LCSH in the Southern Levant*     

Steven W. Holloway 《Cataloging & classification quarterly》2013,51(7):571-591

Abstract

Library of Congress Subject Headings (LCSH) geographic headings for the Southern Levant mirror the political investment of Congress and the American public in Middle East politics over the last thirty years. These LCSH headings contrast markedly with those established in other national libraries and independent value vocabularies, and global opinion regarding the legal status of the occupied territories. The author offers ways that libraries can “decolonize” their metadata in service of Sanford Berman's “access and equity.”  相似文献   

Retiring Around the World     

《Legal Reference Services Quarterly》2013,32(3):25-33

Summary

This article is about the author's temporary work in three different foreign locations Australia, Israel, and Bermuda. She tells how she found the positions, what it was like to live and work in each place, and gives advice on how to find such positions. She ends with a list of law library associations, their listserves, and how to contact them.  相似文献   

How Journalists “Realize” Facts     

《Journalism Practice》2013,7(6):674-689

The degree to which journalists realize their most basic societal role and provide fact-based accounts has been a point of contestation between several camps. While adherents to the notion of the social construction of reality have infused scholarly discourse with far-reaching doubts about journalists' ability to report facts, emphasizing the arbitrariness of their practices, pragmatic theorists of knowledge and realists, a minority among journalism scholars, have distinguished between practices more and less conducive to the goal of truth. The current paper presents findings from an exploratory study conducted in Israel, in which news-gathering practices are directly observed at controversy-laden press conferences. This arena avails a thorough observation of journalist–source exchanges, without breaching the principle of source confidentiality. The practices observed are juxtaposed against the news products, alongside reporters' own comments on their work and reasoning. We suggest that a pragmatic conception of knowledge among journalists is compatible with observable practices such as reporters' questioning tactics and choices of interrogative emphases, more so than journalistic notions of realism and the social construction of reality.  相似文献   

The global–local nexus: desired history curriculum components from the perspective of future teachers in a conflict-ridden society     

Miri Yemini  Oria Yardeni-Kuperberg  Nazie Natur 《课程研究杂志》2013,45(1):26-48

This study reveals the views of future teachers from Israeli-Jewish and Palestinian-Arab communities regarding the desired school history curricula. We applied a quantitative and qualitative survey to a sample of 528 students studying in teachers’ preparation programmes in three higher education institutions: one research university with a large Jewish majority and only Jewish respondents to our survey, one Palestinian-Arab college and one Jewish secular college. In both Jewish and Arab sectors, we found a major gap between teachers’ perceived desired curriculum and the official (nationalistic) one. The results indicated that the university students, who come from higher socio-economic backgrounds, prefer significantly more internationally oriented curricula than Palestinian-Arab students and Jewish students in colleges. In addition, students who are studying in the university were found to attribute more importance than all college students to globally oriented curricular content for their pupils’ future success. Notably the Jewish students choose to include more globally oriented subjects than are currently found in the official curriculum. On other measures, there was less difference between Jewish and Palestinian-Arab students. The qualitative phase of our research revealed that this seeming anomaly is due to the relative lack of sector-specific content in the formal curriculum covering the history of Palestinian-Arab population. This study yields important implications for history curricular design in the context of the global-local nexus, particularly within conflict-ridden societies.  相似文献   

Age,gender, ethnicity and the digital divide: university students’ use of web‐based instruction     

Yael Enoch  Zeev Soker 《Open Learning》2013,28(2):99-110

This paper focuses on the effects of social–structural factors (age, ethnicity and gender) on university students’ use of web‐based instruction. The study uses data from registration questionnaires of students at the Open University of Israel. During the period between 1995 and 2002 there has been a continuous increase in the proportion of students who use the Internet and email for study purposes. However, a significant minority (one‐third of the students) are still not Internet users. Previous studies have referred to the digital divide in terms of differences in access to the relevant hardware and explained it mainly by social and structural factors. Current research tends to focus on the digital divide in terms of use rather than access, and explains it mainly by micro, individual and situational characteristics. The present study shows that structural factors such as age, gender and ethnicity also play a significant role in the continuous existence of the usage gap. The social and educational implications of this gap are discussed.  相似文献   

Education for national identity: Arab schools principals and teachers dilemmas and coping strategies     

