Artículos de revistas: "Settlement school"

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Barabás, Andrea, and Katinka Bacskai. "Correlation Between Educational Performance, Family Background and Settlement Type in Covasna County, Romania." Central European Journal of Educational Research 2, no. 3 (2020): 62–69. http://dx.doi.org/10.37441/cejer/2020/2/3/8531.

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In social sciences, a more sophisticated way of examining students' school performance, based on the combination of school and family factors, is becoming increasingly popular. Important indicators of schools operating in a given territorial and societal context can be obtained both at student and institutional levels if territorial characteristics are included. In our research we examine the correlation between family background and performance, and investigate the settlement type where the proportion of students from low SES schools is the highest. At the same time we are also curious whether there is a greater chance of resilience in smaller communities. Our results show that the majority of students from low SES schools study in small settlements, but resilience is clearly not more typical in smaller communities.

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Dewey, John, and Evelyn Dewey. "The school as a social settlement." Child & Youth Care Forum 24, no. 1 (1995): 55–65. http://dx.doi.org/10.1007/bf02125031.

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Moran, Mayo, and Kent Roach. "Introduction: The Residential School Litigation and Settlement." University of Toronto Law Journal 64, no. 4 (2014): 479–85. http://dx.doi.org/10.3138/utlj.2419a.

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Freeman, Mark. "'No finer school than a settlement': the development of the educational settlement movement." History of Education 31, no. 3 (2002): 245–62. http://dx.doi.org/10.1080/00467600210122612.

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Benigno, John. "Settlement Music School Advances Music for the Handicapped." Music Educators Journal 71, no. 6 (1985): 22–25. http://dx.doi.org/10.2307/3396469.

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Yong-Ik Kim. "Settlement Plan of Woodworking Education in Elementary School." Journal of Korean Practical Arts Education 15, no. 4 (2009): 19–38. http://dx.doi.org/10.17055/jpaer.2009.15.4.19.

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Reynolds, Nicole. "The Pine Mountain Settlement School Centennial Photography Exhibit." Appalachian Heritage 41, no. 3 (2013): 113. http://dx.doi.org/10.1353/aph.2013.0090.

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Yuli, Nensi Golda. "The spatial value of local houses around Islamic Boarding School in Mlangi Moslem settlements, Yogyakarta, Indonesia." MATEC Web of Conferences 277 (2019): 02020. http://dx.doi.org/10.1051/matecconf/201927702020.

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Many houses around Mlangi Muslim settlement refer to the historical aspect of settlement in its spatial layout as the Moslem settlements. Mlangi well known as Kampung Santri - village with many of Islamic Boarding Schools (Pondok Pesantren in Indonesia term) where students live in there- since 1920an. This paper will describe how the spatial value of local houses around Islamic Boarding Schools in Mlangi Moslem settlements. The naturalistic-phenomenology method was the research method for data collection. Data got from subsequent interview after the appearance theme from one research object to the next. Any argument that correlated with the spatial value grouped as the same theme and analyzed as the substantive concept about the spatial value in the houses. The room layout from each home drawn one by one as the existing condition and the value of the room got from the comments of the owner. Cross-checking information technic from the members in the house helped the research to mention many spatial values in-house and then conclude as the room concept and its correlation to the stigma as the Kampung Santri and Moslem Settlements. It also compares the similarity of the indoor room layout and zone in Pondok Pesantren. From existing condition and interviews found that all the houses have the similar function and room layout with the Pondok Pesantren around it. 6 observed houses and 15 interviewed owners stated that they want to make their house as the places and spaces for teaching holy Al Qur'an same like in Pondok Pesantren. That is like a dream come true if a house can hold any recitation and teach holy Al Qur'an and Islamic Knowledge to the neighbor. From this condition, researchers conclude that there is close relation about the significance building in one settlement to their neighbor building, not only in the activity in each house but also in room layout and zone. Religious value and people understanding and dream about the ideal space even get impact from it.

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Berger, Paul, Jennifer Johnston, and Melissa Oskineegish. "Culture in Schooling in the Inuvialuit Settlement Region." in education 22, no. 1 (2016): 61–76. http://dx.doi.org/10.37119/ojs2016.v22i1.267.

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We describe research on Inuvialuit culture in schooling in the Inuvialuit Settlement Region in the northwestern Northwest Territories in Arctic Canada. A mixed-methods case study using questionnaires in the region’s six communities explored students’, parents,’ and high school teachers’ perspectives on Inuvialuit culture in the schools. While students and parents were pleased that local culture is reflected in the schools, most would like to see more Inuvialuit culture become part of schooling. Teachers would like to know more about Inuvialuit culture and history and would like professional development to help them teach Inuvialuit students more effectively. This research suggests that policy in the Northwest Territories to move towards culturally responsive schooling is yet to be fully embodied. It should be prioritized.

