Suchergebnisse

In the previous ed. Boardman's name appeared first on the t.p. ; Mode of access: Internet.

Holocaust Education in Egyptian Seconday Schools is a thesis completed by Marisa Claire Jones under the supervision of Dr. Joel Bein in at the American University in Cairo. The aim of this project was to determine how the Holocaust is taught in Egyptian secondary schools, with a focus on materials, textbooks and instructional style used in this process. To gain data and information for the thesis, background information was collected on the phenomenon of Holocaust denial and on the topic of Holocaust education in Germany, Israel and Egypt, involving the role played by political and ideological currents dominant in these societies at certain junctures in shaping the way school curriculums portray the Holocaust. I determined through the course of textbook analysis, teacher interviews and classroom surveys that students enrolled in private schools where the curriculum, textbooks and teaching staff are partially or totally separated from the national history curriculum have a greater understanding and more open recognition of the Holocaust than children who attend public, or "national" schools, as I commonly refer to them. This may be due in large part to the inaccurate and distorted image of Jews and Jewish history depicted in the national curriculum's history, which culminates in an open denial that the Holocaust occurred. The pattern of increased Holocaust coverage in schools removed from the government's curriculum and standards was pronounced although not absolute. My research rested on the data I gathered and the interviews I conducted from six different Cairo schools, including a private Islamic school, several prestigious private schools, a German school following the German national curriculum, a school teaching the content of the Egyptian national history curriculum and from a thorough examination of the national system's history lessons as presented in two commonly-used textbooks. I followed these interviews with a survey of freshman students at the American University in Cairo which looked at the relationship between the type of secondary school they had attended and their grasp and opinions on the Holocaust.

Rapid population growth, increase in knowledge, technological developments, and the acquisition of new sources of energy pose tremendous challenges to our schools. The chal lenge is threefold: providing education for vastly more stu dents; maintaining educational opportunities for substantially longer periods of time; raising sharply the levels of human understanding and skill. This task requires clear definition of unique responsibilities, establishment of priorities consistent with these responsibilities and better utilizaton of resources. The nature of resources, both material and human, must be fully realized. The capacity of students to assume greater re sponsibility for their own learning must be recognized and ex ploited. Professional competences must be used more fully. To achieve these ends, employment of technological resources can make major contributions. Educational facilities need to be expanded and, more importantly, need to be redesigned and improved. Present restrictions imposed by conventional con cepts of class size, school schedules, the uniformity of teachers' roles and rigid patterns of organization must be modified. Schools should stop thinking of themselves merely as consumers of teachers and assume a' partnership responsibility in the re cruitment and preparation of teachers. To accomplish such changes redefinition of practices is called for rather than mere refinement of existing practices.

This text supports student teachers, NQTs and practitioners in implementing the Citizenship Order in secondary schools - to be introduced in September 2002. With a practical, clear focus, the authors provide an intellectual challenge; argument and evidence to help the reader come to an informed view on the complex and controversial issues in each chapter; well-focused examples; and strategies for use in the classroom.

This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA. ; Funding: The SPEEDY study is funded by the National Prevention Research Initiative (http://www.npri.org.uk), consisting of the following Funding Partners: British Heart Foundation; Cancer Research UK; Department of Health; Diabetes UK; Economic and Social Research Council; Medical Research Council; Health and Social Care Research and Development Office for the Northern Ireland; Chief Scientist Office, Scottish Government Health Directorates; Welsh Assembly Government and World Cancer Research Fund. This work was also supported by the Medical Research Council (Unit Programme numbers MC_UU_12015/7, MC_UU_12015/4, and MC_UU_12015/3) and the Centre for Diet and Activity Research (CEDAR), a UKCRC Public Health Research: Centre of Excellence. Funding from the British Heart Foundation, Economic and Social Research Council, Medical Research Council, the National Institute for Health Research, and the Wellcome Trust, under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged (grant code RES-590-28-002). ; This is the final version of the article. It first appeared from Elsevier via https://doi.org/10.1016/j.healthplace.2016.02.004