and the misapplication of democratic principles. Finally, the study proposes two models to improve democratic school governance. The first model suggests a theoretical framework for improving the power relations, knowledge, civic attitudes and democratic values. The final model, which is based on the first theoretical model, proposes that Area School Boards be statutorily established to govern defunctive schools and that deliberative forums should be established and implemented within the organisational hierarchy of the education system.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009
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Stellman, F. Rosella. "Envisioning the future roles and functions of Pennsylvania's intermediate units." Youngstown State University / OhioLINK, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996519387.

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Books on the topic "Unity School"

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Freeman, James Dillet. The story of Unity. 2nd ed. Unity Village, MO: Unity Books, 1987.

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From the beginning--unity. Kearney, NE: Printed in the U.S.A. by Morris Pub., 1995.

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Unity Village. Charleston, SC: Arcadia Pub., 2009.

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Blum, Mark E., and William Smaldone. Austro-Marxism: The ideology of unity. Leiden: Brill, 2015.

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Eric, Butterworth. Unity: A quest for truth. 2nd ed. Unity Village, Mo: Unity Books, 1985.

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Eric, Butterworth. Unity: A quest for truth. Unity Village, Mo: Unity Books, 1995.

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Butterworth, Eric. Unity: Una búsqueda de la verdad. Unity Village, Mo: Unity House, 2007.

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Guarda una cuaresma verdadera. Unity Village, Mo: Unity Books, 1997.

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The twelve powers of man. Unity Village, Mo: Unity Books, 1995.

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Richard, Jafolla, ed. The quest for prayer: Coming home to spirit. Unity Village, Mo: Unity Books, 1999.

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Book chapters on the topic "Unity School"

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Arnaud, Dewalque. "The Unity of the Brentano School." In The Routledge Handbook of Franz Brentano and the Brentano School, 236–48. New York : Routledge, 2017. | Series: Routledge handbooks in philosophy: Routledge, 2017. http://dx.doi.org/10.4324/9781315776460-27.

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Dainton, Barry. "Brentano on the Unity of Consciousness." In The Routledge Handbook of Franz Brentano and the Brentano School, 61–74. New York : Routledge, 2017. | Series: Routledge handbooks in philosophy: Routledge, 2017. http://dx.doi.org/10.4324/9781315776460-7.

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Freguglia, Paolo. "The Foundations of Geometry by Peano’s School and Some Epistemological Considerations." In Logic, Epistemology, and the Unity of Science, 101–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93733-5_5.

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "School Store." In Math Extension Units, 31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236474-27.

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Leška, Oldřich. "Prague School Linguistics: Units in Diversity." In Prague Linguistic Circle Papers / Travaux du cercle linguistique de Prague N.S., 3–14. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/plcp.3.01les.

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Antonson, Andrea E. "Universal Nonverbal Intelligence Test (UNIT)." In Encyclopedia of Cross-Cultural School Psychology, 1018–19. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_440.

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Kennedy, Andrew. "Types for Units-of-Measure: Theory and Practice." In Central European Functional Programming School, 268–305. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17685-2_8.

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Holm, Jennifer. "Planning a Unit by Starting with the End in Mind: Unit and Lesson Planning." In Teaching and Learning Secondary School Mathematics, 441–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_41.

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Lanzinger, Franz. "Lives, Level Design, and Old School Scoring." In 2D Game Development with Unity, 365–83. CRC Press, 2020. http://dx.doi.org/10.1201/9780429328664-20.

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"6. Grammar and the Unity of Curriculum." In The School of Rome, 111–38. University of California Press, 2019. http://dx.doi.org/10.1525/9780520948402-008.

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Conference papers on the topic "Unity School"

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Muis, Abdullah Ahadish Shamad, Tika Widiastuti, Puji Sucia Sukmaningrum, and Imron Mawardi. "Implementation of the Principle of Unity in Business Activities Company - A Case Study on “X” Travel Indonesia." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007539501640170.

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Mamat, Nordin. "Children’s Experience and Learning Opportunities in PERPADUAN (Unity) Pre-school Settings in Malaysia." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.1.

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Mariana, Neni, Julaika Julaika, Hendrik Pandu Paksi, and Ika Rahmawati. "Exploring the Unity Value of Pancasila to Transform Mathematics Contexts in Primary School." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.114.

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Chamami, M., Muhammad Nurkhanif, Moh Syakur, and Hanik Rosyida. "Revitalization of Kitab Kuning at Boarding School in Indonesia Based on Unity of Sciences." In Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-10-2020.2303841.

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Vidmanova, Anna Ivanovna, and Natalya Aleksandrovna Zhestkova. "Ways of Developing Understanding of Style and Stylistic Unity in Primary School Students by Means of Fabric Crafts." In International Research-to-practice conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-551647.

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Xuan, Wang. "A Quantitative Study of the Text of China’s School National Unity Education Policy from the Perspective of Policy Tools." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.135.

