Harmony In Schools Research Articles

Truth Claims and Multicultural Values in Learning Religious Education

This study analyses truth claims and multicultural values made by school teachers. This research is necessary because schools have teachers and students with different cultural, customs and religious backgrounds. These differences sometimes become obstacles to creating harmony in schools. Misunderstandings, especially in understanding religion due to students' ignorance, have triggered disputes in association at school. This type of research is field research using exploratory qualitative methods. At the same time, the research approach uses sociological-anthropological and structural-functional. This study uses primary data from interview results, while books, journal articles, and relevant literature are used as secondary data. Research data were collected using non-participant observation techniques, structured interviews, and documentation. The research objects were school principals, teachers of Islam, Christianity and Hinduism, and Muslim, Christian and Hindu students. The collected data were analyzed inductively. This study found that teachers in schools are still at the level of understanding of pluralism in religion and tend to be tolerant but have yet to implement multicultural values profoundly and equitably in schools. In addition, learning the doctrine of religious truth is in synergy with multicultural understanding in interfaith in the school environment. However, it is still applying an attitude of tolerance between religious communities. This research contributes to cultivating students' pluralist attitudes by mapping the pluralist attitudes of pro-anticipation students before conflicts occur in multicultural societies in religious education learning.

RELIGIOUS POLARIZATION, RELIGIOUS DIALOGUE AND ISLAMIC EDUCATION: Characteristics of Interreligious Communication Patterns in Building Tolerance and Harmony in Schools

RELIGIOUS POLARIZATION, RELIGIOUS DIALOGUE AND ISLAMIC EDUCATION: Characteristics of Interreligious Communication Patterns in Building Tolerance and Harmony in Schools

Мой научный руководитель Наталья Сергеевна Гуляницкая

The article describes the academic legacy of Natalia Sergeyevna Gulyanitskaya – Doctor of Art History and Professor, who for thirty years has headed the Department of Harmony and Solfeggio (currently – Music Theory) of the Gnesin State Musical and Pedagogical Institute / Gnesin Russian Academy of Music. The author of the article is her student who wrote his thesis and dissertation under her supervision. The article is written in the genre of selective reminiscences about the brightest moments of communication with the academic advisor. It touches upon significant events (namely, the defense of the author’s doctoral dissertation in September 1987), their interpretation in a historical perspective (an innovative theme related to the concept of “contemporary harmony”), as well as scholarly and pedagogical approaches in the musicologist’s course of lectures and the author’s individual lessons with her. Particularly highlighted is the complexity of the subject for the students of the generation of the 1970s – 1980s, distinctly different from the established school harmony course, which, nonetheless, has aroused great interest and stimulated research activity among music scholars. All of this in total is aimed at comprehending not only the teacher-student relationship, but also the issue of the initial formation of a musicologist. What presents to be of paramount importance here? The instruction of basic materials, such like finding previously inaccessible musical repertoire or academic sources? Exposure to the methodology of the humanitarian disciplines and the terminological lexis in the sphere of the most recent contemporary music? Or, perhaps, the special atmosphere of respect and trust that prevailed in the classes of outstanding music instructors? The article does not answer these questions, since it remains within the modest confines of private experience. However, the author would like to draw attention once again to the issue of personality in music education, presuming that even in the present day it has not lost its relevance.

HUBUNGAN VERBAL ABUSE DENGAN TINGKAT KECERDASAN EMOSIONAL ANAK KELAS 5 & 6 DI SDN 012 BALIKPAPAN KOTA


 VERBAL ABUSE RELATIONSHIP WITH THE LEVEL OF EMOTIONAL INTELLIGENCE OF GRADE 5 & 6 CHILDREN
 Vivin Sumarni B1, Siti Mukarommah2, Abdurrahman3 Email : vivinsumarni@gmail.com
 
 Background The school age as an intellectual period or school harmony. At this age, children acquire basic knowledge and skills for the successful adjustment of children to adult life. The purpose of this study was to analyze whether there is a relationship between verbal abuse and the level of emotional intelligence in grade 5 & 6 children at SDN 012 Balikpapan Kota. This research method is a quantitative study with a correlation analytic design, using a cross-sectional approach. This research technique uses Consecutive Sampling, and uses a questionnaire in the form of google form media with a number of respondents 94 children. The results of this study using the Product Moment Correlation test showed a relationship between verbal abuse and the level of emotional intelligence of children with a value of p =
 0.002 <α 0.05. The conclusion is expected for the next researcher to look for the many factors other than verbal abuse that can cause a child's emotional intelligence to be disturbed.
 
