Ο Ρόλος της Πρωινής Σύναξης και Προσευχής στο Πλαίσιο της Σχολικής Κοινότητας

Chapter 4 looks at students’ emotional attachment to the madrasa, comparing them with the students of a secular Barelwi school that initially operated in a different part of the same premises. Student engagement in the madrasa is demonstrated through key ritual moments: morning (fajr) prayer and morning assembly (du‘a), and the student-led weekly (Thursday night) anjuman, a program of Qur’an recitation, praise poems in honor of the Prophet (na‘t), and speeches (taqrir). The level of student and teacher engagement in the secular Barelwi school is markedly lower, for reasons I spell out in the chapter. These include: students’ lack of interest in the subjects taught at the secular school; a lax disciplinary environment; and a lack of subjective connection between the lives of the students and the academic curriculum. On the other hand, they appreciate the school for offering them religious instruction, although not required by the state.

The purpose of the current exploratory study was to describe the inferential narrative comprehension skills of young school-age children on the autism spectrum who, as a group, are at high risk of significant and persistent reading comprehension difficulties. Our aim was to investigate whether the anticipated difficulties in inferential narrative comprehension in the group of children with autism could be explained by the children's structural language ability as measured using a broad-spectrum standardized language test. The participants were 35 children with a diagnosis of autism spectrum disorder (ASD), aged between 5;7 and 6;11, who attended their first year of formal schooling, and 32 typically developing (TD) children, matched to the ASD group for age and year of schooling. Children on the autism spectrum were divided into below normal limits (ASD_BNL, standard score ≤80; n = 21) or within normal limits (ASD_WNL, standard score >80; n = 14) on a standardized language test. All children participated in a narrative comprehension task, which involved listening to a novel story, while looking at pictures, and answering eight comprehension questions immediately afterwards. Comprehension questions were categorized into factual and inferential questions, with further categorization of the inferential questions into those tapping into the story characters' internal responses (mental states) or not. Children's responses were scored on a quality continuum (from 0: inadequate/off topic to 3: expected/correct). Our results showed significantly lower scores across factual and inferential narrative comprehension in the ASD_BNL group, compared to the ASD_WNL and TD groups, supporting the importance of structural language skills for narrative comprehension. Furthermore, the TD group significantly outperformed the children in the ASD_WNL group on inferential comprehension. Finally, the children in the ASD_WNL group showed specific difficulties in answering the internal response inferential questions compared to their TD peers. Results from this exploratory study highlight the difficulties children on the autism spectrum may have in inferential narrative comprehension skills, regardless of sufficient structural language skills at word and sentence level. These findings support the importance of routinely assessing these narrative comprehension skills in children on the spectrum, who as a group are at high risk of persistent reading comprehension difficulties. In this study, we demonstrate how narrative comprehension can be assessed in young school-age children on the autism spectrum. The scoring system used to categorize children's responses may further assist in understanding children's performance, across a quality continuum, which can guide detailed goal setting and assist in early targeted intervention planning.

The main aim of the paper is to evaluate the rates of return to investments in education at individual and society level as well. The task of the paper is to provide detailed analysis and estimation of the variables which impact the private and social rates of return. It is based on Professor Angel de la Fuente methodology complemented by Mincer earnings function and non-parametric DEA (Data Envelopment Analysis) method to estimate world technological frontier and the technological gap. For this purpose the authors build the matrix with respective years of schooling depending from level of schooling and birth of year taking into account the differences in schooling system since 1940ties. The authors have used the data of Labour Force Survey of Central Statistical Bureau of Latvia data 2010 for Mincer rate of return selecting the figures corresponding to the criteria of 6148 records, to estimate other variables the authors used mainly Eurostat data base and AMECO data base to obtain net capital stock to GDP at constant market prices. The methodology involves the estimation of several variables – net replacement ratio of unemployment benefits, employment levels of employees with secondary and tertiary education and increase of employment level from one additional year of schooling, average years of schooling based on R. Barro and J.W. Lee’s methodology, average retirement age based on D.Latulippe’s methodology, productivity growth from one additional year of schooling, taxes and unemployment level of youth. The private rate of return in 2006 was equal to 16.76%, in 2008 it was 12.82% and in 2010 it was 13.91% which shows the benefits of tertiary education as higher income and employment probability after financial investments in education. The results show that private rate of return to tertiary education has decreased before crisis. It can be explained by inadequate high wage levels of the individuals with lower education. The rate of return is twice higher as rate of return from investments in education in secondary education. The results of the survey confirm the positive impact of education at individual and societal level even during the crisis and that approves thesis that education has important role in achieving better and faster European integration. DOI: http://dx.doi.org/10.5755/j01.eis.0.7.5088

