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Between the sixteenth and nineteenth centuries, various charitable, endowed or "free" schools were established in Ireland with a view to providing schooling, initially for children of primary and later secondary school age, the latter being the subject of this article. Sometimes these schools were state initiatives, such as the parish and diocesan schools, established by Henry VIII and Elizabeth I respectively, but mostly they were voluntary undertakings, Protestant in ethos, such as the schools of the Erasmus Smith Trust, the Kildare Place Society and the Society for Discountenancing Vice. Catholics tended to eschew such schools as sites of proselytism and, throughout the period under consideration, represented a small minority of enrolments. [ABSTRACT FROM AUTHOR]

The objectives of this research were 1) to study the condition of academic administration of child development centers in charity schools of Buddhist temples; 2) to develop academic administration of child development centers in charity schools of Buddhist temples; and 3) to propose guidelines for the development of academic administration of child development centers in charity schools of Buddhist temple. Quantitative and qualitative research was designed. The sample group was 354 executives and data were analyzed using statistics of mean and standard deviation, focus group discussion with 9 experts, and analyzing the research papers. Results indicated that 1) academic administration of the Child Development Center in charity schools of Buddhist temples, overall and in all aspects, was at a high level, including academic work, budget, school public relations, personnel work, and student affairs administration. The mean was 3.52, in order of importance of academic work in charitable schools of Buddhist temples. 2) Results of development consisted of studying and analyzing strategies for the development of academic administration in various fields, such as the process of promoting and developing academic work by bringing innovations in educational technology to develop an academic event management system to develop learning and changes in the situation of the current world society. 3) Guidelines for the development of academic administration at the Center have important elements, namely strategies for the development of academic work and create a strong corporate culture. There are leaders or executives with vision, longsighted (Cakkhumā), expertise in academic work (Vidhūro), skilled in human relations, (Nissayasampañño) according to the "Pāpaáikadhamma" to lead the organization to develop academic administration of the Child Development Center in the charity school of Buddhist temples in the Thailand 4.0 era. [ABSTRACT FROM AUTHOR]

The purposes of this research were 1) to study the teaching and learning conditions of charity schools of Buddhist temples, 2) to develop the teaching and learning process of the temple charity school, and 3) to propose the teaching and learning process of Buddhist temple charity schools in educational reform period. Mixed methods research was designed by using integrated research methodology of documentary research, quantitative research and qualitative research, which consisted of studying, analyzing and collecting the process of teaching and learning in 5 aspects. Data were collected opinions on the condition of teaching and learning management of temple charity schools from administrators and teachers of Buddhist temple charity schools from 248 samples, interviewed and focus group discussion with 10 experts of administrators, teachers in charity schools of Buddhist temples. Quantitative data were percentage, mean, standard deviation whereas qualitative data was analyzed by content analysis. Results showed that 1) teaching and learning conditions of charity schools of Buddhist temples in the overall 5 aspects found that it was at a high level. 2) The teaching and learning process of charity schools of Buddhist temples educational reform period consisted of principles, objectives, methods, and teaching-learning processes of charitable schools of Buddhist temples in educational reform period. 3) Teaching-learning processes of charitable schools of Buddhist temples in the educational reform period consisted of 1) Principles, which showed the process of teaching and learning in 5 aspects, the process of teaching and learning in the 21st century, and the policy of the Office of the Basic Education Commission under the National Education Plan in educational reform period; 2) Goals, which are goals of learners, and goals for educational management; 3) Methods are policies and guidelines for driving basic education; 4) Processes are teaching and learning processes of charitable schools of Buddhist temples in educational reform period and the implementation strategies of educational reform period. [ABSTRACT FROM AUTHOR]