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Osztás, Anett. "The settlement history of Alsónyék–Bátaszék." Dissertationes Archaeologicae 3, no. 8 (2021): 205–28. http://dx.doi.org/10.17204/dissarch.2020.205.

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Urmatova, Begaiym, Hyunsook Shin, Soonyoung Shon, Zeinep Abdyldayeva, Elmira Ishaeva, and Valeriya Knyazeva. "Prevalence of Iodine Deficiency among School Children from New Settlement in Kyrgyzstan." Children 8, no. 9 (2021): 817. http://dx.doi.org/10.3390/children8090817.

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This study assesses the status of iodine deficiency among at risk-children and adolescents living in migrant settlements in the Kyrgyz Republic. Children aged 7–15 years from two regional primary schools in the new settlement regions were screened for cognitive and behavioural signs of iodine deficiency using questionnaires. The functional state of the thyroid gland was assessed using ultrasonography and blood tests. Out of 1058 schoolchildren, 15.8% showed signs of iodine deficiency. Female children aged 10–12 years showed a higher prevalence of iodine deficiency. The families of schoolchildren reported limited use of seafood and iodised salt. Children in the migrant regions were at risk of iodine deficiency disorder. Among children, clinical manifestations of iodine deficiency were observed as negative hormonal levels or the presence of goitre. Further investigation on standardised screening instruments for iodine deficiency and the relationship among multilevel analyses are warranted.

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Thapa, Rukmini, and Kaustav Kanti Sarkar. "Universal Elementary Education in India: Barriers and Persistent Challenges." Social Change 49, no. 2 (2019): 257–75. http://dx.doi.org/10.1177/0049085719844105.

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Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children’s age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.

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Murawska, Iwona, Beata Przyborowska, Violetta Kopińska, and Piotr Błajet. "Settlement Type and Educational Effectiveness of Polish Schools on the Example of the Kujawsko-Pomorskie Voivoideship." Bulletin of Geography. Socio-economic Series 43, no. 43 (2019): 45–55. http://dx.doi.org/10.2478/bog-2019-0003.

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AbstractThe article presents and analyses data on the educational potential of schools in relation to settlement type in Poland. On the example of two types of schools – successful and requiring help – their distribution was shown in the Kujawsko-Pomorskie Voivodeship. For this purpose, data from the Educational Value Added (EVA) index for voivodeship schools were interpreted. On this basis, it was determined what type of school the branches represent, and then classification and analysis was made for the village/city and the number of inhabitants. The results show that the educational potential of rural schools is lower than that of schools in cities. The results were interpreted on the basis of theories of cultural reproduction, bearing in mind the importance of settlement type for the construction of cultural capital.

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Hairani, Budi. "Helminth Infection in Primary School Children and Characteristics of Settlement in The Coastal Village of Kusan Hilir Subdistrict Tanah Bumbu District, South Kalimantan Province, Indonesia." International Journal of Engineering Technology and Sciences 5, no. 3 (2018): 66–72. http://dx.doi.org/10.15282/ijets.v5i3.1131.

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Environmental factors are very influential in the transmission of helminthiasis. This study aimed to determine the prevalence of helminthiasis in primary school-aged children living in villages with coastal ecosystem types in Kusan Hilir Sub-district, Tanah Bumbu District. Furthermore, we ought to identify and compare the characteristics of settlement areas that may increase the risk of transmission. This cross-sectional study was conducted in February of 2016 with three sampling areas selected purposively (Sepunggur, Juku Eja, and Sungai Lembu Village). Prevalence of helminthiasis was determined by examination of stool samples from primary school-age children (6-15 years old in Indonesia) in selected villages. Characteristics of settlements observed were settlement density, permanence of buildings, availability of public toilets, and the physical environmental characteristics of soil types. Prevalence of helminth infection were as follows: Juku Eja Village (82.93%), Sungai Lembu Village (24.44%), and Sepunggur Village (6.04%). Helminth species found were varies from Soil Transmitted Helminth (STH) to non-STH groups. Juku Eja Village has the most settlement characteristics that support the transmission of helminth. In order to decrease the risk of transmission, it is crucial to improve the infrastructure of villages such as paving, providing public hand-wash facilities, warning sign persuading not to defecate on the beach, and construction of clean green open space as a playground for children. Mass drug administration for the population needs to be done along with health monitoring (especially helminth infection in children) on an ongoing basis.

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Cascio, Elizabeth U., and Ethan G. Lewis. "Cracks in the Melting Pot: Immigration, School Choice, and Segregation." American Economic Journal: Economic Policy 4, no. 3 (2012): 91–117. http://dx.doi.org/10.1257/pol.4.3.91.

