Suchergebnisse

This research aims to know the process of social aspects influenced the importance of accountability in an organization of Islamic religious education that is don't give priority to profits in its operational activities, in Indonesia is often referred to as boarding schools. In order to further deepen the social accountability of the process, then the researchers used a qualitative research method with approach case studies boarding school Sidogiri Pasuruan. As for the analysis tools used are interactive analysis. As noted, there are more and more accountability role played in ancient civilizations and pre-modern societies. Therefore, at this time, the case for tracing the genealogy of accountability as a follow up said is best seen as a presumption that requires further examination. One of them is about the accountability of boarding schools which is rich in religious values and culture as a form of the spread of Islam. The dynamic life of boarding schools has been proven with the involvement of active participation in providing service to the community and many aspects of life that always accompany it. Interestingly, in terms of financial resources, the pesantren depends not only on the parents of the students, but also other sources of funding. The existence of this mandate, then boarding schools are definitely required to conduct financial accountability. These principles are very in line with the principles of Islamic law. It is closely related to surat Al-Baqarah verse 282 and 283 goals for the benefit of the people, i.e. If there is a transaction then write so that measurements obtained in a fair manner, not preferential treatment and is not reduced (ash-Syu'ara v. 181-184). Can be said to forbid these forms of transactions contrary to the Shariah.

Class Rules challenges the popular myth that high schools are the Great Equalizers. In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students. Book features: provides a fresh, dynamic way of understanding educational inequality and social reproduction, offers a breakthrough social/psychological theory of how adolescents acquire class consciousness, compares the cultures and curricula of five American high schools focusing on the class composition of their students. -- Provided by publisher.

The present study was undertaken to determine the perception of Bhutanese students towards entrepreneurship and the influence of entrepreneurship in their career choice by a team of lecturers from Samtse College of Education and a teacher from the Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples include 921 students [19 diploma, 248 undergraduate, 654 school students (460=HSS & 194=MSS)], currently studying in the schools, colleges and VTIs under Samtse, Chhukha and Thimphu Dzongkhags. The major findings include: perception of students is inclined more towards entrepreneurship second to government jobs, students and parents are aware of the increasing unemployment scenario in Bhutan, minimal focus on entrepreneurship education in the school and university level curriculum, and the pedagogical practices doesnot adequately favour entrepreneurship knowledge and skill development. Some of the recommendations are a need to include entrepreneurship education in the school curriculum right from primary education, and to disseminate information related to entrepreneurship among students in all the schools and colleges.

Santiago Ramón y Cajal is recognized as the founder of modern neuroscience, his discoveries representing the fundamental pillars of our current understanding of the nervous system. As Cajal's career spanned a critical period in Spanish history, he witnessed strong social demands for progress in culture, education, and science. Indeed, the life of Santiago Ramón y Cajal can be considered to reflect the gradual development of Spanish science from the last third of the 19th century. Cajal promoted a national movement that had important consequences for Spanish science, mainly triggered by the creation of the "Junta para Ampliación de Estudios e Investigaciones Científicas," an instrument he established to enrich scientific research and that was later to bear such abundant fruit. The school generated by Cajal profited from this development, through which all Cajal's disciples received fellowships to train in laboratories across Europe. Unfortunately, the Spanish Civil War disrupted this revitalization of Spanish science and provoked the diaspora of many Spanish scientists. However, a political impulse, mostly following this spirit, was resumed in Spain during the eighties that successfully led to a renaissance in Spanish science.

In Slovenia and abroad, there is a fairly extensive literature on abuse of different forms, making it appear that there are very different and specific uses of certain terms that indicate the same activity or issue, such as abuse, aggression, aggression, suffering, forcing, and bullying. One of the common forms of abuse is verbal abuse, namely verbal expressions of disrespect to the victim. We live in a time when social inequality is very quickly growing among the residents of the Republic of Slovenia. In various documents produced by the European Union, preschool education in particular, but also primary school education in general, is shown to be something that contributes to fairness in the whole educational system, and has an important role in promoting social inclusion and reducing the socioeconomic and other differences among children. Therefore, I was particularly interested in whether and how verbal abuse is demonstrated as a result of the intolerance and discriminatory practices in Slovenian kindergartens and primary schools.For this purpose, a survey of the beliefs of students of three undergraduate study programmes in the Faculty of Education in Ljubljana about verbal abuse in Slovenian kindergarten and primary school was conducted. The results showed that the interviewed students perceived various representations of verbal abuse in kindergarten and primary school, and that there should be continuous education to achieve a so-called culture of active tolerance, that would help in the identification of forms of intolerance and discriminatory practices.

Cover -- Halt Title Page -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Contents -- Acknowledgements -- Introduction: School Experience: Explorations in the Sociologyof Education -- 1 The Meaning of Academic Performance: How Teachers Definea Classroom Situation -- 2 School Learning: the Cultural Resources Required by Pupilsto Answer a Teacher's Question -- 3 Mock-ups and Cock-ups: The Stage-Management of GuidedDiscovery Instruction -- 4 Interrupting Intersubjectivity -- 5 Appearances: a Videographic Study of Children's Culture -- 6 Anancy Goes to School: a Case Study of Pupils' Knowledgeof their Teachers -- 7 School Experience - More Sociological Ambiguities? -- 8 Humour in the Classroom -- 9 Sociological Constructions: Teachers' Categories -- 10 Experiencing School Knowledge: The Case of Social Studies -- 11 School Science- Innovations or Alienation? -- 12 Structural Features of the Classroom -- 13 Teaching for Survival -- Indexes

Abstract
In Japan school uniforms have been used for role-playing by those other than cosplayers. In order to understand this social discourse, this article examines the chronological development of Japanese school uniforms and then discusses how and why imitation school uniforms have been adopted and adapted by students at uniform-free schools as well as by female J-pop performers. The article argues that school uniforms are sentimentally valuable in Japan as they represent narratives of youth before entering a tough and restricted adult life. School uniforms symbolize freedom and a future full of possibilities, growth, and hope. In this regard, the uniform-like costumes are attractive to both the youth who wear them, such as the students and popstars, and to the grown-ups, such as fans of pop stars, as the costumes remind them that life was once good in the "good old days."