"They made neither a profession nor a commodity out of them": printing, schoolbook trading and the Brothers of the Christian Schools in eighteenth-century France From the seventeenth century onwards, there was an increase in the number of teaching communities in France taking on the management of small charitable schools for working-class girls and boys. These communities set out in their regulations the way they wanted the classes to be run. They recommended the collective lesson method, which presupposed that all pupils who were at the same level should have the same book in their hands. This practical constraint meant that different ways of organising the provision of books to pupils emerged among these communities. One community, the Brothers of the Christian Schools, stands out in particular for its highly integrated book system, which was set up by their founder, Jean-Baptiste de La Salle. It included a common corpus for all schools, contracts with printers and direct sales to pupils. This particular aspect of the Lasallian community's history is the focus of this article. The first section considers how both the educationists who served as models for La Salle and other contemporary communities dealt with the question of books. In the Ecole Paroissiale (1654), Jacques de Batencour described the collective lesson method but did not expand on the supply of books, which could be found in the bookshops of the parish of Saint-Nicolas du Chardonnet. The Ursulines, whose schools were rapidly increasing in number, did not specify a corpus of common textbooks for the whole community, but their regulations stipulated that each school must stock up on books for resale at cost price to pupils. In actual fact, they made a small profit (20–30% of the book price) to fund book donations for the poorest pupils. This operating model could be found in many female communities, such as the Vatelottes de Toul and the Sisters of Ernemont in Normandy. In Lyon, Charles Démia (1637–1689) established a learning progression method based on the use of a small canon of books that he had part-written. He did not organise the provision of the books to the pupils, but the Office of Schools (Bureau des écoles) entered into contracts with local printers to ensure a plentiful supply of the necessary books. However, as school monitoring visits showed, it was difficult to make the teachers and families use the books listed in the Règlemens pour les écoles de la ville et diocèse de Lyon (regulations for schools in the city and diocese of Lyon) (1688). The teachers continued to use whatever syllabaries and children's devotional books their pupils brought in, such as the Heures de Notre-Dame. When La Salle founded the Brothers of the Christian Schools, he had been partly inspired by the Lyon schools model. However, he took this a step further, writing all the educational materials himself so that they corresponded with the dual catechetical and literacy mission of his foundation. This heritage did not fossilise the Brothers' pedagogical reflection during the eighteenth century. The Lasallian syllabary was contested very early on and was gradually replaced by a more classical form of syllabary combined with the common prayers. The collection of psalms used in the schools evolved in line with musical trends. Textbooks for grammar and arithmetic, which were produced in response to the needs of the urban middle classes, were added in the 1770s. La Salle combined his specification of this corpus with the commercial organisation that was lacking in the Démia schools (but present, for example, in the Ursuline schools), whereby the Brothers sold the books that the children were to use. Drawing on local archives, the second section of this article examines the many objections generated by this "school bookshop". Booksellers were the main opponents of this system. They appealed against the unfair competition to the royal administration, since it was theoretically forbidden for non-booksellers to practise bookselling. There were also objections from schoolteachers, who tried to discredit the Brothers by accusing them not only of making a profit on the sale of school supplies but also of favouring children from the urban middle classes over the poor, who were the supposed focus of their mission. Finally, the families themselves opposed this system because they were unhappy about the forced purchases, which conflicted with the domestic recycling practices that prevailed where school supplies were concerned. The third section of this article highlights the major breakthrough that this community-run system for producing schoolbooks represented. Production was concentrated in the community's three provincial capitals, namely Rouen and Avignon from the early eighteenth century onwards and Nancy from the 1770s onwards. In all three cases, the provincial capital was located in a centre that was very active in terms of publishing, thus facilitating a large-scale supply to the schools. This was not just a fortuitous coincidence, because the dynamics that drove the Christian schools were not unrelated to those that maintained the prosperity of the local printing houses. In these three "letterpress capitals", the Brothers entered into contracts with the printers, negotiated prices and acquired real expertise in printing matters. Schools located in and around these cities could be easily equipped with the corpus of books specified by their founder. For schools further afield, it is possible that the corpus was adapted according to the titles available from local printers and booksellers, as shown for the schools in Reims, Montauban and Grenoble. Although Lasallian pedagogical practice did not always adhere fully to the plan set out by its founder and while the children did not always work through the entire corpus of La Salle's books, his schools nevertheless became the models to be followed and imitated in the closing decades of the century. With their printing presses and their bookselling teachers, the Brothers' schools thus marked a considerable milestone in the slow diffusion of the simultaneous method of teaching in small French schools right up to the nineteenth century. [ABSTRACT FROM AUTHOR]

The article presents a brief profile of Canadian fur trader David Thompson, who was admitted to the Grey Coat Hospital, a charity school, and to the Grey Coat Mathematical School where he received training in navigation. It mentions that Joseph Tyrrell has edited the book "David Thompson's Narrative" for the Champlain Society in 1916. It mentions Thompson's survey sketches and plans benefitted his employers.