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We examine whether low-skilled immigration to the United States has contributed to immigrants' residential isolation by reducing native demand for public schools. We address endogeneity in school demographics using established Mexican settlement patterns in California and use a comparison group to account for immigration's broader effects. We estimate that between 1970 and 2000, the average California school district lost more than 14 non-Hispanic households with children to other districts in its metropolitan area for every 10 additional households enrolling low-English Hispanics in its public schools. By disproportionately isolating children, the native reaction to immigration may have longer-run consequences than previously thought. (JEL H75, I21, J15, J24, J61, R23)

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Canady, Valerie A. "Settlement reached in ADA violation suit against California school district." Mental Health Weekly 29, no. 43 (2019): 1–6. http://dx.doi.org/10.1002/mhw.32123.

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Terziev, Venelin, and Margarita Stoilova. "ANALYSIS OF THE SYSTEM OF SCHOOL EDUCATION. STRATEGY SETTLEMENT PROCESS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1851–57. http://dx.doi.org/10.35120/kij31061851t.

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The subject of this article is the genesis of the professional culture of personnel management. The last decades of the 20th century were marked by various revolutions - scientific, technical, democratic, informational, sexual, etc. Their cumulative effect has been mostly reflected in the professional revolution that shapes the professional society around the world. This social revolution has global consequences. In addition to its extensive parameters, it also has intensive ones related to the deeply-rooted structural changes in the ways of working and thinking, as well as in the forms of its social organization. The professional revolutions in the history of Modern Times stem from this theory. Employees’ awareness and accountability shall be strengthened. The leader must be able to formulate and bring closer to the employees the vision of the organization and its future goal, to which all shall aspire. He should pay attention not to the "letter" but to the "spirit" of this approach.

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Delbó, Gabriella G. "Pottery production of the settlement complex of Brigetio." Dissertationes Archaeologicae 3, no. 8 (2021): 263–79. http://dx.doi.org/10.17204/dissarch.2020.263.

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Musiimenta, Angella, Wilson Tumuhimbise, Elly Bangumya, et al. "Exploring the Gender Gap in Science, Technology, Engineering, and Mathematics (STEM), and Soft Skills, and Knowledge of Role of Models Among Students in Rural Uganda." Journal of Education and Development 3, no. 3 (2019): 31. http://dx.doi.org/10.20849/jed.v3i3.621.

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Background: Globally, women’s representation in STEM fields remains significantly lower than that of men. Studies assessing the STEM gender gap in disadvantaged rural-based schools are lacking.Objective: To examine the gender differences in attitudes towards STEM and soft skills, and knowledge of role models among students of Nakivale secondary school in Nakivale refugee settlement, southwestern Uganda.Methods: We employed a cross sectional study design that administered pilot tested questionnaires to 111 secondary school students in Nakivale secondary school.Results: More girls than boys reported negative attitudes towards STEM. Both boys and girls demonstrated low attitudes towards the 21st century skills (such as goal setting, leadership skills, team work skills, time management and computer/internet skills), low intentions of pursuing STEM-related subjects in future, as well as limited exposure to STEM role models.Implication: Interventions to address girls’ negative attitudes towards STEM, improve students’ 21st century skills, develop students’ interest in STEM subjects/careers, and link students to role models are urgently needed especially in marginalized areas such as refugee settlements.

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Rahman, Md Mostafizur, Irtifa Alam Nabila, Farhana Islam, and Farah Tasnim. "Understanding Disaster Risk Reduction Strategies in Schools of Developing Urban Settlement: Study on Dhaka City, Bangladesh." Journal of Asian Development 6, no. 1 (2020): 17. http://dx.doi.org/10.5296/jad.v6i1.16593.

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The study investigates the existing scenario of disaster risk reduction (DRR) principles and practices in the schools of developing urban settlement. Bangladesh, being vulnerable due to disaster, has severe condition in some coastal areas due to climate change. People migrate to the capital city, Dhaka for better opportunity. In the last few years, DRR agenda is included in education programs to decrease the number of casualties and distressed people and reduce disaster losses. Increasing susceptibility begets higher risk; hence the study has been conducted focusing on urban disasters, especially Earthquake and Fire hazard. This study follows comprehensive global school safety framework (GADRRRES, 2017) to find out the school safety plan of schools in Dhaka city. It apprehended the viewpoints of children, teachers and local people about the situation of DRR education, plan and practices in schools by conducting FGD, Questionnaire survey. It has been observed although all respondents understand the importance of DRR, they lack interest of implementing it. Some schools run by the Government are following Drill, their condition are better than private schools considering DRR practices. Several strategic recommendations have been made at the end of the study to improve DRR preparedness in schools of Dhaka.

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Charette, Josée, and Jean-Claude Kalubi. "School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2016): 127–49. http://dx.doi.org/10.3280/ess2-2016oa3929.

