scholarly journals Past, Present, and Future Potentialities of the Nova Scotian Education System

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Julia DeKwant
Keyword(s):  
Black Students ◽  
Education System ◽  
Marginalized Students ◽  
Institutionalized Racism ◽  
Educational Barriers ◽  
System A ◽  
History Of ◽  
Nova Scotian

By tracing the long history of the institutionalized racism experienced by Black Nova Scotians within the education system a connection can be drawn to contemporary educational barriers that seek to hold back marginalized students. This article builds its foundation on the substantial history of Nova Scotia’s statewide denial of full citizenship for its Black inhabitants. Whether through informal or formal mechanisms, contemporary Black students continue to face the ramifications of such history, experiencing high rates of suspension, low academic scoring, and disproportionate enrollment into non-university preparatory courses.

Middle Test Ilmu Sejarah Ayu Fajriyah

2020 ◽  
Author(s):  
Ayu Fajriyah
Keyword(s):  
Education System ◽  
Book History ◽  
History Of ◽  
Basic Test

Hello. I'm Ayu Fajriyah from Lambung Mangkurat University. This basic test I wrote aims to put forward my analysis of the development of the education system in Indonesia according to the book "History of Indonesian Education" received a lot of influence from foreign nations, both at the time of the influence of Hindu-Buddhist-Islamic development until the time of colonialism. Education has diverse characteristics and objectives and is carried out in different ways in each era.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

Eighteenth-Century Sierra Leone English

1999 ◽  
Vol 20 (1) ◽  
pp. 1-34 ◽  
Author(s):  
Michael Montgomery
Keyword(s):  
Eighteenth Century ◽  
African American ◽  
Nova Scotia ◽  
African Americans ◽  
Sierra Leone ◽  
American English ◽  
African American English ◽  
History Of ◽  
Nova Scotian

This essay examines the language of an expatriate community as found in letters and petitions written by African Americans who migrated to Sierra Leone by way of Nova Scotia in 1792. These documents provide some of the earliest first-hand evidence of African American English and contribute to debates about the history of that variety. The paper compares selected grammatical features in that variety to modern-day African Nova Scotian English for insights to the history of African American English and develops a case for the principled use of manuscript documents for reconstructing earlier stages of colloquial English.

scholarly journals Association of family risk and lifestyle/comorbidities in ovarian cancer patients

2015 ◽  
Vol 61 (3) ◽  
pp. 234-239 ◽  
Author(s):  
Natália Teixeira ◽  
Maria Aparecida Azevedo Koike Folgueira ◽  
Simone Maistro ◽  
Giselly Encinas ◽  
Geertruida Hendrika de Bock ◽  
...  
Keyword(s):  
Ovarian Cancer ◽  
Mutation Detection ◽  
Regression Analyses ◽  
Family Risk ◽  
Familial Predisposition ◽  
Factors Associated ◽  
System A ◽  
History Of ◽  
Psychiatric Conditions ◽  
The Impact

Summary Objectives: to analyze factors that might indicate familial predisposition for ovarian cancer in patients diagnosed with this disease. Methods: in a prospective single center cohort study at the Institute of Cancer of the State of São Paulo (ICESP), 51 women diagnosed with ovarian cancer were included. Familial predisposition for ovarian cancer was defined as having a higher than 10% chance of having a BRCA1/2 mutation according to the Manchester scoring system, a validated method to assess the likelihood of mutation detection. Each patient was interviewed with a standardized questionnaire on established risk factors for ovarian cancer and other factors that might influence the risk to develop ovarian cancer. Logistic regression analyses were performed to estimate the impact of the evaluated factors on the likelihood of mutation detection, by calculating odds ratios and 95% confidence intervals. Results: seventeen out of 51 patients had a family history of breast and/or ovarian cancer, four patients had a history of breast or endometrial cancer, 11 were diagnosed before the age of 50, and 12 presented a risk of familial predisposition to ovarian cancer higher than 10%. Patients with comorbidities, such as hypertension, diabetes, hormonal disorders, dyslipidemia and psychiatric conditions, presented a lower chance of having a familial predisposition for ovarian cancer (OR: 0.22; 95% CI: 0.06-0.88; p=0.03). Conclusion: in this study, having comorbidities was associated with a lower risk of having a familial predisposition for ovarian cancer. Other factors associated with the risk of ovarian cancer did not have an impact on this predisposition.

The Segregation of Black Students at Oberlin College after Reconstruction

2001 ◽  
Vol 41 (3) ◽  
pp. 344-364 ◽  
Author(s):  
Cally L. Waite
Keyword(s):  
Civil War ◽  
Black Students ◽  
Black Families ◽  
Important Place ◽  
Educational History ◽  
College Curriculum ◽  
The North ◽  
History Of ◽  
Oberlin College ◽  
One Year

The community of Oberlin, Ohio, located in the northeast corner of the state, holds an important place in the history of the education of Black Americans. In 1834, one year after its founding, the trustees of Oberlin College agreed to admit students, “irrespective of color.” They were the only college, at that time, to adopt such a policy. Oberlin's history as the first college to admit Black students and its subsequent abolitionist activities are crucial to the discussion of Black educational history. Opportunities for education before the Civil War were not common for most of the American population, but for Blacks, these opportunities were close to nonexistent. In the South, it was illegal for Blacks to learn to read or write. In the North, there was limited access to public schooling for Black families. In addition, during the early nineteenth century there were no Black colleges for students to attend. Although Bowdoin College boasted the first Black graduate in 1827, few other colleges before the Civil War opened their doors to Black students. Therefore, the opportunity that Oberlin offered to Black students was extraordinarily important. The decision to admit Black students to the college, and offer them the same access to the college curriculum as their white classmates, challenged the commonly perceived notion of Blacks as childlike, inferior, and incapable of learning.

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