Suchergebnisse

Reviewing and reiterating the claim that curriculum content is inherently political and never neutral, this thesis explores the legacies of British colonization on Jamaican education by looking at education reforms and curriculum evolution to track the presence of culturally relevant classroom material in the Anglophone Caribbean. Both England and Jamaica have utilized education for re-constructing national identity and priorities as they negotiate historical narratives and canonized curriculum material when presented with the forces and processes of globalization. Syllabi from five secondary schools in Kingston, Jamaica are used for a case study. While the curriculum content in Jamaican secondary schools is now inclusive and culturally relevant, the education structure itself is a colonial vestige, in terms of the excessive standardized testing that tracks students into each grade level. While the canonization of previously excluded Caribbean authors into the curriculum by the Caribbean Examinations Council has effectively introduced culturally relevant course material, additional recommendations include cultivating a meta-curriculum, whereby teachers and students engage in classroom discussion about why and how the required curriculum material was selected, in order to better understand the political nature of curriculum choice and the ramifications it can have in terms of indoctrinating ideas about nationality, historical narratives, and identity.

This report provides an overview of federal and state public health laws as they relate to the quarantine and isolation of individuals, a discussion of constitutional issues that may be raised should individual liberties be restricted in a quarantine situation, and federalism questions that may arise where federal and state authorities overlap. In addition, the possible role of the armed forces in enforcing public health measures is discussed, specifically whether the Posse Comitatus Act would constrain any military role, and other statutory authorities that may be used for the military enforcement of health measures.

Abstract:Australian schools paid a great attention to the students' wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. ...

Publication date stamped on cover. ; "B-164031 (5)." ; "HRD-76-152." ; Cover title. ; Mode of access: Internet.

This book discusses the challenges facing business schools and management education systems around the world. Based on documented descriptions of institutional and competitive dynamics in the 'industry' of management education, the authors show how management education is going through major changes such as new governance and business models, mergers and acquisitions, internationalisation of faculty and students coexisting with entrenchment in local markets, ever more needs for financial resources, development of distant and blended learning, and increasing pressure for research output to boost rankings. With concerns surrounding the sustainability of current trends in faculty salary inflation, social acceptability of higher fees, cost of distance learning and the risk of an academic-industry divide around knowledge produced by management research, The Future of Management Education develops an analysis of business models and discusses strategic implications for stakeholders. The second volume extends the discussion to a total of 23 countries to bring a genuinely global perspective and move away from the Euro-centric outlook. The countries covered in the second volume include China, Brazil, Russia, Singapore and France.

Purpose To evaluate the impact of food and nutrition education interventions based on the intuitive method (IM) proposed by Johaan Henrich Pestalozzi (1746–1827) at different time periods on the food practices of children and adolescents. Design This was a prospective comparative intervention program assessed by a pre–post survey at shorter term (3 months) and longer term (6 months). Setting Two institutions that provide extracurricular social support for children and adolescents with social and economic vulnerabilities in the city of Lavras, Minas Gerais, Brazil. The shorter-term intervention was conducted in Institution A and the longer term one conducted in Institution B. Subjects The sample consisted of 245 students aged between 5 and 14 years who attended the institutions. For each institution, they were divided into two groups (control and IM). Intervention We compared the effectiveness of the interventions performed by the IM or by expository actions (control) in both institutions. Interventions were focused on the guidelines of the Food Guide for the Brazilian Population and dealt with food choices, meal preparation, commensality, and obstacles to healthy eating. Measures The assessed outcomes were food consumption according to NOVA food classification, cooking self-efficacy, and knowledge about food and nutrition. Analysis Paired t-tests were used to compare food consumption before and after interventions. Adjusted logistic regression models were used to analyze the outcomes on food and nutrition knowledge and cooking self-efficacy. Results Subjects receiving IM interventions decreased mean intake of ultra-processed food (3.56 to 1.50 portions; P< .001) and had greater odds of increasing self-efficacy with cooking (OR = 2,33–4,17). Both methods were effective regarding teaching about food and nutrition. Intervention period did not homogeneously impact these outcomes. Conclusions The use of food and nutrition education interventions presented positive outcomes on the food practices of the participants. The IM is an alternative method to educate children and adolescents about healthy eating practices.

Increased integration and collaboration of health promotion and nutrition education professionals to effectively engage consumers, debunk nutrition and health information, and mitigate the effect of chronic diseases is the vision presented for success in the future. Current and optimal roles of educators are discussed in relation to societal trends and their inherent opportunities and barriers. Recommendations for strengthening the role of health promotion in settings where nutrition educators work are provided and include the need for strong academic preparation, field-based training, and continual professional development. The overall goal of these recommendations is to enable nutrition educators and health promotion professionals to advance their professions and develop effective strategies that support the achievement of improved health for all.

Despite the lower quality of education provided Africans compared with whites in South Africa, the percentage wage gains associated with additional years of primary, secondary, and higher education are substantially larger for Africans than for whites in 1993, and they increase for both race groups at higher levels of education. The lower quantity (or political quotas) of education received by Africans than whites is a simple explanation for the wage structure documented in this paper. The other two racial groups, colored (mixed races) and Indians, occupy intermediate positions between whites and Africans in terms of both the quantity of education received and wage returns to those levels of education. As barriers to employment by race are dismantled in South Africa, wage differences between races are likely to diminish, while wage differences within race groups may well widen. Quantitative expansion of educational opportunities for nonwhites at the secondary and higher education levels seems to be overdue.