Valor energético total e contribuição percentual de calorias por macronutrientes da alimentação de idosos domiciliados em Fortaleza – CE

How the diversity of an ecological community affects its stability is an old and important question (Forbes, 1887; Elton, 1927; Nicholson, 1933). The science of ecology grew out of the study of natural history in the nineteenth century, when nature was viewed as wondrous, mysterious, complex, and largely in balance (even if murderous to experience from an individual’s point of view; Forbes, 1887). Whereas our current scientific view is more textured and guarded, the ‘balance of nature’ still permeates the popular press. Some vestiges also remain in the scientific literature. Over the last 100 years, conclusions about the relationship between ecological diversity and stability have varied wildly (May, 2001; Ives, 2005). The goal of this chapter is to show that these wildly varying conclusions are due largely to wildly varying definitions of both stability and diversity. To do this, I will take two tacks, one for stability and the other for diversity. For stability, I will give an abbreviated history of the changing definitions of stability, merging both empirical and theoretical studies. I make no pretence of being comprehensive, but will instead pick highlights that show how the definition of stability often changes from one study to the next. For diversity, I will present a theoretical model to illustrate how different ‘diversity effects’ on stability can be parsed out. This model shows in a concrete way how any theoretical study (and, for that matter, empirical study) necessarily makes a long list of assumptions to derive any conclusion about diversity and stability. The multiple definitions of stability, and the multiple roles of diversity, argue against any general relationship between stability and diversity. In the final section of the chapter, I will argue that understanding the relationship between diversity and stability requires the integration of theory and experiment. Theory is needed to define in unambiguous terms the meanings of stability and diversity. Experiments are needed to ground theory in reality. Unfortunately, rarely is this done. To present an abbreviated history of the changing definitions of stability, I will discuss theoretical and empirical studies side by side.

Refugee children have never been so numerous in Europe and especially in Greece, which is a major country of entry and hosting of refugees. These children are either accompanied or unaccompanied, and some have no relatives. According to the United Nations’ 1989 Convention of the Rights of the Child (CRC), “all CRC rights are to be granted to all persons under 18 years of age (Art. 1) without discrimination of any kind (Art. 2).” Refugee children, as all children, hold “the right to education” (Art.28), which aims to achieve “the preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national, and religious groups and persons of indigenous origin” (Art.29, 1d). Greek law, moreover, addresses that they all should have access to a full range of educational services, including school, university, and vocational training programs. Within this context, we argue for synergy between peace education, democratic citizenship, and social pedagogy and its potential to enable all children in schools, refugee children included, to be educated. This chapter focuses on a current initiative in 18 Northern Greek schools in which there are reception classes with the aim of the project being that 150 schools providing secondary education that offer reception classes would have taken part by the end of the school year 2020–2021. The program is titled “School for All—inclusion of refugee children in Greek schools” and is organized and run by the Wergeland Center and the Greek Ministry of Education and Religious Affairs that aim to support all school members with the ultimate goal of creating a democratic and inclusive school environment. The use of the Council of Europe’s ‘Whole school approach' and the Reference Framework of Competences for Democratic Culture (2018) are proposed to be used in practice. The first results that show reducing conflict are obvious, while it seems that a synergy between peace education, democratic citizenship, and social pedagogy can improve social cohesion within communities so as to increase resilience against conflict. Finally, the chapter reflects on the relationship between peacemaking and faith traditions, especially Greek Orthodox and Islamic traditions, as well as the value of inter-faith dialogue while aiming for inclusion.KeywordsRefugees in GreecePeace EducationInclusion of refugee children in educationInter-faith dialogue and peace education

The purpose of this paper is the comparative analysis of traditional education and e-learning by the application of key performance indicators. The general objective of the study is to indicate the advantages and disadvantages of traditional education and e-learning through the analysis and comparison of these two forms of education by applying defined key performance indicators. The research was carried out in 15 gymnasiums and vocational high schools in the Republic of Serbia, with a sample of 11.204 students (the school year 2018–19) and 11.251 students (the school year 2019–20). The results of the research and conducted comparative analysis presented in this paper indicate that e-learning during the COVID-19 pandemic has significant advantages over traditional education, such as a reduction in the percentage of students who were sent to the make-up exam and who did not complete the school year, a reduction of the number of imposed disciplinary measures and absences from classes per student at the end of the school year and an increasing percentage of excellent students at the school level at the end of the school year. Based on the results, recommendations for improving the education process by implementing e-learning in developing countries are proposed. This paper presents a valuable resource for educators and scholars in defining the elements that can improve student learning outcomes, motivation and satisfaction levels.

