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Beth El Hebrew Religious School

Beth El Hebrew Religious School

In each of the tabbed sections, some of the fields are required and you will be notified if you have not completed them all before you can proceed. Revise or add information as needed and save each tabbed page. Saving will automatically take you to the next tabbed section. If, during the year, your child’s situation changes in a way that may impact his/her Religious School experience, please revise your online information and inform the Religious School directly through an email or phone call.

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A Reconstruction of Religious Freedom & Equality: Gay, Lesbian & De Facto Rights & the Religious School in Queensland

A Reconstruction of Religious Freedom & Equality: Gay, Lesbian & De Facto Rights & the Religious School in Queensland

For religious schools concerned about controlling the moral character of the educational environment they provide for their students, being limited to discriminating merely on the ground of religious adherence was insufficient. It would be especially difficult for the larger churches, which run more schools, and which (because of higher nominalism among adherents) have less moral influence over the behaviour of people who claim to belong to them. The churches’ main objection was to teachers ‘flaunting sexuality in a classroom’, although it also appears that they still preferred not to have teachers known to be in de facto relationships in the classroom. The Premier agreed: ‘I do not believe that any teacher, whether they are heterosexual or in a de facto relationship of whatever kind, should in any way act inappropriately in front of a class’. 52 As a consequence, religious schools and other religious groups won a further exemption. If a religious school wants it, it can still set religious adherence as a genuine occupational requirement for a teaching position in the school. 53 However, it can also demand, as a genuine occupational requirement, that any school employee not openly act in a way that is inconsistent with the religious beliefs on which the school is founded. This makes it lawful to discriminate in employment decisions if the employee knows, or ought reasonably to know, that his or her behaviour offends those religious beliefs. 54 It nevertheless remains unlawful, even in these cases, to discriminate on the ground of age, race or impairment. 55 According to the Premier, the ‘heart’ of this freedom was that: 56
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Religious school enrollment in Pakistan : a look at the data

Religious school enrollment in Pakistan : a look at the data

Estimates from the LEAPS census show that as a percentage of enrolled children, the numbers in two of the three districts are slightly higher than those of the population census. In the third (Rahim Yar Khan) there is a large difference, with the census reporting that 1 percent of all school-going children attended madrassas, and the LEAPS showing that the fraction is closer to 3.7 percent (Table II). There are three potential explanations for this difference. First, the LEAPS data is not representative of the district and could be off the mark for districts with wide variation in madrassa enrollment across rural and urban samples. Second, the experience of the last five years could have varied dramatically across districts—in some, the enrollment fractions did not change and in others it increased substantially. Third, the data could point to systematic problems with the census estimates from certain districts, or the statistical problems that arise when we try to estimate low-probability events.
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New York State Religious School Plansning Alternatives to Medicaid

New York State Religious School Plansning Alternatives to Medicaid

You work in the maintenance department at a hotel, but your spouse suffers from frequent migraines and is unable to work. Your oldest son, a high school graduate looking for work, also attends the job-training program. Your daughter is in middle school and struggles with a hearing problem. Your youngest son is doing well in elementary school. Your rent is $950 a month and you spend $100 on transportation to and from work. You spend $790 per month in SNAP benefits on food. Your other bills include phone at $20 per month, $75 for utilities each month, $40 for clothing expenses for the children and $300 on medical expenses for your daughter and wife.
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Job satisfaction level of non-government Islamic religious school teachers

Job satisfaction level of non-government Islamic religious school teachers

Hº4: Tidak terdapat perbezaan yang signifikan dalam min kepuasan bekerja berdasarkan faktor-faktor (a) tanggapan terhadap kerja, (b) hubungan dengan rakan kerja, (c) persekitara[r]

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PRIVATE SCHOOL CHOICE: THE EFFECTS OF RELIGIOUS AFFILIATION AND PARTICIPATION

