This thesis examined strategies employed by the Los Angeles Archdiocese in its communcation with the media during the initial phases of handling the child sexual abuse scandal. Internal and external messages from the archdiocese were analyzed in terms of how well they conformed to the five generally accepted principles that should govern crisis communication: timeliness, openness, honesty, regret and accessibility.
This thesis examined strategies employed by the Los Angeles Archdiocese in its communcation with the media during the initial phases of handling the child sexual abuse scandal.
This dissertation, "The Implementation of Cooperative Learning in Business Fundamentals in a Junior Secondary School: a Case Study" by Yee-shan, Eva, Luk, 陸綺珊, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study aimed to investigate the implementation of cooperative learning in a Hong Kong secondary school. The focus of this study was the planning, implementation and evaluation of cooperative learning in the subject of Business Fundamentals. This case study included observations, interviews and questionnaires with eighty-two secondary two students who took the subject of Business Fundamentals. This study focuses on students' learning behaviors after the implementation of cooperative learning. The results of this study indicated that most students enjoyed cooperative learning. This study also indicated that both teachers and students have to adapt their teaching and learning approaches when cooperative learning is implemented. A well planned schedule for the implementation of cooperative learning throughout the Business Fundamental curriculum also becomes the key to successful teaching and learning using this approach. 1 DOI: 10.5353/th_b3028047 Subjects: Commerce - Study and teaching (Secondary) - China - Hong Kong - Case studies Group work in education - China - Hong Kong - Case studies
This dissertation, "The Implementation of Cooperative Learning in Business Fundamentals in a Junior Secondary School: a Case Study" by Yee-shan, Eva, Luk, 陸綺珊, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is ...
What do they mean by Active Learning? How can you inspire children to engage fully in their learning? How can you plan and organise a curriculum that ensures that children are actively involved in the learning process? This brand new text not only explores and examines the concept of active learning, but demonstrates how every teacher, new or experienced, can translate theory into practice and reap the rewards of children actively engaged in their own learning in the classroom. Central to the book is the series of extended case studies, through which the authors highlight examples of effective teaching and learning across the whole primary curriculum. They provide practical examples of planning, teaching and assessing to encourage, inspire and give confidence to teach in creative, integrated and exciting ways.
Translating theory into action: The tools for effective teaching and learning In this
chapter, the principles that underpin the case studies are explored in the context
of active learning. In providing opportunities for childinitiated tasks while at the
same time scaffolding sustained thinking, children make both small steps and
giant strides in their learning. In harnessing children's intrinsic curiosity, and in
providing challenges and problem solving in an atmosphere where risk taking is
...
Inhaltsangabe:Abstract: Since the adoption of the Single European Act (SEA) in 1986 more and more competencies have been transferred by EU Member States to decision makers in Brussels. Beside the objective of the completion of the Single Market the scope of Community policies has widened to political co-operation, technological development, and social policy. In addition, the powers of the European Parliament were strengthened and qualified majority voting was introduced for decisions related to the completion of the internal market. Since the summits of Maastricht and Amsterdam European integration has further gained in momentum. National governments again handed over sovereignty to the European level. Jacques Delors famous quote that 80% of regulations impacting on the economic sphere were decided in Brussels today demonstrates the shift of competency. Within the last 15 years Brussels has become an important centre of power. This transference of power to the European level also has affected the behaviour of interest groups. Before 1986 it usually was sufficient to lobby the own national administration in order to influence regulations. The main function of European peak organisations at the time was on the one hand to monitor events in Brussels and report them back to their member federations on the other hand they formed a transnational network for the exchange of information. The growing power of European institutions and the strengthening of the supranational element within the European Union required interest groups to broaden their participation in the European decision making process. In addition, the technical problems regarding the realisation of the internal market, e.g. harmonisation of services, standardisation of products etc. has triggered off an enormous demand for technical input on the side of the European institutions. Since the adoption of the SEA, thus, interest groups have proliferated. New groups with new interests have emerged. Long established organisations have increased their financial and personnel resources. After Washington D.C., Brussels has become the second biggest boomtown for lobbying activities. In 1992 the Commission has estimated that approximately 3000 special interest groups with a total of 10,000 lobbyists try to influence the institutions of the European Union. The directory of interest groups lists 891 European peak organisations. Beside these Eurogroups a myriad form of actors all trying to get [...]
What the analysis of the advantages and disadvantages suggests is that
generalisations can be made regarding the distribution of the frequency of
influence: unsuccessful interest mediation of EUROCHAMBRES is more likely to
occur than a ...
This study has been carried out to discover the impact of Bagdadi method in helping and enabling tahfiz students to read Qur'an in an easier way. It is also aimed to reveal an insight on teaching strategies carried out by tahfiz teachers in their teaching by Bagdadi as well as discovering tahfiz students' motivations in their learning by Bagdadi. Therefore, this qualitative study seeks to answer five main questions, namely: (1) how does learning with Bagdadi intrinsically motivate tahfiz students to read Qur'an? (2) For how long do tahfiz students use Bagdadi to enable them to read Qur'an? (3) What are the perceptions of tahfiz teachers and students regarding the use of Bagdadi in teaching students? (4) What are the teaching strategies do tahfiz teachers follow in using Bagdadi? Finally, (5) what are the challenges and problems in using Bagdadi?, and how to overcome the problems? Data were gathered through non participant observation and an in depth semi structured interview with two tahfiz teachers and five tahfiz students of Dar al-Muhibbeen School, Kuala Lumpur. The findings reveal that Using Bagdadi in teaching tahfiz students to read Qur'an intrinsically motivates them to learn reading Qur'an. Another thing is Bagdadi enables tahfiz students to read Qur'an within one month, especially for students who have good motor skills. With respect to tahfiz teachers' and students' perceptions on Bagdadi, the study discovered that both of them have positive perception on Bagdadi. Tahfiz students perceive that learning by Bagdadi is easy and funny, and it gives them happiness and enjoyment in the classroom, with the exceptions of few students who perceive Bagdadi as difficult to them while coordinating the use of stick and pronouncing words at the same time. However, Tahfiz teachers' perception on Bagdadi is that: Bagdadi is an interesting and easier way of enabling students to read Qur'an. They also perceived that Bagdadi helps them to gain students' attention and to achieve their teaching objectives attractively. Finally, the study reveals that tahfiz teachers adopt most of the Gagne's nine events of instruction in teaching their students reading. Generally speaking, this study provides useful insight that can be benefited by those who involved in teaching tahfiz students.
This study has been carried out to discover the impact of Bagdadi method in helping and enabling tahfiz students to read Qur'an in an easier way.
