Suchergebnisse

Nirmali Goswami, Legitimising Standard Languages: Perspectives from a School in Banaras. New Delhi: SAGE, 2017, 225 pp., ₹895 (hardback). ISBN: 978-93-864-4652-7.

The process of preparing lawyers and other professionals to work for the benefit of troubled children requires an understanding of concepts that extend far beyond the traditional course structure currently employed in American law schools. It is clear that mental health problems of children and families, compounded by substance abuse, influence behavior, resulting in children entering family and juvenile courts as victims of abuse or neglect and committing criminal acts. It is incumbent on law schools to incorporate training in fields far different from the traditional didactic experience in legal curricula if they are to address the current needs of children and familes who are ensnared in the nation's juvenile justice system. The beginning point of this process is within the legal training apparatus of America. Law schools must expand their curriculum to incorporate other disciplines to produce an advocate capable of serving the interest of children and society.

Recent developments in market economies have showed that education and human resource creation are among the top priorities of national strategies and social, economic, and technological progress policies. The common denominator of educational reforms in many European countries is an attempt to set up a flexible system for professional education and development to respond to changes in labour market demands. In 2012, the Serbian Government adopted Serbia's Education Strategy until 2020. This document provides for professional development of teachers and expert assistants at secondary specialist schools. Some of the projected actions involve working out various models of professional development, primarily teacher practice in their respective professions, carried out in companies or institutions. This document focuses on continuing professional development through various forms of formal and informal education. Success in finding acceptable solutions in food production technology largely depends on educated staff in agriculture and their engagement in transferring their knowledge and technologies to agricultural practice. Secondary school education is most important as it is the education level producing a qualified student who will do a specific job. The aim of this paper is to address to the need and weaknesses in continuing professional development of teachers at secondary schools of agriculture in Serbia. The weaknesses experienced in practice regarding their development are numerous and often hard to overcome. How to recognise these weaknesses and resolve them is the subject matter of this paper. The paper presents the organizational weaknesses of accredited seminars and their evaluation.

Recent developments in market economies have showed that education and human resource creation are among the top priorities of national strategies and social, economic, and technological progress policies. The common denominator of educational reforms in many European countries is an attempt to set up a flexible system for professional education and development to respond to changes in labour market demands. In 2012, the Serbian Government adopted Serbia's Education Strategy until 2020. This document provides for professional development of teachers and expert assistants at secondary specialist schools. Some of the projected actions involve working out various models of professional development, primarily teacher practice in their respective professions, carried out in companies or institutions. This document focuses on continuing professional development through various forms of formal and informal education. Success in finding acceptable solutions in food production technology largely depends on educated staff in agriculture and their engagement in transferring their knowledge and technologies to agricultural practice. Secondary school education is most important as it is the education level producing a qualified student who will do a specific job. The aim of this paper is to address to the need and weaknesses in continuing professional development of teachers at secondary schools of agriculture in Serbia. The weaknesses experienced in practice regarding their development are numerous and often hard to overcome. How to recognise these weaknesses and resolve them is the subject matter of this paper. The paper presents the organizational weaknesses of accredited seminars and their evaluation.

"This book contributes to the discussion by defining suffering in schools and providing a survey of the American school system's inadequacies in the early twenty first century. Through testimonies from former students on the ways they experienced suffering in school, this volume demonstrates how suffering can profoundly affect one's academic growth and development-or worse. By analyzing the findings within a multidisciplinary ethical and educational framework, this volume presents a moral vision for understanding the role that suffering plays in school. Drawing on research in medicine, psychology, social sciences, religion, and education, this text weaves together many strands of thinking about suffering. This book is essential reading for academics, researchers, and postgraduate students in the fields of educational leadership, foundations of education and those interested in critical contemporary accounts of schooling"--

The teaching of life sciences within the Islamic culture was observed in this investigation by instructors at the Association of Muslim Schools in the KZN region. The following question served as the basis for the investigation: Do Islamic schools teach life sciences from an Islamic perspective? The Association of Muslim Schools gave its approval after receiving ethical scrutiny. A questionnaire, interviews, and observations were used to gather data. The analysis of the data was conducted using an inductive methodology. The philosophy of Islam and its approaches to teaching the required Life Sciences curriculum served as the study's conceptual foundation. The results show that there is a problem with integrating religious knowledge into science teaching in Muslim ethos schools in South Africa. The Professional Teaching Model was an initiative to close the gap caused by educational dualism.