PRIVATE SCHOOL CHOICE: THE EFFECTS OF RELIGIOUS AFFILIATION AND PARTICIPATION

private sector at any desired quality. Thus, households can choose to forgo free public education and instead buy religious education or non-sectarian private education. We assume that each religious group operates a religious school and that the cost per unit of quality in each religious school depends negatively on the share of the religious group in the local population. This assumption is supported by Hoxby (1994) who provides evidence that Catholic secondary schools receive more revenues from non- tuition sources and consequently charge lower tuitions in localities where the share of Catholics is higher. In addition, she mentions several other reasons why the price of a denominational school depends negatively on the relative share of the denomination in the local population. First, denominational schools reduce their costs by sharing facilities and personnel services with the church. The supply of these facilities and personnel services become more available as the share of the denomination in the local population grows. Second, as the share of a religious group in the population grows, the density of the group's religious schools increases thus reducing transportation costs to the school. The price (cost per unit of quality) of Catholic schooling is then
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Parochial School Aid Revisited: The Lemon Test, the Endorsement Test and Religious Liberty

Parochial School Aid Revisited: The Lemon Test, the Endorsement Test and Religious Liberty

sectarian schools infringes precisely those Establishment Clause values at the root of the prohibition of excessive entanglement. [T]he religious school, which has as a[r]

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Student Achievement Conditioned Upon School Selection: Religious and Secular Secondary School Quality in Bangladesh

Student Achievement Conditioned Upon School Selection: Religious and Secular Secondary School Quality in Bangladesh

A hallmark of the educational landscape in Muslim majority countries is the presence of madrasas or Islamic religious schools. In Bangladesh, government-registered madrasas are growing in numbers and offer a modern curriculum where children are educated in secular subjects alongside religious studies. Graduates of these madrasas are eligible for further education in mainstream, secular institutes of higher education in the country. In the rural areas of Bangladesh, public secondary schools are rare so that households’ choices are limited between private secular and religious education. Unsurprisingly, modernized madrasa education is a popular option for many parents to educate boys and girls alike. Today, registered madrasas compete with secular schools in attracting female students -- nearly half of the registered madrasa students are girls (Asadullah and Chaudhury, 2006). Beyond the role played in equalizing access to secondary education by gender, the overall significance of madrasas in expanding educational opportunities remains unclear. Do these schools effectively impart important life skills and/or adequately prepare individuals for the labor market? This question is of relevance for governments in developing countries where religious school enrolment is on the rise. Yet, extant surveys on school quality in Bangladesh and elsewhere routinely leave out religious schools from the sample and are insufficiently designed to adequately address the question of relative quality of madrasas.
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Religious education can contribute to adolescent mental health in school settings

Religious education can contribute to adolescent mental health in school settings

Religious education can likewise serve as a vehicle to emphasize respect for diversity, by providing a venue for adolescents to understand the differences in religions and world views. Social skills are needed to live and work together harmoniously and to function effectively in a diverse society [50]. It is likewise vital to developing good relationships and values and respecting differences at a personal level [51]. By talking about other’s beliefs and traditions, students are equipped with social skills and the ability to prevent prejudice and hatred towards others [52]. Exploring issues within and across faiths can teach children and adolescents how to understand and respect different religions, beliefs, values and traditions (includ- ing ethical life stances), and their influence on individu- als, societies, communities and cultures [53]. Putting emphasis on religious diversity can eventually reduce, if not eliminate, cases of bullying, offensive behavior, and violence [54].
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PROTECTING RELIGIOUS LIBERTY IN PUBLIC SCHOOLS. A School Official s Guide

PROTECTING RELIGIOUS LIBERTY IN PUBLIC SCHOOLS. A School Official s Guide

of permitting students to vote whether to pray before school football games and to elect a school chaplain to deliver the prayers over the PA system. The Supreme Court held that student-led reli- gious speech over a school’s PA system is unconstitutional if it occurs in a context that creates the appearance of school sponsorship or support: “Such a system encourages divisiveness along religious lines and threatens the imposition of coercion upon those students not desiring to participate in a religious exercise. Simply by establishing the school-related procedure, which entrusts the inherently nongovernmental subject of religion to a majoritarian vote, a constitutional violation has occurred.” 5. Doe v. Duncanville Independent Sch. Dist., 70 F.3d 402 (5 th Cir. 1995): The 5 th Circuit Court of
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Department of Christian Studies School of Philosophy and Religious Thought University of Madras

