Although the educational needs of all Indians have never been fully met at any period, education has been one problem area to which the public his torically has been most sensitive and most responsive. In 1956, 55.3 per cent of the appropriation made to the Bureau of Indian Affairs was earmarked for formal education. This article attempts to put the educational problems of today's In dians in historical perspective by highlighting what has transpired with respect to the establishment of schools, the major practices and policies governing their operation, and the relationship of policy to the adjustment of Indians to the dominant culture.
Though the educ'al needs of all Indians have never been fully met at any period, educ has been one problem area to which the public historically has been most sensitive & responsive. In 1956, 55.3% of the appropriation made to the Bur of Indian Affairs was earmarked for formal educ. This article attempts to put the educ'al problems of today's Indians in historical perspective by highlighting what has transpired with respect to the establishment of Sch's, the major practices & policies governing their operation, & the relationship of policy to the adjustment of Indians to the dominant culture. AAAPSS.
In: Visnyk Nacionalʹnoi͏̈ akademii͏̈ kerivnych kadriv kulʹtury i mystectv: National Academy of Managerial Staff of Culture and Arts herald, Band 0, Heft 1
The article deals with the issues of developing students' creative skills at medical educational institutions. Intensification of students' creative potential occurs through the formation of thinking, research and communication skills, ability to interact with information means and technologies. Second-year students of General Medicine Faculty were involved in the experiment at Danylo Halytsky Lviv National Medical University in Ukraine. Experimental and control groups included 172 students in each one. We singled out two groups: a control group – training based on the available basic course "Professional English in Medicine" and an experimental group – training based on a combination of two courses: the basic course "Professional English in Medicine" and the elective course "Special Medical Terminology". Homogeneity of the control and experimental groups was checked using Student's t-test. Testing 0-hypothesis showed no significant differences between samples for the reliability level 0.05 (5% probability). At the first stage of the experimental study, students' performance was considered at the beginning of the experiment in the control and experimental groups. Students were divided into three levels: high (82–100 points), medium (64–81 points) and low (50–63 points). Certainty of differences between groups was tested using Pearson's chi-squared test (χ2), according to which the critical value was = 5.991, and the corresponding empirical value = 0.414. Thus, any differences between the results of the control and experimental groups are random variations with a probability of less than 5%, and, therefore, the samples are homogeneous by the research indicator. Verification of reliability of the obtained results in improving the level of creativity in students was checked by Pearson's chi-squared test (χ2), according to which the critical value equaled 5.991 and the corresponding empirical value = 6.11. Thus, any differences between the results of the control and experimental groups are with a probability of less than 5% and based on the result of introduction of an active pedagogical factor into the educational process, and, therefore, the difference between the control and experimental groups is expected for the studied indicator. To define creative abilities, we used Joy Paul Guilford's parameters and factors for interpreting variations in creativity: sensitivity to problems; flexibility and fluency; originality; synthesis, analysis; reorganizing or redefining; complexity and evaluation; to determine verbal aspect of students' creativity, we applied the techniques suggested by Walther Moede and Sarnoff A. Mednick. All students performed significant improvement in the ability to generate a lot of ideas; they also showed a steady increase in such forms of creativity as sensitivity to problems, flexibility and fluency. Slight increase was noticed in reorganizing or redefining, complexity and evaluation. The students' ability to solve problems by realization of relevant analytical and synthetic operations must be taken into consideration while developing creativity and creative communication of medical students.
The aspects of political education are one of the substance of the study of Political Education which is explored in educational institutions. These aspects of political education consist of three aspects, namely cognitive, affective, and psychomotor aspects. First, the cognitive aspect of political education is an aspect that contributes to building citizens' political knowledge. The main problems of citizens' political knowledge that need to be built include the problem of democracy and the rights of citizens, people's sovereignty, state institutional systems, relations between central and regional powers, the political system, general elections and so on. Second, the affective aspect of political education is an aspect that contributes to building the character and alignments of citizens. This affective aspect process is a process of introducing and instilling values to shape the character and partisanship of citizens as well as implementing them in daily life both in their capacity as autonomous free individuals and as responsible citizens. Third, the psychomotor aspect of political education that contributes to building citizen skills which includes intellectual and participatory skills. Intellectual skills are critical thinking skills which include the ability to hear, identify and describe problems, analyze, and carry out an evaluation of public issues. While citizen participatory skills include interacting skills, expertise in monitoring public issues, and expertise influencing public policy.
This writing aims to analyze the sociological aspects of multicultural Islamic religious education. Multicultural Islamic religious education is a solution to the plurality of Indonesian society in accordance with the democratic principles adopted by the Indonesian nation. Multicultural Islamic religious education is an important aspect in building the nation's next generation. Sociological aspects in multicultural Islamic religious education are fundamentally reflected by the existence of conducive cooperation between Islamic religious education in the family, school and community environment, good educational control will be realized. In a sociological context, the family is the first and foremost institution known to children. In this case, his parents are the first to be known and provide educational values. Then the school environment, the school at this time is a need for everyone to get an education from school. Schools in this case have two important aspects, namely individual aspects and social aspects. On the one hand, schools are tasked with influencing and creating conditions that allow optimal development. Furthermore, the community environment, a diverse society such as in Indonesia often creates the potential for friction or even conflict. Therefore, differences are a necessity in a pluralistic society. Differences must be accepted as a necessity. Such acceptance will lead to people's attitudes that can accept existing differences. This is what will produce students who have good morals, who will not only make their parents and teachers proud, but also the community as users of educational outcomes.
This study investigates the political aspects of resilience in social-ecological systems. Based on long-term anthropological fieldwork in the Calamianes Islands, Philippines, the study focuses on the diverse and contested human interests that make up social-ecological systems. In the Calamianes, what promotes the interests of one group of people may impact negatively for another group of people, or the ecosystem in which they live. Fishers, for example, have struggled greatly to preserve their patterns of marine resource use, and to oppose various forms of regulation that have been introduced. Following Armitage and Johnson (2006), this study has found that deciding 'for what and for whom are we trying to promote resilience?' becomes a critical question. Answering such a question will require decisions that will favour certain elements or resource users within any social-ecological system, and disadvantage others. The study concludes therefore that such political aspects of resilience thinking require greater attention, and that more attention could be paid to negotiations over tradeoffs among various stakeholders, if the resilience concept is to be more widely accepted in policy and management arenas.