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Duque, Miguel Angel, Fernando Proaño, and Ramiro Santos. "SIMULACIÓN 3D CON INTERFACES HÁPTICAS PARA LA RECUPERACION DEL PATRIMONIO CULTURAL DEL TREN EN RIOBAMBA." In ARQUEOLÓGICA 2.0 - 8th International Congress on Archaeology, Computer Graphics, Cultural Heritage and Innovation. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/arqueologica8.2016.3564.

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The present work had studied and determined various levels of usability and interactivity in haptic interfaces for manipulating 3D applications. It was applied to a Heritage Cultural system composed by Train Station and Steam Locomotive. A physical model and a railroad model were built. The system was operated by high school students. The information gathering was performed by the deductive method, collecting data about preferences, needs, and requirements for developing a 3D virtual environment using 3DSMAX 2011 Trial (3D Modeled Software) and Unity 4.3 Trial (Simulation Software), capable to engage and transmit information relevant to geographical, social and cultural aspects of the central highlands. Subsequently connected to a real model controlled by electronic systems. The inquiry made from high school students shows that 56 % possess ability and willingness for interfaces manipulation. Also, it was found an 80% of criteria for usability acceptance, and interactivity of 84% towards the current applications on mobile devices. As the final evaluation of the application, it was shown that the intervention of haptic interfaces on threedimensional applications connected to tangible environments, increased 95% of the usability and 100% of interactivity. We conclude that combining virtual systems with real ones accelerates learning processes at the secondary education level. It improves retention of information and allows the user to actively participate in virtual environments, converting recreational applications into academic and research tools.
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Ijeoma, Anyakoha Christiana. "Session 10: Learning / Teaching Methodologies and Assessment | Single Parenting as Correlate of Academic Performance and Achievement Motivation of Students in Unity School in South East Geo-Political Zone in Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0045.

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Wilson, Vicky. "Lessons in Reality: Teaching Project Management, Professionalism and Ethics to Third Year IT Students." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2588.

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It is widely accepted amongst tertiary educators that IT students need first hand experience of working in teams and in managing projects if they are to be effective in the workplace. In 2001 the School of Computer and Information Science at Edith Cowan University undertook a major restructure of its courses that resulted in the development of eight ‘core’ units that are taught in a range of courses across the School. One of these was a third-year unit called ‘Project Management, Professionalism and Ethics’. This case study documents the research that was undertaken to determine the unit content and its subsequent development and delivery. It discusses the formal and informal feedback received from students and staff after its delivery in semester 2, 2001 and what will be done to develop the unit into a fully integrated online ‘situated learning’ experience.
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Salvado, Filipa, Maria João Falcão Silva, Paula Couto, and Manuel Baião. "Performance indicators for cost-benefit analysis applied to investment projects." In IABSE Symposium, Guimarães 2019: Towards a Resilient Built Environment Risk and Asset Management. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/guimaraes.2019.1230.

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<p>The decision to rehabilitate buildings in a sustainable way is complex, because the associated costs require different levels of assessment, given their relevance to all stakeholders in the decision- making, and are not always easily quantifiable. Following recent decisions of the European Union, it is urgent to carry on with studies to support for sustainable rehabilitation investment projects. In this context, the use of methodologies based on Cost-Benefit Analysis (CBA) contributes positively to support decisions. The CBA comprise methods to evaluate the net economic impact of an investment project, and can be used for a variety of interventions. The CBA is characterized by being an evaluation model that admits monetary unity as the main measure and has been predominantly used in the context of large public investments during the second half of the twentieth century.</p><p>The present paper aims to present the CBA concepts, its application to different investment projects, identifying the procedures and phases of the methodology, as well as the presentation of the main corresponding cost-benefit performance indicators. Its importance and potential will be highlighted for various stakeholders in the decision-making process, as well as examples of its application to the construction and / or rehabilitation of: i) architectural heritage; ii) school buildings; and iii) health infrastructures. Some final remarks of the study under development, to date, will be presented and discussed as well as future developments.</p>
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Reports on the topic "Unity School"

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Mark Bloom. Frontiers in Microbiology: Envisioning a Curriculum Unit for High School Biology. Office of Scientific and Technical Information (OSTI), June 2004. http://dx.doi.org/10.2172/952614.

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Hoffenberg, Rebecca. An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1103.

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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Akdemir, Zeynep Gonca, Muhsin Menekse, Saira Anwar, and Siddika Selcen Guzey. How Does an Integrated STEM Life Sciences Unit Affect Middle School Students' Engagement and Science Content Knowledge? Purdue University, March 2021. http://dx.doi.org/10.5703/1288284317294.

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MacDiarmid, Warren R., Dee H. Andrews, and Betty Mohs. Measuring and Assessing Technical Training Performance in the Army's Schools and Units: A Survey of Current Methods. Fort Belvoir, VA: Defense Technical Information Center, October 1988. http://dx.doi.org/10.21236/ada214731.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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