Department of Christian Studies School of Philosophy and Religious Thought University of Madras

01.03.2013 – As an important extension activity, a forum called SIRPHI (Students for Religious Peace and Harmony in India) was started. It was envisaged to start this forum in the colleges in Chennai. As the first initiative, it was started in Queen Mary’s College, with two interactive sessions for 42 students. This forum is for creating awareness among the students for inter-religious, peace and harmony.

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Improving Teacher's Professionalism To Increase The Quality Of Hindu Religious Education In School

Improving Teacher's Professionalism To Increase The Quality Of Hindu Religious Education In School

are not polite to talk with older people, with teachers at school or with their parents at home. The foregoing is contrary to the image of the Indonesian people who are well known in international world as a polite and cultured society. People with a polite culture and noble character, moral values, human values, and social values seem to have shifted away from the general norms that are feasible in society. It can develop Hindu religious education in three educational centers, namely family, school and community. The development of the Hindu religious education center will cause imbalance and even stagnate the development of noble character to students. To create that, various efforts are needed, the efforts are guidance,, teaching, and training. It carried all efforts out with the aim that early students have good habits so that teachers and parents play an important role in achieving educational goals and national education goals. The role of teacher is not only in teaching and learning activities (KBM) but how the formation of attitudes, behavior, in the form of character education, so that they truly understand and practice all the commands and advice of teachers in schools and parents in the family environment.
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The Use of Instructional Media in PAI (Islamic Religious) Lesson in Elementary School

The Use of Instructional Media in PAI (Islamic Religious) Lesson in Elementary School

Abstract: The teaching of Islamic education in elementary school in Indonesia has not been widely explored by researchers, while this subject is particularly important in developing students’ character. This study aimed to describe the teaching of Islamic Education in elementary school in Malang, particularly in terms of the use of instructional media. Qualitative method with case study observational design and multi-site research design was chosen to meet the aim, including the use of structured-interview and observation as means of data collection. By using qualitative data analysis, it was found that (1) there were diverse teaching methods used by teachers, (2) teachers used various instructional media, both conventional and modern, (3) the quantity and quality of supporting facilities of the PAI lesson were considered sufficient, and (4) there were some internal as well as external factors that either supported or hampered the teaching of Islamic Education in elementary school.
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Model Analysis of Religious Character Education in State-owned Islamic School

Model Analysis of Religious Character Education in State-owned Islamic School

Religious character education programs carried out at MAN 1 Lebong namely learning in the Classroom, School Orientation Period (MOS), Religious Lectures on Commemoration of Islamic Holidays (PHBI), Keputrian Studies, Muhadaroh, Dhuha Prayers, Dzuhur and Ashar in a congregation, Friday Prayers' at and Safari Friday, Bina Iman and Taqwa Night (MABIT), Sacrifice, Ramadan Safari, Islamic Song Screening at Rest, Islamic Dress, prayer reading at the start and end of lessons, clean self and environment. The program was adopted from the nine values of obediencelly, honesty, sincerity, politeness, helpless, equality, cleanliness, competitiveness and leadership that originated from the Qur’an and Hadits, Tradition from generation to generation and from the government both The Ministry of Education and Culture and the Ministry of Religion, and the whole program isarranged systematically by all madrassas at the beginning of each Academic Year.
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RESOLUTION. The List of Religious Holidays Permitting Student Absence from School

RESOLUTION. The List of Religious Holidays Permitting Student Absence from School

WHEREAS, according to N.J.S.A. 18A:36-14 through 16 and N.J.A.C. 6A:32-8.3(j), regarding student absence from school because of religious holidays, the Commissioner of Education, with the approval of the State Board of Education, is charged with the responsibility of prescribing such rules and regulations as may be necessary to carry out the purpose of the law; and