Nationally, focus is increasing on the developmental experiences of young children (birth to age 8). Twenty four (arch)dioceses in large metropolitan areas participated in a survey identifying the extent and nature of services provided by Catholic schools and Catholic Charities programs to young children and their families. Six hundred and seventy Catholic schools and 100 Catholic Charities programs completed surveys. Key findings suggest that Catholic schools and Catholic Charities programs are engaged in a plethora of early childhood services and educational activities with young children and families. Both entities provide direct education and services to young children, are engaged in supporting families through a variety of initiatives, and have complementary as well as distinctive approaches. Opportunities were identified within Catholic Schools and within Catholic Charities programs. The potential benefits of increasing collaborations between Catholic schools and Catholic Charities programs, and with others, were highlighted to comprehensively meet the varied (and, at times, extensive) needs of young children and families. [ABSTRACT FROM AUTHOR]

The article focuses on building ethical platforms for social justice education. Topics discussed include challenges and benefit of Communication Activism Pedagogy (CAP) on the paradigm of higher education service learning; role of charity-based paradigms in supporting critical direct-service based tasks; and information on the expansion of CAP scholarship, build curriculum, and enact social justice in classrooms.

In the eighteenth and nineteenth centuries, samplers were increasingly being used as an educational tool for girls from all social backgrounds. Needlework was a necessary craft particularly for girls from impoverished positions as it prevented idleness and gave them employable skills. Samplers stitched in charity schools or orphanages not only exercised simple embroidery techniques, but also provided instruction in literacy and numeracy. Inscriptions usually include the maker's name, age, year, moralizing text, and the school in which the scholar received her education. This data is a starting point to discover information about the stitcher, the school, and the role of needlework in educational institutions. This article will examine schoolgirl samplers from the Fitzwilliam Museum's extensive collection. Putting the examples in a historical context illuminates issues of gender and education at this time. In some cases scant information exists on the girls and these schoolroom objects are the only proof of their existence. But in other instances, life stories have been traced from childhood through to adulthood and old age, with needlework skills helping to provide an income throughout. These examples overall serve as a testament to their makers' patience and skill, and are invaluable historical documents that can tell us personal stories about the girls who made these classroom items. [ABSTRACT FROM AUTHOR]

A literary criticism of the book "Elia Essays" by Charles Lamb is presented. It mentions that the book is written in modern Latin style. It mentions writing style of authors of Renaissance like Sir Thomas Browne. Topics include use of rhetoric in his writing, the book containing political commentary, the influence of training from Christ's Hospital, the topics of the book such as politics of charity grammar school.

The article is a summary of a small-scale research project into Co-operative Trust Schools. A number of schools choosing to become academies either on their own or in a federation together with organisations developing Free Schools have linked with The Co-operative College. The Co-operative movement is well known through banking, insurance and even funeral services. The Co-operative College stands within this context and has provided support services and consultancy for schools who have chosen to become Trust Schools and be independent of their local authorities and who also identify with the principles of the Co-operative movement. The research was carried out in 2013 at a time when the number of schools affiliating with the Co-operative College and using them as an agency of support to become trust schools was burgeoning. Through questionnaire, interview, documentary analysis and exploration of websites, the research has sought to build up a picture of this movement. A number of emergent themes are advanced. These include new spaces for schools to form networks, the nature of governance and its linkage to democracy. Perhaps the most challenging theme coming from the research is the sometimes tenuous link between the value-centric parent body and schools, which are operating as semi-detached outposts. There is a sense that what was observed was more an association than a movement. The low staffing within the Co-operative College itself and the reliance on committed local advocacy heightens the problem of maintaining a distinctive collective identity of these schools. [ABSTRACT FROM AUTHOR]

Two crucial problems when research agencies or donors need to assess empirically the microfinance/children education nexus on already operating organizations are lack of availability of panel data and selection bias. We propose an original approach which tackles these problems by combining retrospective panel data, fixed effects and comparison between pre- and post-treatment trends. The relative advantage of our approach vis-à-vis standard cross-sectional estimates (and even panels with just two time periods) is that it allows to analyse the progressive effects of microfinance on borrowers. With this respect, our article gives an answer to the widespread demand of impact methodologies required by regulators or by funding agencies which need to evaluate the current and past performance of existing institutions. We apply our approach to a sample of microfinance borrowers coming from two districts of Buenos Aires with different average income levels. By controlling for survivorship bias and heterogeneity in time invariant and time varying characteristics of respondents we find that years of credit history have a positive and significant effect on child schooling conditional to the borrower’s standard of living and distance from school. [ABSTRACT FROM AUTHOR]

The article focuses on ragged schools in Sydney, New South Wales, in the late nineteenth century and early period of the twentieth century. Improvements in social welfare and public education in the middle of the 1920s made the Ragged Schools obsolete. The original committee of the schools consisted mainly of Protestant laymen and clergy.