Objective:To translate, establish the diagnostic accuracy, and standardize the Brazilian Portuguese version of the European Cross-Cultural Neuropsychological Test Battery (CNTB) considering schooling level.Methods:We first completed an English-Brazilian Portuguese translation and back-translation of the CNTB. A total of 135 subjects aged over 60 years – 65 cognitively healthy (mean 72.83, SD = 7.71; mean education 9.42, SD = 7.69; illiterate = 25.8%) and 70 with Alzheimer’s disease (AD) (mean 78.87, SD = 7.09; mean education 7.62, SD = 5.13; illiterate = 10%) – completed an interview and were screened for depression. The receiver operating characteristic (ROC) analysis was used to verify the accuracy of each CNTB test to separate AD from healthy controls in participants with low levels of education (≤ 4 years of schooling) and high levels of education (≥ 8 years of schooling). The optimal cutoff score was determined for each test.Results:The Recall of Pictures Test (RPT)-delayed recall and the Enhanced Cued Recall (ECR) had the highest power to separate AD from controls. The tests with the least impact from schooling were the Rowland Universal Dementia Assessment Scale (RUDAS), supermarket fluency, RPT naming, delayed recall and recognition, and ECR.Conclusions:The Brazilian Portuguese version of the CNTB was well comprehended by the participants. The cognitive tests that best discriminated patients with AD from controls in lower and higher schooling participants were RPT delayed recall and ECR, both of which evaluate memory.

One of the main problems in the recent years that have been a matter of concern not only to teachers but also to other parties close to school life, is the treatment of children with learning disabilities. These difficulties act as an inhibiting factor in the educational progress of students and can even lead to social problems. This research work deals with the case study of students attending an integration section within a general class and their diagnosis’ states: Mixed Developmental Disorders, Hyperactivity and Dyspraxia of subtle and agile mobility. The survey was conducted in a kindergarten of the Region of Epirus during the school year 2017-2018. Dance, movement, musical and kinetic games as forms of artistic expression according to the New Curriculum of the Kindergarten, were used as tools throughout all of the Cognitive Domains of the programme. Our purpose was the development of corporal consciousness, strengthening self-confidence and self-esteem, preventing and addressing mental, emotional and psychosomatic problems, reducing hyperactivity and dyspraxia of subtle and agile mobility. Through choreographies, musical performances, taking on a role or contacting diverse materials, the pupil is free to express himself/ herself and has the ability and flexibility to move any way he/she desires. Body movement, motion coordination, and body image thematics can help achieve the developmental goals.

This study aims to analyze the implications of internalizing religious values in enhancing character management in a public elementary school with religious diversity. The research employed a descriptive qualitative approach, using observations, interviews, and documentation involving teachers, students, and school staff. Data analysis was conducted thematically to explore internalization strategies and their impacts on students’ religious character development. The findings highlight that strategies like greeting others, collective prayers, and regular congregational prayers effectively instill religious values inclusively. Teachers’ role modeling through activities like home visits and donations fosters empathy and solidarity across religions. Reward and punishment mechanisms enhance moral awareness and intrinsic motivation. Christian students benefit from tailored activities, such as morning prayers and memorizing Bible verses, which promote tolerance. Overall, the internalization of religious values in a multi-faith school environment contributes to students’ moral, spiritual, and social development. The implications of this study for educational management emphasize the importance of integrating interfaith value internalization into character education programs. School leaders and educators should adopt inclusive strategies, such as role modeling, structured religious activities, and reward mechanisms, to foster moral, spiritual, and social development, thereby ensuring a harmonious learning environment.

