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Despite ongoing efforts to promote ethnic, racial and socio-economic integration, segregation continues to challenge education administrators and legal scholars. Privileged parents seeking to avoid integration employ various strategies such as attending private schools or buying houses in neighbourhoods with good school. This paper offers a combined empirical and legal research of another such strategy: the resort to religious schools. The research is conducted within one specific context, that of Israeli Religious State Schools. The empirical study examines whether “Torani” religious state schools (a category of religious schools that offer enhanced Jewish studies and a strict religious environment) induce socio-economic segregation. The findings indicate that “Torani” schools are indeed socio-economically segregated and serve children from higher socioeconomic class than regular religious state schools. It also shows that “Torani” schools are less reflective of their surroundings than regular religious state schools, and are more likely to be established by privileged parents in poor areas, where they are dissatisfied with the local state schools. The legal research offers an explanation of how legal regulation can determine whether religious schools will become a means for avoiding integration. Specifically, it points to three areas in which “Torani” schools are regulated differently than regular religious state schools – the rules regarding the establishment of new schools; the rules concerning school funding; and the rules concerning student enrolment – and argues that special treatment meant to protect religious interests is responsible for making “Torani” schools socially segregated. 相似文献
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The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD – but not their peers – returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year. 相似文献
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Cluster-based and passage-based document retrieval paradigms were shown to be effective. While the former are based on utilizing
query-related corpus context manifested in clusters of similar documents, the latter address the fact that a document can
be relevant even if only a very small part of it contains query-pertaining information. Hence, cluster-based approaches could
be viewed as based on “expanding” the document representation, while passage-based approaches can be thought of as utilizing
a “contracted” document representation. We present a study of the relative benefits of using each of these two approaches,
and of the potential merits of their integration. To that end, we devise two methods that integrate whole-document-based,
cluster-based and passage-based information. The methods are applied for the re-ranking task, that is, re-ordering documents in an initially retrieved list so as to improve precision at the very top ranks. Extensive
empirical evaluation attests to the potential merits of integrating these information types. Specifically, the resultant performance
substantially transcends that of the initial ranking; and, is often better than that of a state-of-the-art pseudo-feedback-based
query expansion approach. 相似文献
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Using an experimental mixed design, this study compared the traditional paper‐and‐pencil method for evaluating teaching with the online method. Replicating previous findings, the comparison revealed similar evaluation means of the two methods. However, the stability of teaching evaluations using paper‐and‐pencil twice was substantially higher than the corresponding stability using different methods—online and paper‐and‐pencil. One possible explanation for this finding is the different visual presentation of the scales: a typical form of the paper‐and‐pencil method presents the scale horizontally, enabling the subjects to examine the profile of their answers that might result in an artificially lower variability of the evaluations. In contrast, an electronic answering form can abolish this artificial answering effect. 相似文献
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Despite its intuitive appeal and popularity, Thorndike's constant ratio (CR) model for unbiased selection is inherently inconsistent in n -free selection. Satisfaction of the condition for unbiased selection, when formulated in terms of success/acceptance probabilities, usually precludes satisfaction by the converse probabilities of rejection/failure, and vice versa. This paper suggests that this inconsistency is unavoidable due to the (negative) linear relation between "percent accepted" ( P ) and "percent rejected" (1 – P ), which does not preserve ratios and, thus, invalidates the conceptualization and measurement of selection bias in ratio terms. Therefore, we propose to substitute the CR model with a constant difference (CD) model for the definition and measurement of selection bias, and show the latter's underlying rationale and its applicability in both n -free and fixed- n selection. 相似文献
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A content analysis of 584 prime-time programs examines messages about sex on Israeli television, comparing local and foreign shows. A 2-week composite sample from 7 commercial broadcast, cable, and satellite channels is analyzed. Results show that sexual content is highly prevalent, with a significantly higher frequency in foreign than local shows. Less than 20% of programs with sexual content address sexual health and risks; foreign shows again exceed local ones. Few differences emerge between local and foreign content in the contextual presentation of sex. Findings are discussed in light of theory, research, and implications for audience effects, policy, and education. 相似文献
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This second paper commences where Part 1 concluded in volume 33, number 1, 2006. The paper describes the relations reflected in the Model-of-Knowledge between all partners of the intergenerational encounters at school—children, old adults, and teachers. The Model-of-Knowledge represents a relatively balanced approach toward the generations' typical needs, while teachers are regarded as members of the middle generation who may contribute to the intergenerational mediation process. By discussing concepts such as “authority,” “productive aging,” “search for meaning,” and “life span,” the paper offers possible ramifications for the social images and status of older adults. Additionally, it discusses the experimental realism of the intergenerational programs at school. Gerontologists and education professionals are invited to explore the psychosocial insights that the model brings to the fore. 相似文献
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Early Childhood Education Journal - Evidence suggests that acting mindfully, that is, by stressing the purpose of the action and monitoring its current state, may benefit health, wellbeing, and... 相似文献