The aim of the research is to evaluate the relationship between the personal traits of physical education teachers working in secondary schools with sport type, sports branch, gender, years of service and school type. With this aim, the research was completed with a screening model. The research was completed with PET (Physical Education Teachers) working at state and private secondary schools linked to the Ministry of National Education in Istanbul during the school year 2012-2013. The study group for the research comprised 296 PET working at these schools who volunteered. The research group was formed of 36.8% women (n = 109) and 63.2% men (n = 187) PET. To measure the personality traits of participants in the research a 25-item PERI (Personality Inventory) personality scale was used. The scale was administered to teachers using a face-to-face technique with the researcher. The results of the research found there was no significant difference found between the sports branch, sport type, gender, years of service and school type of PET with personality traits.
How do visual art educators reach students who have visual impairments? When given this challenge, it is interesting to see how the use of visual language impacts learning. This book documented the use and purposes of language during a preservice teaching experience for art education students from the University of Texas at Austin. While gaining practical experience in the art class at the Texas School for the Blind and Visually Impaired, they gained awareness of the importance language has in teaching the visually impaired. In an art classroom designed specifically for pupils who have various visual impairments, language becomes an essential tool in teaching. A case study documenting the various uses of language in teaching reveals how language becomes the bridge between touch and vision. Through art-making and descriptive language the pupil creates knowledge. Learning semantics that describe the child's world- how art is made, how art looks,and how the process of art-making takes place. All art experiences relate to the pupils' lives through a combination of descriptive language and the other senses. Words provide the bridge to greater understanding.
Universities play an important role in the present knowledge society where knowledge is both a resource and source of power. Knowledge is critical for development, because everything we do depends on it. In the knowledge society, access to opportunities to acquire needed knowledge, skills, and competencies is essential for social progress and economic growth. Given the important role played by universities in knowledge creation through research, all nations put much emphasis on their universities. The number of universities does not guarantee the quality and speed of university education and research. Among various factors that ensure the value and vigor of university research, the knowledge support deserves much attention. The success of research carried out at universities depends very much on the accessibility to high quality and relevant literature in all formats with the support of a dedicated team of professionals in an environment conducive to learning and absorbing. The role of university libraries and the services they offer are highly important in this perspective. The present study is an attempt to examine the role of university libraries in research in Kerala.
This book is important because it identifies the system of education which I inherited from the colonial powers that claimed Rwanda. Education often amounts to taking in information from the teachers, committing it to memory, and returning it to the teacher on paper or orally. there is an absence of critical analysis and critical think. As Paolo Freire (1993) puts in his book, Pedagogy of the Oppressed, the concept of education as a temporary bank loan, encourages students to receive, memorize and repeat deposited knowledge imparted by teacher. the teacher imparts knowledge. This students take the material and information as imparted without processing it in many instances. It does not become knowledge for students. It is the students' job to memorize it and repeat it whatever asked for by the teacher. This system of education has been inherited from the colonial powers that claimed Rwanda. It promotes a slavery of sorts in Africa. Many professors still use this colonial-based system of education. What is required is a the education that frees the students to think critically, to be creative, to dialogue, to learn from one another, and to question (liberating form of education)
The book uses Winter Integrated Model to explain implementation process and output and the extent to which beneficiaries of national health insurance scheme have access to quality health care services and accessibility to health care facilities in Ghana. The study uses case study approach in which two health care facilities (one public and one private) were compared on the implementation National Health Insurance Scheme (NHIS) at local level in Ghana. Also, the study attempt to ascertain if there are any significant differences between the public and private health care facilities with regard to financial and human resource endowment, implementation structure, staff knowledge (education and professional training) in administering NHIS forms, claims reports and treatment notes in performing their functional roles. The book emphasized that “The fear for medical bills is gone under NHIS” and that led to increased beneficiaries attendances at accredited healthcare facilities in Ghana. NHIS officials and benefciaries viewed the policy as the "largest social intervention in Ghana."