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Families who immigrate with school-aged children face two particular challenges: the practice of parenting in general and the practice of parenting in an unfamiliar or acculturating school environment. It is on these challenges that an emerging professional group is working in Quebec. Specifically, it is the group of intercultural community workers in schools (ICSI). This group supports the social and educational experiences of immigrant families, facilitating collaborations between schools, families and communities. This article explores the practices of ICSI that stimulate the effective accompaniment of parents of recent immigrant students. Through a qualitative exploratory approach, semi-structured interviews were conducted with three ICSIs from different administrative regions. The results show the relevance of implanting a welcome protocol to better accompany these parents. They also help understand the evolution of the relation between these parents and school, according to the adjustments of their family project and the challenges raised by their settlement in the host society. 

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Ocal, Tulay. "Determining The Academic Knowledge Level Of Social Studies Teacher Candidates On Settlement Geography Of Turkey." European Scientific Journal, ESJ 12, no. 8 (2016): 448. http://dx.doi.org/10.19044/esj.2016.v12n8p448.

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Having a long history of settlement, Anatolia has a distinctive role in settlement geography. Despite the fact that people may cause changes in physical environment in various other ways, the conversion of physical geographic expression into a cultural geographic expression had been realized most vigorously where people were settled in. Therefore, through history the settlements have been the focus of all branches of the social sciences and have been researched. Most especially, it has been at the core of history and geography and has become one of their most popular research topics. Being situated at the crossroads of three continents geographically, Turkey has attracted various civilizations since ancient times and increased the significance of settlements in here. Researches of settlements as a field of social studies have been one of the significant issues those should be handed down the rising generations. Increasing the academic knowledge level of social studies teacher candidates who are to pass these issues on rising genereations, constitutes our subject matter. For that purpose, an activity was organized within the context of a technical visit of 30 third grade students from Faculty of Education Department of Elementary School Division of Social Sciences Education, 10 of which were female and 20 male, within the scope of settlement geography, a sub-branch of Human and Economic Geography of Turkey, an excursion-observation activity at Konya (Çumra) Çatalhöyük, where we have grown wheat grass beforehand. Also the students were instructed via a descriptive study which was vocalized in order to emphasize the agricultural activities that have been initialized with the historical basis of Anatolia and human settlement in here. This study is based on phenomenology research design, among the qualitative research methods. The one-sample pretest-posttest method which includes the descriptive analysis was used in this study. 6 open ended questions were prepared for pretest and posttest. This study aimed at increasing the academic level of teacher candidates on Çatalhöyük, which is considerably important with regard to settlement geography in Anatolia and thus, making the accumulation of knowledge outlast as they pass it on the rising generations.

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Carr, Tracey, Brian Chartier, and Tina Dadgostari. "“I’m not really healed … I’m just bandaged up”: Perceptions of healing among former students of Indian residential schools." International Journal of Indigenous Health 12, no. 1 (2017): 39. http://dx.doi.org/10.18357/ijih121201716901.

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<p>Attempts at resolution between former students of Indian residential schools and the non-Aboriginal Canadian population began with the signing of the Indian Residential Schools Settlement Agreement in 2006. The Settlement Agreement outlined provisions for the Truth and Reconciliation Commission to document the stories of former students and for the Resolution Health Support Program to offer emotional and cultural support to former students and their families. Although former students have catalogued their stories through the Truth and Reconciliation Commission process, experiences of healing from the events of Indian residential schools remain relatively unknown. The purpose of this qualitative study was to explore the perceptions of healing among former Indian residential school students. In partnership with an Aboriginal support agency in a small Saskatchewan city, we interviewed 10 Aboriginal people affected by residential schools. The focus of the interviews was to generate participants’ conceptions and experiences of healing regarding their residential school experiences. We found all participants continued to experience physical, mental, emotional, and/or spiritual impacts of residential school attendance. Disclosure of their experiences was an important turning point for some participants. Their efforts to move on varied from attempting to “forget” about their experience to reconnecting with their culture and/or following their spiritual, religious, or faith practices. Participants also noted the profound intergenerational effects of residential schools and the need for communities to promote healing. The findings will be used to guide an assessment of the healing needs among this population in Saskatchewan.</p>

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McGregor, Gail, Cynthia M. Janssen, Lawrence A. Larsen, and Winifred L. Tillery. "Philadelphia's Urban Model Project: A System-Wide Effort to Integrate Students with Severe Handicaps." Journal of the Association for Persons with Severe Handicaps 11, no. 1 (1986): 61–67. http://dx.doi.org/10.1177/154079698601100108.

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School systems across the country are at different stages in the integration of students with severe handicaps into regular schools. As part of a settlement agreement arising from a lawsuit filed against the School District of Philadelphia, placement of students with severe handicaps was among a list of conditions ordered to improve the services provided to this population. This report describes the activities and accomplishments of Philadelphia's Urban Model Project, a federally funded model demonstration program designed to effect changes in services for students with severe disabilities. As a result of this project, a majority of these students are currently attending regular schools along with their chronological age peers.

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Çağlayaner, Haluk. "vPhysical conditions, settlement and equipment of an effective school health department." Turkiye Aile Hekimligi Dergisi 13, no. 3 (2009): 153–58. http://dx.doi.org/10.2399/tahd.09.153.