 Keywords: Verbal Abuse, Emotional Intelligence Level, Elementary School Children

Perbedaan perkembangan moral anak laki-laki dan anak perempuan pada usia Sekolah Dasar

The moral development of elementary school children is all the thoughts, feelings, and actions that exist in the period of school harmony or intellectual time by showing some traits such as honest, fair, respectful, helpful as a reference in acting. In the development of these children, the social world, namely the interaction between peers who can strengthen the understanding of moral principles such as reciprocal, cooperation, justice, and welfare. However it is slightly different when talking about moral developments in boys and moral developments in girls in elementary school age. The purpose of this research is to examine the moral development of boys and girls at elementary school age. The focus of the discussion on this study was the moral progression of elementary school age children, the moral development of boys and girls at elementary school age. The study used a qualitative approach with a literature study method. The results of the study expressed rejecting the moral development theory of Lawrance Kohlberg which says the moral reasoning of the boys is higher than the moral reasoning of the girls. There is a difference in the moral development of boys with girls as follows: 1) in acting boys lacking manners than girls. 2) The level of the male discipline is lower than the level of the daughter's discipline. 3) The boys pay less attention to the sound of conscience than girls 4) boys more often do a statement of regulations that apply than girls. 5) The level of honesty of lower boys is female Adri. 6.) Boys love to fight, have trouble, and engage in problems. 7) Girls prefer to invite to play with friends. 8) The little boy likes to help other people's work than girls who like to help other people's work.

Enabling Noninvasive Physical Assault Monitoring in Smart School with Commercial Wi-Fi Devices

Monitoring physical assault is critical for the prevention of juvenile delinquency and promotion of school harmony. A large portion of assault events, particularly school violence among teenagers, usually happen at indoor secluded places. Pioneering approaches employ always-on-body sensors or cameras in the limited surveillance area, which are privacy-invasive and cannot provide ubiquitous assault monitoring. In this paper, we present Wi-Dog, a noninvasive physical assault monitoring scheme that enables privacy-preserving monitoring in ubiquitous circumstances. Wi-Dog is based on widely deployed commodity Wi-Fi infrastructures. The key intuition is that Wi-Fi signals are easily distorted by human motions, and motion-induced signals could convey informative characteristics, such as intensity, regularity, and continuity. Specifically, to explicitly reveal the substantive properties of physical assault, we innovatively propose a set of signal processing methods for informative components extraction by selecting sensitive antenna pairs and subcarriers. Then a novel signal-complexity-based segmentation method is developed as a location-independent indicator to monitor targeted movement transitions. Finally, holistic analysis is employed based on domain knowledge, and we distinguish the violence process from both local and global perspective using time-frequency features. We implement Wi-Dog on commercial Wi-Fi devices and evaluate it in real indoor environments. Experimental results demonstrate the effectiveness of Wi-Dog which consistently outperforms the advanced abnormal detection methods with a higher true detection rate of 94% and a lower false alarm rate of 8%.

Implementasi Nilai-Nilaiajaran Tri Kaya Parisuddha Pada Siswa Hindu Di SDN Balun 1 Lamongan Jawa Timur