This book shows how academic freedom is a myth in the sense of being highly desired by the academy, yet threatend by it. In the Ethiopian educational context, every body qualified to to be a threat to the other. The enemies of academic freedom are the state, the faculty the management, students and other members of the society. This suggests a political context where every one is against the other. The history of the three political systems,imperial aristocracy, Soviet type of Military Socialism and ethnic federalism, of Ethiopia demonstrates the extent to which each system defined an environment of threats to academic freedom. No state was immune from being a threat to academic freedom of university professors and students. The claim of the academy for public service mission according to its definition of truth had always resulted in crossing the boundary between itself and the state. The mutual invasion of boundaries had always resulted in invasion of the university by the state. The project of truth claim ended in lose/win results always to the disadvantage of the university.The university looses its power and the state becomes the university. pp. 210.
This book, which is a collection of the author’s papers presented at various conferences, is aimed at giving more people the opportunity of reading about her perception of the status of women and children education in Nigeria. The book covers the efforts of government and non-governmental organizations in Nigeria in educating women and children. It looks at the necessity of an education geared towards reorienting children in all aspects of our cultural values most especially functionalism, to ensure that education serves its purposes. Since education has been adopted by the Nigerian government as an instrument par excellence for national development, the author then suggests how best practices in women and children education could be achieved through proper monitoring of schools and by developing workable policies. Education should be for all round development – the head, the hand and the heart - therefore, more efforts should be geared towards technical and vocational education. To give more opportunities to indigent children, the Home Grown School Feeding and Health Programme is a necessity if the government is sincere at attaining the global Education For All (EFA) goals.
This book includes different aspects of devolution plan in education sector in Pakistan. It is based on the data collected from 87 districts of the country. The book is useful for the policy makers at federal, provincial, district and sub district Levels. Different institutions responsible for planning and management of education like ministry of education and district educational institutions can equally utilize this book for bringing improvements in the education sector. Different national and international agencies can get benefits from this book in developing their understanding about devolution plan. It provides a blue print of the current situation of the education sector which may be used for planning present as well future education. The book is also useful for the researchers at different levels who are or will be perusing their researches in this particular area.
The Center for Chemical Sensors Development (CCSD) and the Chemical Imaging Center (CIC) are Research, Development, Education and Training centralized facilities that operate as part of the Department of Chemistry of the University of Puerto Rico-Mayaguez (UPRM). Main thrust areas of research and education includes small-print to nanoscale chemical sensors, although a wide variety of other chemical and physical sensing modalities are also used. Source to target distances range from microscopic distances to several meters are accommodated within the CCSD umbrella. At the base of the CCSD structure is the goal of providing our main customers: undergraduate and graduate students with the best education and training so that may become skilled scientists and engineers. Cooperation with the twin Research and Education Center at the Department of Chemistry: the Chemical Imaging Center of UPRM is fostered through joint projects in which students and professors from both centers participate. Collaborations with island wide scientists and with national and international colleagues are also sponsored.
The campus of the National Training School for Women and Girls in Lincoln Heights, Washington, D.C., was the physical manifestation of a new ideology in technical and higher education for African American women. The National Training School was founded by Nannie Helen Burroughs in conjunction with the Baptist Women's Convention. Burroughs was also a member of the National Association of Colored Women (NACW) and headed a Commission studying housing for African Americans in D.C. at the request of President Hoover. The National Training School opened in 1909 and operated until 1964. It is significant for being the first school for African American females to open outside of the Deep South, for being single-sex, relying on African American benefactors for most of its funding, and extending its curriculum beyond technical training to include the Liberal Arts and a Department of Negro History. This monograph examines how the campus evolved throughout the school’s lifetime (using Baist and Sanborn maps and pictures in the Library of Congress) and relates changes in the campus plan to the evolution of women’s education in general and education for African Americans specifically.