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Powell, Robert. "Stability and the Distribution of Power." World Politics 48, no. 2 (1996): 239–67. http://dx.doi.org/10.1353/wp.1996.0006.

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The relation between stability and the distribution of power is an important and long-debated problem in international relations theory. The balance-of-powcr school argues that an even distribution of power is more stable, while the preponderance-of-power school argues that a preponderance of power is more stable. Empirical efforts to estimate this relation have yielded contradictory results. This essay examines the relation between stability and the distribution of power in an infinite-horizon game-theoretic model in which two states are bargaining about revising the international status quo. The states make offers and counteroffers until they reach a mutually acceptable settlement or until one of them becomes so pessimistic about the prospects of reaching an agreement that it uses force to impose a new settlement. The equilibrium of the game contradicts the expectations of both schools and offers an explanation for the conflicting empirical estimates. In the model stability is greatest when the status quo distribution of benefits reflects the expected distribution of benefits that the use of force would impose.

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Green, Robyn. "Unsettling Cures: Exploring the Limits of the Indian Residential School Settlement Agreement." Canadian journal of law and society 27, no. 1 (2012): 129–48. http://dx.doi.org/10.3138/cjls.27.1.129.

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AbstractBuilding on a cultural studies framework, this article addresses the implementation of the Indian Residential School Settlement Agreement by cataloguing specific reconciliatory events, public forums, and media coverage that occurred in 2010. Revealing the contradictory nature of Canada's reconciliation project, the author situates the IRSSA within a larger infrastructure of policies and procedures that have limited Indigenous nationhood and autonomy in the Canadian settler society. Specifically, this article identifies a need to trouble categories of trauma and victimhood that may engender outcomes of cure, which ultimately constitute a foreclosure on the past in Canada's reconciliation process. While therapeutic language is less apparent in the IRSSA, the author suggests, it is still deployed under the guise of closure and “settlement.”

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Szalók, Csilla, Ágnes Holczerné Szentirmai, Ákos Probáld, and Ilona Kovácsné Székely. "Tourism performance of destinations based on settlement approach." Applied Studies in Agribusiness and Commerce 8, no. 4 (2014): 63–68. http://dx.doi.org/10.19041/apstract/2014/4/10.

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Recently in the regional development researches the attention draw to the way of measuring destination's development and competitiveness. The further development of the Hungarian Tourism depends on the regions, destinations' developments, their success in competitiveness and the ongoing innovation in tourism. The research of the Budapest Business School Institute of Tourism Department intends to elaborate a complex tourism destination indicator based on former researches and experiences.

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Gilemkhanova, Elvira N. "Socio-Psychological Safety of Schools in the Context of the Settlement Type and Socio-Economic Status of the Region." Behavioral Sciences 9, no. 12 (2019): 139. http://dx.doi.org/10.3390/bs9120139.

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Under current conditions, the scientific request for the study of both internal and external factors of socio-psychological safety becomes important. In the literature there are very contradictory data on the role of contextual factors in ensuring the socio-psychological safety of schools. In our work, we consider the role of socio-economic and geographical conditions in ensuring the socio-psychological safety of the educational environment of the school from the standpoint of environmental psychology. Research questions: How does the social and economic status of the region affect the subject level of the school’s socio-psychological safety? How does the type of settlement affect the personal level of the school’s socio-psychological safety? The economic, social, and geographical status of the region affects the socio-psychological safety of the school. Therefore, contextual factors influence, but do not determine the socio-psychological safety of the educational environment of the school. Multilevel approaches, which are intended for individual, psychosocial, and contextual factors, can contribute to the promotion of the theme of the socio-psychological safety of the school.

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Trinh, Huong Thu. "The Heildelberg School in forming Australianness." Science and Technology Development Journal 17, no. 4 (2014): 62–73. http://dx.doi.org/10.32508/stdj.v17i4.1575.

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In 1788, English people settled down in Australia, cleared and cultivated the land, making a big turning point to this old continent. Australianness was still vague in these initial years of the white settlement. Heildelberg School, the first school in Australian art, which emerged in 1887, laid the foundation for Australia's visual arts history as well as forming the Autralianness with three mains characters: “strong, masculine labour”, “national myth” and “harsh land of unique nature diversity”. In this paper, the writer would like to introduce 7 masterpieces by three prominent Australian artists of the Heidelberg school: Tom Roberts, Frederic Mc.Cubbin, and Arthur Streeton.

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Stamenkovic, Srboljub, and Dragica Gataric. "Cacak and its daily urban system: Second part." Glasnik Srpskog geografskog drustva 87, no. 1 (2007): 107–12. http://dx.doi.org/10.2298/gsgd0701107s.