Over the last decades, a progressive increase in height and weight has been observed throughout Europe. Increase in weight has been more marked however, with a resulting increase in overweight and obesity prevalence. RESULTS published have analyzed the relationship between body mass index (BMI) and educational level. Most studies indicate an inverse relationship between BMI and educational level in developed countries. This study's main objective was to evaluate the relationship between BMI and educational level (years of schooling) in young Portuguese males in 1995 and 1999. Transverse study of data (BMI and years of schooling) from the military inspection records of virtually the entire Portuguese male population with an average age of 20 years, examined in 1995 and 1999, totaling 81 363 and 71 254, respectively. Four classes of BMI (<20, 20-24.9, 25-29.9 and > or =30 kg/m2) and four schooling levels (<5, 5-9, 10-12, and >12 years) were considered. We applied the chi2 test for associations between BMI and educational level and the odds ratio to quantify categorical variables. The significance level was 5%. In 1995, 15.2% were overweight (BMI> or =25 years), increasing to 20.8% in 1999. The percentage of obesity (BMI> or =30 years) was 1.4% in 1995 and 2.2% in 1999. The percentage of overweight and obesity increased directly in line with the increase in educational level, both in 1995 and 1999. In 1995, the percentage of subjects with obesity according to years of schooling was as follows: <5 years--1.4%; 5-9 years--1.4%; 10-12 years--1.5% and >12 years--1.7%. In 1999, the results were as follows: <5 years--1.4%; 5-9 years--2.2%; 10-12 years--2.8% and >12 years--3.2%. We can conclude that the prevalence of overweight and obesity in young male Portuguese increased in the last decade and that, unlike most developed countries, the higher the level of education, the greater the percentage of overweight and obesity, both in 1995 and 1999.

The Fictional Mind: Young Children′s Understanding of Imagination, Pretense, and Dreams

Vendor-managed inventory (VMI) is a business practice in which the supplier manages the inventory at the customer's premises and makes replenishment decisions. VMI has been extensively studied over a short period of time since it was successfully implemented in the industry in the late 1980s. In this paper, we classify and review theoretical and empirical studies on VMI. In particular, we provide three classifications of theoretical papers focusing on the contractual agreement between supply chain partners, drivers of the benefits of VMI, and research approaches, while we classify empirical papers based on their research purposes and methodologies. One of our findings is that most theoretical studies examine event-based VMI contracts such as (z, Z)-type contracts, while the penalties/rewards are based on long-term performance in many VMI agreements observed in practice. We also find that most theoretical studies focus on cost reductions from VMI and their drivers, while empirical studies report various benefits of VMI such as lower inventory and fewer stockouts. We suggest several future research directions based on our literature review.

Evidence suggests that area-level deprivation is associated with obesity independently of individual socioeconomic status; however, although the school may also have an impact on child health, few studies have investigated the association between school-level deprivation and the body mass index (BMI) of students. The aim of this study was to assess the relationship between the BMI for children of different ages and area-level and school-level deprivation. BMI measurements were collected through the National Child Measurement Programme (NCMP) that samples from two school years: 396,171 reception year pupils (4-5-year olds) and 392,344 year 6 pupils (10-11-year olds) from 14,054 primary schools in England. Cross-classified multilevel models with four levels: individual (n=788,525), lower super output areas corresponding to area of residence (n=29,606), schools (n=14,054) and primary care trusts (PCTs, n=143), which coordinate the collection of data within a large area, were used to study the relationship between measures of deprivation at an area and school level, and childhood BMI within England. A positive association was found between the area and school measures of deprivation, and student BMI. Both the measures of deprivation explained a greater proportion of variance in BMI z-scores for year 6 students than for the reception year students, with a greater difference between the year groups found with the school-level measure of socioeconomic status than for the the area-level measure. Deprivation explains a greater proportion of the variance in BMI for older compared with younger children, perhaps reflecting the impact of deprivation as children age, highlighting the widening of health inequalities through childhood. The association with school-level deprivation illustrates the impact of the school on BMI status throughout the primary school years.

This article calls attention to factors associated with sexual and reproductive behavior among adolescents from the Northeast and Southeast regions of Brazil. The analyses focus on three dimensions of this process: sexual initiation, use of contraceptives in the first sexual relationship, and fertility. Hierarchical models are implemented, because adolescents selected from the same community are more likely to have similar sexual and reproductive behavior than those from different communities. Level of schooling was the most important risk factor in the three analyses. Girls with 5 or more years of schooling were less likely to have their first sexual relationship during adolescence and more likely to use contraceptive methods in this relationship, besides demonstrating less risk of having children than their counterparts with less than 5 years of schooling.