Khalid Arar  Fadia Ibrahim 《教育政策杂志》2013,28(6):681-693

Abstract

This article discusses strategies used by Arab principals and teachers in Israel to cope with dilemmas involved in education for national identity stemming from conflict between two national narratives. While the Israeli Ministry of Education expects the Arab education system to educate students according to the Jewish State’s values, Palestinian Arab society expects its schools to educate its children according to Palestinian Arab national-cultural values. A qualitative research employed a semi-structured interview to elicit views on this issue from 7 principals and 14 teachers in the Arab education system in Israel. The findings indicate a conflictual reality. Interviewees expressed fear, humiliation and affront when required to obey Ministry of Education instructions in contradiction to attitudes prevalent in their society. They therefore developed coping strategies to foster students’ national identity without disrupting the necessary balance; primarily the construction of a covert learning program through manipulations in the official overt learning program. This study contributes to our understanding of minority education in a reality of conflict between the state and its national minority.  相似文献   

The first ‘Hebrew’ teachers in Eretz Yisrael: characteristics,difficulties and coping methods (1881–1914)     

Nirit Reichel 《History of education》2013,42(1):9-28

The founding fathers of the new Jewish community in Eretz Yisrael (the Land of Israel, or Palestine) as well as many philosophers, public figures, educators and authors both in Israel and in the Diaspora were preoccupied with the image of the new Israeli Hebrew. The educational system was seen as an instrument to create the ‘new Hebrew’ (identifying with the ancient Hebrews) and to instil new values and behaviours in the young Palestinian‐born generation. During the first three decades (1981–1914) of Jewish education in Palestine, the typical teacher had neither pedagogical training nor prior experience in education, lacked the vocabulary for teaching subjects in Hebrew, and was familiar only with educational systems that differed from the one that she/he dreamed of creating. Individual teachers had no contact with one another and no institutionalised support system. They worked as ‘lone soldiers’, contending with a severe shortage of reference books, textbooks and reading material, struggling with the necessity to create a curriculum and set its priorities, and to translate and prepare material. Yet despite these tremendous difficulties, many educators did manage to realise their educational aims. What characterised these early teachers? What were the difficulties they faced? How did they manage to achieve their aims? This article attempts to answer these and other relevant questions.  相似文献   

犹太定居点问题研究     

贺雅琴 《长治学院学报》2009,26(4):54-56

犹太定居点问题是巴以冲突及中东和平进程中最为棘手的问题之一,该问题能否顺利解决直接关系到中东地区能否和平与安宁,关系到中东和平进程的推进.文章试从早期犹太定居点政策、犹太定居点的建设与扩张、犹太定居点的出路三个方面对该问题作一探讨.  相似文献   

TEAMWORK IN ISRAELI ARAB-BEDOUIN SCHOOL-BASED MANAGEMENT     

by Omar  Mizel 《British Journal of Educational Studies》2009,57(3):305-327

ABSTRACT:  Throughout the western world a leading example of the educational reforms that have been implemented in the late twentieth and twenty-first century is School-Based Management (SBM), a system designed to improve educational outcome through staff teamwork and self-governance. This research set out to examine the efficacy of teamwork in ten SBM-designated Arab-Bedouin elementary schools in Israel. Two explicit issues were examined: (1) What impact did SBM have on the development of teamwork among the schools' staff? (2) Does the Arab-Bedouin social-cultural context influence implementation of teamwork in SBM schools? The research method consisted of a questionnaire to which 361 teachers/school principals replied, and a semi-structured interview with 30 of the respondents. Results of this study demonstrate that true teamwork does not exist in the schools studied, despite their SBM official status, primarily because the concept of teamwork clashes with the social/cultural norms of traditional Arab-Bedouin society and thus exacerbates conflicts among staff, which then impedes implementation of SBM. In conclusion, this research recommends that for SBM to enable traditional Arab-Bedouin society to benefit from managing its own schools, broad educational changes such as this must be introduced gradually, in a customised, culturally sensitive manner.  相似文献   

以色列主要科技创新政策及对广东的启示建议     

胡海鹏  袁永  廖晓东  邱丹逸 《科技管理研究》2018,(9)

系统分析以色列主要科技创新政策并学习借鉴以色列先进经验,提出广东完善创新驱动发展政策体系的对策建议,主要包括建立广东决策咨询制度,完善广东孵化培育政策,大力发展海外风险投资,建立军民融合创新发展机制,培育复合型的科技成果转移转化人才队伍。  相似文献