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In this article, which is an integral part of our announcement published in the previous number of this publication, we examined commuting of school children and youth toward Cacak as well as from Cacak toward surrounding settlements in which, according to the census results in 2002, 2,330 pupils and students took part. The volume of pupils? and students? daily migrations of Cacak is approximately 4.3 times lower compared to the convergent and divergent daily migrations of its labor. That is why this type of continual daily migration has less importance in integration and transformation of the settlement network of Cacak and neighboring functional centers.

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Lee, Won-Hyeon. "The Characteristics and Settlement of Drama Education in German School - Focusing on Drama Class of Secondary School-." Journal of the Korea Contents Association 16, no. 6 (2016): 114–22. http://dx.doi.org/10.5392/jkca.2016.16.06.114.

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Park, Kyun-Yea, Young Hyeo Joo, and In Su Lee. "An analysis on the role of school members for stable settlement of the High School Credit System." Korea University Institute of Educational Research 32, no. 4 (2019): 87–113. http://dx.doi.org/10.24299/kier.2019.32.4.87.

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Byoung-Joo Kim and 안장자. "Direction and Recognition of Teachers and School Parents Regarding Settlement of Selection Examination Time of High School." Journal of Korean Teacher Education 29, no. 3 (2012): 101–21. http://dx.doi.org/10.24211/tjkte.2012.29.3.101.

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DAVEY, WILLIAM J. "John Jackson and WTO Dispute Settlement." World Trade Review 15, no. 3 (2016): 404–6. http://dx.doi.org/10.1017/s147474561600015x.

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John Jackson bestrode the world of international trade law like a Colossus. His 1969 treatise on World Trade and the Law of GATT was called the bible of GATT law. His 1977 casebook on Legal Problems of International Economic Relations created a new law school course and introduced thousands of students around the globe to international trade law. It was the leading international trade law casebook for decades, and his students went on to positions of responsibility throughout the world in governments, international organizations, and private practice. His analysis of GATT infirmities convinced certain influential governments to push for a new international trade organization, which eventually saw life as the World Trade Organization. It was a great honor for me to have been associated with John for over thirty years. Indeed, his 1985 invitation to join as a co-author of the casebook after my first year in law teaching undoubtedly saved me many years of drudgery as a corporate/securities law scholar. Thus, I am pleased to offer some thoughts on John's influence on dispute settlement under GATT and the WTO.

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Wyatt, Tasha R., Lois A. Yamauchi, and Brook Chapman–DeSousa. "Using the CREDE Standards for Effective Pedagogy in a Greenlandic Settlement School." Multicultural Perspectives 14, no. 2 (2012): 65–72. http://dx.doi.org/10.1080/15210960.2012.673304.

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Green, Shannon L. "Controversy and Conflict in the Henry Street Settlement Music School, 1927-1935." Women and Music: A Journal of Gender and Culture 8, no. 1 (2004): 73–85. http://dx.doi.org/10.1353/wam.2004.0006.

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Fullenwieder, Lara. "Settler biopower: accumulation and dispossession in Canada’s Indian Residential School Settlement Agreement." Settler Colonial Studies 8, no. 4 (2017): 422–41. http://dx.doi.org/10.1080/2201473x.2017.1327401.

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39

Erdemir, Naki. "Prımary school teachers’ levels of self-effıcacy accordıng to varıous settlement areas." Asia Pacific Education Review 12, no. 2 (2010): 237–49. http://dx.doi.org/10.1007/s12564-010-9134-9.

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40

Reznik, Oleksandr. "Socio-economic harassments of graduates of Ukrainian schools as a factor of regulation of social behavior." Ukrainian society 2012, no. 3 (2012): 77–86. http://dx.doi.org/10.15407/socium2012.03.077.

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Article is devoted to the empirical analysis of the socio-economic harassments of Ukrainian school graduates. Among the graduates of 2011/12 school year, the most popular are entrepreneurial, consumer and educational harassments. The article compares types of harassments in terms of success in learning, in terms of religion, gender, and regional settlement structure.

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41

Cashman, John. "The 1906 Education Bill: Catholic Peers and Irish Nationalists." Recusant History 18, no. 4 (1987): 422–39. http://dx.doi.org/10.1017/s0268419500020705.

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ON 20TH DECEMBER, 1906, the Liberal Government of Sir Henry Campbell-Bannerman withdrew from the Order Book the Education Bill which had received its First Reading on 9th April, 1906. The Bill had proposed a drastic revision in the generous settlement which the voluntary schools had welcomed with the passing of the 1902 Education Act. The new proposals had sought to make all public elementary schools into ‘council schools’ controlled by the Local Authority. The denominations would receive an agreed rental for the use of their school buildings, and the upkeep of these buildings would become the responsibility of the Local Authority. But the power to appoint the teachers would also pass to the Local Authority. The only concession to the denominations was the proposal that extended facilities for denominational instruction on each school day would be made available in certain elementary schools if three-quarters of the parents whose children attended the schools asked for them. Head-teachers would not be allowed to give the denominational instruction, but assistant teachers would be allowed to give the instruction if they volunteered to do so. Failing this, the denominations would be responsible for providing the teacher to give the instruction. The controversial Clause Four excluded from this concession elementary schools in areas in which the only school was a denominational school, and in areas with a population of less than 5,000.