The article elaborates on people's perception regarding the importance of education. In doing so, it explores the role of schools and teachers, opinions about schooling system and the comparison between private and public schools. A total of 28 indepth interviews were conducted with key stakeholders students, parents and teachers. While in general parents and students value education but they showed little hope in the system. A comparison between private and public schools seemed inevitable and formed a major part of all the discussions. Blame attribution emerged as a prominent dimension; the children and parents blame schools and teachers over low quality of education while teachers view parents' lack of interest as a hindrance to effective education. To conclude, education is realized as a collective benefit for which collective effort is required.

Don't Shut Up: Why Teachers Must Defend the First Amendment in Secondary Schools Abstract Several recent judicial decisions and numerous reports from scholars, educators, legal experts, journalists, and advocacy groups suggest that the First Amendment protection of freedom of expression is being unconstitutionally abridged in American universities and secondary schools. Freedom of expression for university and secondary school students is essential to securing individual rights, protecting liberty, enhancing civic participation, and is a safeguard against government infringement on freedom of thought and expression. The First Amendment, along with other rights enshrined in the Bill of Rights, is the crucial underpinning of a pluralistic democracy. However, many universities and secondary schools have sought to restrict freedom of expression by establishing speech codes, safe zones, and institutional policies that prohibit and punish speech that is deemed controversial, hateful, radical, or offensive. These speech codes are designed to foster tolerance, respect, and sensitivity for individuals and groups; while this is a worthy goal, it must be achieved without violating the First Amendment. Teachers must resist unconstitutional attempts at censorship and instruct their students that the primary purpose of the First Amendment is to protect controversial, offensive, and radical speech. This article will examine the attacks on free speech and discuss how teachers can defend the First Amendment.

Introduction of Cultural heritage education in the everyday landscape -- About local centralities coming-back: identity & proximity or otherness & openness in the city project -- Technical Assistance in Architecture and Urbanism: in search of promoting citizenship in peripheral areas -- Living territories to the full, dialoguing with citizens.

Cover page -- Halftitle page -- Series page -- Title page -- Copyright page -- Contents -- Images -- Introduction: Embodying the Bauhaus -- Bauhaus Basics -- Gender, Sexuality, and the Body in the Weimar Republic -- Bauhaus Bodies -- Notes -- Part I The Bauhaus in Weimar and Beyond: Gendered Bodies and the Search for Utopia -- 1 Soft Skills and Hard Facts: A Systematic Assessment of the Inclusion of Women at the Bauhaus -- The Bauhaus Student Body: A Formal Description -- Female Students at the Bauhaus: Statistical Approaches -- Work-Life Balance: Couples at the Bauhaus -- Two Couples at the Bauhaus -- Conclusion -- Notes -- 2 "Bodies Drilled in Freedom": Nudity, Body Culture, and Classical Gymnasticst the Early Bauhaus -- Notes -- 3 The Spiritual Enhancement of the Body: Johannes Itten, Gertrud Grunow, and Mazdaznan at the Early Bauhaus -- Itten's Bauhaus Preliminary Course: Exercises against Arrhythmia -- Grunow's Praktische Harmonisierungslehre -- The Relationship of Body, Mind, and Spirit in Itten's Pedagogy -- Mazdaznan and Ideas of the Racialized Body at the Bauhaus -- Grunow's Position in Relation to Itten and Mazdaznan -- Notes -- 4 Utopias of a New Society: Lucia Moholy, László Moholy-Nagy, and the Loheland and Schwarzerden Women's Communes -- Notes -- 5 Invisible Bodies and Empty Spaces: Notes on Gender at the 1923 Bauhaus Exhibition -- Body Problems -- Presenting the Bauhaus, 1923 -- Empty Workshops -- Banished Sculptures -- Original Sin -- Visible Bodies -- Notes -- Part II A New Unity? Technologies and Techniques of Gender -- 6 Clothing Bauhaus Bodies -- Modern Bauhaus Dress -- Unisex Professionalism and Reform Dress -- Beyond Fashion -- Notes -- 7 Paul Klee and the New Woman Dancer: Gret Palucca, Karla Grosch, and the Gendering of Constructivism -- Notes -- 8 Ise Gropius: "Everyone Here Calls me Frau Bauhaus" -- The Diary (1924-8)