The starting hypothesis is that very little higher education institutions are able to understand the meaning of changes on the educational market and they are not capable to develop conscious and scientifically elaborated management and governance systems able to allow the engagement of these universities in the process of change. Market sensitivity elements allow universities to define a conception way of the activity and academic processes management like scientific-didactic and research fields. We draw an educational marketing step in the academic system and in strategic management of higher education institutions. The need to exactly know the educational market capacity allows to substantiate the volume of the capital necessary to be engaged in the field. Also the structure of the market reveals the main educational products required on a market with demand at two levels: 1. Employers, 2. Students. Based on the estimate trends within the market, we have drawn-up solutions for change for EU universities being under the influence or even direct domination of the market.
This book underscores the fact that computer simulations are vital in ameliorating the difficulties faced by learners in comprehension of abstract concepts, as well as the difficulties faced by teachers in teaching the difficult topics. It is highly recommended for use by university undergraduate and post-graduate students, high school teachers, college and university lecturers as well as policy makers in and outside government and researchers in the field of education. Pedagogy and computer students at the university or in college shall reap immense benefits from the content.
Revision with unchanged content. In contemporary society, high school students and early career adults face a bewildering variety of postsecondary educational choices; working adults may find that career advancement or transition will require new types of information literacy skills or other postsecondary education. Forces such as the information explosion, access to the Internet, and economic globalization are influencing careers and changing the educational landscape. At American colleges and universities, nontraditional enrollment patterns are becoming increasingly commonplace, as students—and institutions—adapt to a new socio-cultural environment. Based on an innovative research design, employing a national sample of household education survey data and multi-phase statistical analysis, this empirical study evaluates the influence of contextual characteristics and student motivations on postsecondary participation in credential programs, including vocational/technical as well as college/university programs. In addition to researchers in the social sciences and higher education policy makers, this book is for anyone with an interest in educational preparation and skills for the 21st century workplace.
The crisis of the post-colonial condition, well documented in other African countries began to be repeated in Zimbabwe. After experimenting with Western projects of development and neoliberal globalization, Zimbabwe, and specifically higher education institutions such as the University of Zimbabwe became embroiled in a crisis of unprecedented magnitude.This book reveals that ZANU PF authoritarian nationalism is exerted through the centralized power invested in the vice-chancellor’s office and the subsequent random use of campus and state security forces against students and faculty. Privatization of amenities and dollarization were observed to be the two main neoliberal policy measures contributing towards the crisis at the institution. High levels of student poverty, massive faculty exodus and violence characterized the impact of ZANU PF nationalism and neoliberal globalization. The book demonstrates how ZANU PF nationalism and neoliberal globalization are contributing towards the crisis at the institution and recolonizing the people of Zimbabwe.
Katsushika Hokusai (1769-1849) was one of the greatest of the Japanese printmakers, painters and book illustrators. This richly illustrated monograph provides an overview of the master's life and works. Comprising introductory essays, seven chapters embracing Hokusai's entire career and some 700 illustrations, it presents and analyses a large selection of Hokusai's finest works in all media, covering his whole career and giving a scholarly and up-to-date interpretation of the artist and his significance. Gian Carlo Calza is Professor of East Asian Art History at the University of Ca' Foscari, Venice, and Director of the International Hokusai Research Centre in Milan. A distinguished authority on Hokusai and Japanese art, he has published many books, exhibition catalogues and articles on Hokusai, and is currently preparing a catalogue raisonnA? of Hokusai's paintings. In addition to Calza's eight introductory essays and his catalogue of the artist's works, the book includes discussions of various aspects of Hokusai's art by inter-nationally respected authorities in the field, namely Roger S. Keyes, Visiting Professor in the History of Art at Brown University; Matthi Forrer, Curator at the National Museum of Ethnology, Leiden; John M. Rosen-field, Professor Emeritus of East Asian Art at Harvard University; Richard Lane, independent scholar; Asano Shugo, Curator of the Municipal Museum of Art, Chiba; Tsuji Nobuo, Rector of Tama University of Fine Arts, Tokyo; and Kobayashi Tadashi, Director of the Muni-cipal Museum of Art, Chiba, and Professor of East Asian Art History at the University Gakushuin of Tokyo.