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42

Pádua, Karla Cunha, Jeffrey Hoff, and Peter Fry. "The school as a project for the future: a case study of a new Pataxó Village School in Minas Gerais." Vibrant: Virtual Brazilian Anthropology 12, no. 2 (2015): 273–309. http://dx.doi.org/10.1590/1809-43412015v12n2p273.

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Abstract This article presents reflections of indigenous teachers about the role of the school in a new Pataxó indigenous community settlement in the state of Minas Gerais. The data was collected in "narrative interviews" with teachers from this community who attended the first Intercultural Education for Indigenous Educators (FIEI) course offered by the Federal University at Minas Gerais. In these narratives, both the indigenous school and FIEI are seen as a collective project of and for the community. The school occupies a central position in the articulation between traditional ways of producing knowledge and the formulation of projects for the future.

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43

Amsterdam, Daniel. "Toward the Resegregation of Southern Schools: African American Suburbanization and Historical Erasure inFreeman v. Pitts." History of Education Quarterly 57, no. 4 (2017): 451–79. http://dx.doi.org/10.1017/heq.2017.28.

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This article reconstructs the story behindFreeman v. Pitts(1992), one of the main US Supreme Court cases that made it easier for school districts to terminate court desegregation orders and that, in turn, helped to propel a widely documented trend: the resegregation of southern schools. The case in part hinged on the question of whether school officials in an Atlanta suburb were responsible for the racial segregation that had developed in the area alongside the rapid settlement of African Americans there in the late twentieth century. Thus, along with shedding new light on how the South transitioned from an era focused on desegregation to one enabling resegregation, the article makes contributions to two areas of increasing scholarly interest: the history of African American suburbanization and the history of suburban school districts. Finally, the article underscores disconcerting patterns in how the Supreme Court utilized history inFreeman.

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ZAID, Jamal S. "THE DEGREE OF EFFECTIVENESS ORGANIZATIONAL CONFLICT MANAGEMENT BY SECONDARY SCHOOL PRINCIPALS IN THE NORTHERN REGION WITHIN THE GREEN-LINE." International Journal of Humanities and Educational Research 03, no. 02 (2021): 87–97. http://dx.doi.org/10.47832/2757-5403.2-3.8.

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The study aimed to reveal the degree of effectiveness of the organizational conflict management among secondary school principals in the Triangle area within the Green Line from the point of view of the teachers. The study adopted the using the descriptive survey method, the school community is made up of all secondary school teachers (2177) in the Triangle area within the green line. the sample of the study was (372) teachers, who were chosen by the simple random sampling. The study results showed that the degree of organizational conflict management among secondary school principals was high. The results showed also that the most used conflict strategy was cooperation strategy, followed by settlement, withdrawal, competition and avoidance strategies. There are significant differences at the organizational conflict management degree among secondary school principals du the variables of "academic qualification" at the compromise strategy and cooperation strategy in "Bachelor" only. Depending on the study results, the researcher recommends that the need to work to increase the knowledge and awareness of secondary school principals of conflict management strategies in general, and to urge them to use cooperation and settlement strategies in particular, and to avoid competition and avoidance strategies, through holding meetings and training courses. Paying attention to conflict situations and researching their causes, following the positive strategy best suited to the situation and making use of it in strengthening relationships, belonging and improving performance.

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Leão, Milene Moreira, Cléa Adas Saliba Garbin, Suzely Adas Saliba Moimaz, and Tânia Adas Saliba Rovida. "Oral health and quality of life: an epidemiological survey of adolescents from settlement in Pontal do Paranapanema/SP, Brazil." Ciência & Saúde Coletiva 20, no. 11 (2015): 3365–74. http://dx.doi.org/10.1590/1413-812320152011.00632015.

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This study aimed to verify oral health, treatment needs, dental service accessibility, and impact of oral health on quality of life (QL) of subjects from settlement in Pontal do Paranapanema/SP, Brazil. In this epidemiological survey, 180 10-to 19- years old adolescents enrolled in the school that attend this population in settlement underwent oral examination, to verify caries index (DMFT- decayed, missing and filled teeth) and periodontal condition (CPI), and were interviewed using the World Health Organization Quality of Life (WHOQOL-Bref) and Oral Impact Daily Performance (OIDP) instruments to evaluate QL, and the Global School-Based Health Survey (GSHS) about dental service accessibility. DMFT average was 5.49 (± 3.33). Overall, 37.2% of participants showed periodontal problems, mainly CPI = 1 (77.7%). Treatment needs were mainly restorations. GSHS showed that the last dental consultation occurred > 1 year previously for 58.3% of participants at a public health center (78.9%). The average WHOQOL-Bref was 87.59 (± 15.23). Social relationships were related to dental caries and health service type. The average OIDP was 6.49 (± 9.15). The prevalence of caries was high and observed periodontal problems were reversible. The social relationships of adolescents from settlement were influenced by caries and health services type.