<p><em>SDN Balun 1 is a public elementary school (not SD Hindu) so students there have a homogeneous religion. Nevertheless Hinduism education still exists but is very minimal because indeed students who embrace Hinduism are also very few and Hindu Religious Education teachers also lack time to teach Hindu Religious Education as a whole. So that human behaviors that are contrary to the rules of religion seem to be caused by several factors. One of the anarchic movements in some areas, acts of drunkenness, brawls, use of alcohol and illegal drugs among the younger generation. In fostering human attitudes and behavior itself, there needs to be guidance through self-control both words, deeds and thoughts. The three teachings provide a guide so that humans in the movement of thoughts, words and deeds are always controlled and controlled for the sake of creating harmony in life. The theory used is cognitive learning theory, constructive learning theory and behavior change theory. This type of research is qualitative research, the type of data this research is qualitative data and data sources are primary data and secondary data. Data was collected with observation techniques, interview techniques, library techniques and documentation techniques. Furthermore, the data is analyzed by reducing data and drawing conclusions. Based on the data analysis, the results were obtained, among others, the pattern of learning Hinduism in B</em><em>alu</em><em>n 1 Lamongan Elementary School is using the Sad Dharma method in its learning, the implementation of Tri Kaya Parisuddha teaching values carried out in the teaching and learning activities of Hinduism lessons, student discipline, habituation, implementation of environmental hygiene. So that the perceived benefits are changes in behavior perceived by students and the creation of religious harmony in schools and in the community.</em></p>

Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.

Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

Constructing the Warning System and Emergency System in Colleges and Universities in the Context of Harmonious Campus Construction

In recent years, campus incidents have occurred frequency and increasingly, such as student suicide, school violence, discipline, etc, has aroused widespread concern. To effectively prevent and properly handle incidents universities, to establish a good emergency response system is of great significance for school harmony construction and maintenance of social stability. This paper analyzes the definition and causes of university emergency, the need to build the early warning mechanism and emergency response system, and explores an effective way to construct early warning system and emergency response system.

Black Grade 9 learners in historically white suburban schools and their experience of integration

Any school that denies that intercultural and interracial differences exist and that lacks effective accommodation strategies for all its learners could thwart learners' feelings of truly belonging to the school. This could leave them feeling like outsiders an experience that could have a negative impact on their school careers and future lives. This article investigates, from an educational psychological frame of reference, the situation of black Grade 9 learners in historically white suburban schools as learners in transition between two worlds, with specific reference to the individual, family and school/cultural dimensions. An in-depth look into the life-worlds of a group of such learners was obtained by means of a literature study, questionnaires and individual interviews. To ensure a holistic perspective on problems and possible solutions, an 18-factor culture general framework was used as a basis and applied to the South African situation. The study found that black Grade 9 learners attending historically white suburban schools faced difficult scholastic, social and emotional challenges. These included dealing with high scholastic demands whilst lacking the required educational background as well as financial, social and environmental resources; coping with or antipathy towards the Afrikaans language; a perceived ;differentness; in habits and appearance and especially coming to terms with their experience of racism in school. Learners' strengths were also highlighted. The improvement of accommodation strategies by the school to promote multicultural and antiracist harmony in schools is discussed. (South African Journal of Education: 2002 22(1): 28-35)

Leadership and Culture in Chinese Education

This article discusses the evolution of Chinese culture in the People's Republic of China through recognizing a number of different stages and their respective influence on education and school leadership. Among the recognized stages are traditional culture, socialist culture, enterprise culture and patriarchal culture. To some extent these stages have developed sequentially, although all are claimed to be of relevance today. Traditional culture is reflected in continued respect for authority, collectivism and harmony in schools. Socialist culture has, in many ways, reinforced aspects of traditional culture while, at the same time, further politicizing the principal's role, and enterprise culture has served to integrate market values into the education system. The influence of patriarchal culture continues to determine the role of men and women in schools, and particularly in school leadership. The article concludes by briefly discussing both the cumulative and enduring influence of the hybrid Chinese culture on education.

Traditional Harmony Reassessed

This article begins with a defence of the study of traditional harmony in schools, colleges and universities, despite the welcome and invigorating competition from expanding conceptions of the role and content of music in education, and in society as a whole. But if this study is to retain a place in our curricula it must be taught quickly and effectively. It must limit its demands on teaching time while expanding the techniques for developing facility both in sound and in the symbols used to notate it.

The Oxford School Harmony Course, Book II

The Oxford School Harmony Course, Book II

High School Harmony, Part I

High School Harmony, Part I

High School Harmony

High School Harmony

Problems of the High School Harmony Teacher

Problems of the High School Harmony Teacher

School Harmony. A Short Treatise on Harmony, Intended for Use in Schools

School Harmony. A Short Treatise on Harmony, Intended for Use in Schools