The article discuses the relationship between French Catholic écoles de charité, or charity schools, and the French state during the late 17th century. Particular focus is given to the involvement of the church, the state, and the local elite in the operation of charity schools in Lyon, France. According to the author, the schools were intended as sites of social reproduction where elite ideals of morality, productivity, and efficiency could be taught to lower-class children.

This article focuses on recent collaborative efforts between child welfare agencies and local congregations to recruit foster families. Drawing on in-depth interviews with persons involved in collaborations of this type, the article discusses the advantages and pitfalls associated with faith-based collaboration in the child welfare system. The major advantages seem to accrue both in congregations' strong religious motivations to care for children and the supportive social network provided by congregations. Potential pitfalls include a lack of flexibility and possible conflicts that could arise from unwanted proselytization of foster children. The article concludes with suggestions for future empirical inquiry that flow from these exploratory qualitative findings. [ABSTRACT FROM AUTHOR]

The article presents experiences of researchers and teachers about their interaction with children on poverty and other social issues. A teacher named Kathy taught at an emergency shelter school where she gave a forum to children to share their experiences with poverty. She observed that children expressed their experiences through writing, group discussion and many more. One of her students named Justin used to take bits of food at snack time and accumulate it in case the shelter ran out of food stamps. Another teacher named Jane taught primary-age children in a Title 1 school. Jane started using books which deal with discrimination and hatred.

Charitable Choice Policy, the heart of President Bush's Faith-Based Initiative, is the direct government finding of religious organi7ations for the purpose of carrying out government programs. The Bush presidential administration has called for the application of Charitable Choice Policy to all kinds of social services. Advocates for child-abuse victims contend that the Bush Charitable Choice Policy would further dismantle essential social services provided to abused children. Others have argued Charitable Choice Policy is unconstitutional because it crosses the boundary separating church and state. Rather than drastically altering the U.S. social-policy landscape, this paper demonstrates that the Bush Charitable Choice Policy already is in place for child-abuse services across many of the fifty states. One reason this phenomenon is ignored is due to the reliance on the public-private dichotomy for studying social policies and services. This paper contends that relying on the public-private dichotomy leads researchers to overlook important configurations of actors and institutions that provide services to abused children. It offers an alternate framework to the public-private dichotomy useful for the analysis of social policy in general and, in particular, Charitable Choice Policy affecting services to abused children. Employing a new methodological approach, fuzzy-sets analysis, demonstrates the degree to which social services for abused children match ideal types. It suggests relationships between religious organizations and governments are essential to the provision of services to abused children in the United States. Given the direction in which the Bush Charitable Choice Policy will push social-policy programs, scholars should ask whether abused children will be placed in circumstances that other social groups will not and why. [ABSTRACT FROM AUTHOR]

The article presents findings of a study on the fates and future delinquency rates among erstwhile residents of children's homes. The authors conclude that the social isolation and restrictiveness of the homes bred frustration and backlash. Once discharged, home attendees showed considerably higher crime rates than the norm. Directions for future research are suggested.

The article discusses a teacher training program delivered by lecturers from Abu Dhabi, United Arab Emirates to the Charity School Bwejuu in Zanzibar. A brief overview of the charity school, along with its role in the community, is given. It looks at the aim for the project, the difficulties faced in the training, and the design of the training program that focuses on four main areas, including peer observation, reflection, and designing classroom activities.

The article reflects on why nurse educators should support school solicitations. Rising expectations, workload and tight budgets are some of the concerns nurse educators, and nurses in general, lament about. The author states that those in the nursing and health care profession are lucky because they have not been affected by the economic downturns in the United States. Competition, technological advances and off-shoring are some of the factors which have limited the opportunities in other job categories.