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46

Conti, Riccardo Luca, Joana Dabaj, and Elisa Pascucci. "Living Through and Living On?" Migration and Society 3, no. 1 (2020): 213–21. http://dx.doi.org/10.3167/arms.2020.030117.

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In this article, we examine the school project implemented by the architecture charity CatalyticAction in the informal refugee settlement of Jarahieh, in the Bekaa, Lebanon. In doing so, we propose an approach to participatory humanitarian architecture that extends beyond the mere act of designing “together” an “object building.” We see participatory architecture as a process that develops incrementally through the socioeconomic life of precarious communities—through what we call the “living through” and “living on” of participation. While remaining attentive to the infrastructural and political limitations to architectural durability in refugee settlements, we foreground the social life of architectural forms, and consider the built environment as not simply “used,” but produced and (re)productive through time, beyond, and often in spite of, humanitarian interventions.

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Pamuła-Behrens, Małgorzata, and Katarzyna Morena. "ROLA MOTYWACJI W PROCESIE UCZENIA SIĘ JĘZYKA PRZEZ UCZNIÓW Z DOŚWIADCZENIEM MIGRACJI – METODA JES-PL." Neofilolog, no. 52/1 (April 25, 2019): 43–60. http://dx.doi.org/10.14746/n.2019.52.1.5.

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An increasing number of immigrant students pose new challenges for the Polish school. The immigrant groups consist of foreign children, but also Polish children who migrate with their parents. Their adaptation to a new place and integration are not always easy. These children do not only need professional support from the school and its staff, but also from Polish students. The key to succeeding in this complex process is to learn the language and culture of the country of settlement. Acquisition of this knowledge is conditioned by a motivation to face the Other, the language and culture. The purpose of the paper is to explore the role of motivation to learn the new language and culture of the country of settlement. In particular, we focus on determinants of motivation in the context of language learning and problems immigrant and refugee students are faced with in a new country. We also present the JES-PL Method which aims to support the development of language and communication skills within an immigrant family in the context of school language education (JES).

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48

Wu, Li Ming, Zi Jian Wang, and Shi Yang Liu. "Stability Monitoring Analysis on Side Slope Engineering Management of Longmenhao Primary School." Applied Mechanics and Materials 580-583 (July 2014): 778–81. http://dx.doi.org/10.4028/www.scientific.net/amm.580-583.778.

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Through doing spot monitoring on stability of slope engineering management of Longmenhao Primary School, this paper does analysis on monitoring data for one month. Analysis results show that all of accumulation maximum displacement, change rate of horizontal displacement and accumulation maximum settlement of slope of Longmenhao Primary School do not surpass warning value thus knowing that slope of this section is basically stable which also provides references for stability detection analysis of engineering management.

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Pigoreva, O. V. "School–church relations in the 1990s-2000s: social partnership or temporary cooperation." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 2 (February 25, 2021): 114–21. http://dx.doi.org/10.33920/pol-01-2102-03.

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The article reveals the peculiarities of the relationship between the Russian system of general education and the Russian Orthodox Church as a signifi cant social institution in a diffi cult period of political and economic transformations for Russia. The factors of the school's appeal to cooperation with the Church are substantiated, the mechanisms of formation and regulatory settlement of contractual relations, public assessment are revealed.

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50

Lambrianides, Kyriacos, and Nigel Spencer. "Unpublished material from the Deutsches Archäologisches Institut and the British School at Athens and its Contribution to a Better Understanding of the Early Bronze Age settlement pattern on Lesbos." Annual of the British School at Athens 92 (November 1997): 73–107. http://dx.doi.org/10.1017/s0068245400016646.

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This paper presents previously unpublished material from the archives of the DAI and BSA, assessing its contribution to a better understanding of the settlement pattern on the north-east Aegean island of Lesbos in the Early Bronze Age, a period known only in terms of the single excavated sites of Thermi on its east coast. Using this new material evidence, the study places Thermi in its wider context within EBA Lesbos, demonstrating that several other EBA sites co-existed with Thermi, not only on the coast but also inland. It then places EBA settlements on the island in their west Anatolian context through an examination of ceramic parallels and affinities with mainland sites. It is argued: (1) that in view of the extensive distribution of EBA sites on Lesbos, colonization of the island must have begun long before the emergence of Thermi; (2) that several sources and mechanisms of colonization were involved in the process of settlement, which may be reflected in the fact that at least two distinct groups of sites can be identified on the island; and (3) that some of these sites appear to have relied upon agriculture rather than marine resources. Such inland agricultural sites may represent the first generation of purely endogenous communities which emerged on the island after its colonization.

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