Social work education programs, at all levels, are challenged to enhance their research culture and infrastructure. Since the 1991 NIMH-supported Task Force on Social Work Research report called for increasing research development in social work education programs, schools of social work have worked to develop research-supportive climates. This has helped social work scholars contribute to the knowledge base through the publication of original research, the expansion of the quantity and quality of faculty and student research endeavors, and the development of more empirically validated treatme

The Leander Independent School District (LISD) contracted Atkins North America (Atkins) to conduct a cultural resources investigation for the proposed Palmera Bluff Elementary School Site Project in western Williamson County, Texas. The project is located approximately 1 kilometer (km) (0.62 miles) southwest of the intersection of the South Fork of the San Gabriel River and Ronald Reagan Boulevard. The proposed work will consist of clearing and excavation to prepare for the construction of an elementary school and associated ancillary facilities. The following investigations were performed under Texas Antiquities Permit No. 8308 in compliance with the Antiquities Code of Texas (ACT) (Title 9, Chapter 191, Texas Natural Resources Code of 1977) and other appropriate cultural resources legislation and guidelines, as well as those set forth by the Texas Historical Commission (THC) and the Council of Texas Archeologists (CTA). The investigations included a background review and an intensive pedestrian survey. The pedestrian investigations were completed on February 8, 2018. Laura I. Acuña served as Principal Investigator, with C. Russ Shortes serving as Project Archaeologist performing the field work and assisted by Sara K. Bodah and R. Benjamin Lee. The area of potential effects (APE) is an irregularly shaped project area that measures 18.1 acres (7.3 hectares), with proposed depths of 1.8 meters (m) (6 ft) to account for utilities. The background review determined that previously recorded site 41WM1113 was within the southern portion of the APE. The pedestrian survey revealed that much of the project area has been severely disturbed by frequent land clearing activities, as evidenced by push piles of soil and vegetation debris. The ground surface visibility was approximately 30 to 40 percent, and 11 shovel tests were excavated within the APE. The number of shovel tests within the APE exceeded THC's minimum archaeological survey standards, and all shovel tests were negative for cultural material. Although previously recorded site 41WM1113 is mapped within the APE, the investigations did not encounter any evidence of cultural materials or features related to the site. The land clearing activities have destroyed or eliminated any evidence of the site within the APE. Based on the findings, Atkins determined there are no significant cultural resources within the APE that are eligible for designation as a State Antiquities Landmark (SAL) or for listing in the National Register of Historic Places (NRHP). The portion of site 41WM1113 within the APE has been destroyed, and thus would not to contribute to the overall eligibility of the site for designation as an SAL or listing in the NRHP. Therefore, Atkins recommends no additional cultural resources investigations for the APE. All field forms and photographs generated by this project will be curated at the Center for Archaeological Studies at Texas State University.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Editor's Introduction -- PART I: Basic Concepts -- 1 The Idea of Instrumental Reason -- 2 The Idea of the Culture Industry -- 3 Psychoanalysis and Critical Theory -- 4 The Philosophy of History -- 5 Discourse Ethics -- 6 The Theory of Recognition in the Frankfurt School -- 7 History as Critique: Walter Benjamin -- 8 Topographies of Culture: Siegfried Kracauer -- 9 History and Transcendence in Adorno's Idea of Truth -- PART II: Historical Themes -- 10 Ungrounded: Horkheimer and the Founding of the Frankfurt School -- 11 Revisiting Max Horkheimer's Early Critical Theory -- 12 The Frankfurt School and the Assessment of Nazism -- 13 The Frankfurt School and Antisemitism -- 14 The Frankfurt School and the Experience of Exile -- 15 Critical Theory and the Unfinished Project of Mediating Theory and Practice -- 16 The Frankfurt School and the West German Student Movement -- PART III: Affinities and Contestations -- 17 Lukács and the Frankfurt School -- 18 Nietzsche and the Frankfurt School -- 19 Weber and the Frankfurt School -- 20 Heidegger and the Frankfurt School -- 21 Arendt and the Frankfurt School -- 22 Marcuse and the Problem of Repression -- 23 Critical Theory and Poststructuralism -- 24 Habermas and Ordinary Language Philosophy -- PART IV: Specifications -- 25 The Place of Mimesis in The Dialectic of Enlightenment -- 26 Adorno and Literature -- 27 Adorno, Music, and Philosophy -- 28 Schelling and the Frankfurt School -- 29 Critical Theory and Social Pathology -- 30 The Self and Individual Autonomy in the Frankfurt School -- 31 The Habermas-Rawls Debate -- PART V: Prospects -- 32 Idealism, Realism, and Critical Theory -- 33 Critical Theory and the Environment -- 34 Critical Theory and the Law -- 35 Critical Theory and Postcolonialism