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The mastery of religious based secondary school student on the education of arabic rhetoric

The mastery of religious based secondary school student on the education of arabic rhetoric

This study is done on the effect of Arabic rhetoric or al-Balaghah in Johor religious based secondary school. It is done in order to determine the perception and knowledge of student on the al-Balaghah knowledge, identify the problems faced by student in Arabic literature knowledge education and to identify the effectiveness of teaching and learning of Arabic literature knowledge education among the student and the application of this knowledge in their language style. 320 form five students from religious based secondary schools in Johor was chosen as sample for this study. This research uses questionnaires in order to obtain research data and the data obtained is processed using Likert scale. Result of this study shows that the students have deep perception and interest on the al-Balaghah knowledge and the result also shows that the teaching of al-Balaghah knowledge in chosen schools is effective in increasing the student mastery on the al-Balaghah knowledge. Unfortunately, there are few problem facing these students had been identified which could prevent them from mastering this knowledge. To ensure that the students can master the Balaghah knowledge as much as they can, researchers suggested a few steps that can be taking account by Ministry of Education, school committee and the teachers.
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Inter faith encounter and religious understanding in an inner city primary school

Inter faith encounter and religious understanding in an inner city primary school

Stierer, Barry and Researching Language and Literacy in Social Context, Clevedon, Multilinpal Matters Cooling, Trevor 1994 Concept Cracking: Exploring Christian Beliefs in School, Staple[r]

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Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities

Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities

An individual comprehends the importance of health principles and action in life with the help of physical education activities. They acquire knowledge about issues such as nature of human action, the importance of sports in growing up and development, cleanliness, prevention from diseases, balanced and sufficient diet, good health habits, etc. with the accumulation of the knowledge regarding these facts, activities will gain new meanings and this will help individuals lead more healthy and purposeful life [11].It is pretty important for the future of Turkey’s sports to develop basic education skills of children, to find and train successful sportsmen/sportswomen by determining their skills. For this purpose, families should believe in all benefits of the sports and give importance to school-family relationships. In short, families should possess sports culture for training their children in this issue. Families possessing sufficient information will encourage and support their children for playing sports in the most convenient way [12].
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Religious Learning at Material of Tolerance  in the Salatiga State Vocational of High School (SMK)

Religious Learning at Material of Tolerance in the Salatiga State Vocational of High School (SMK)

The level of physical, intellectual, emotional, social, and spiritual development of students. In this learning, students are expected to be able to understand the basis of the Bible about diversity. Students can also explore religion to increase faith. The basic knowledge in this chapter is found in the Bible: Psalm 133. As a basis or scientific foundation that must be mastered by students. A certification scheme (competency) where students can memorize the gospel of John 14: 6, and the stories of the apostles 4:12. The benefit of the students becomes the basis for socializing by students. In the material narrated by Jesus, the parable of the Samaritan, in this case, Jesus explained that religion, besides Christians, also many people who do good deeds and are ordered to be open to differences that have become certain in life. This scientific structure consists of three components, namely the background of religious conflict as a picture of the occurrence of religious conflict, views on the relationship between religions, attitudes related to interfaith relations. When Jesus was asked by the Pharisees in about the law that must be obeyed, Jesus answered "Love God, your God, with all your heart and soul and with all your mind (38) that is the first and foremost law. (39) and the second law, which is the same, is: love your neighbor as yourself. (40) on these two laws, all depend on the law and the prophets. " In Luke 10: 25-37 describes fellow human beings there is not only one religion but all humans. In this case, scientifically contains elements of religious tolerance.
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The Implementation of Religious Culture for Prathom Level in Bakong Pittaya School Pattani, Thailand

The Implementation of Religious Culture for Prathom Level in Bakong Pittaya School Pattani, Thailand

Further, the Muslim society in the southern Thailand have to maintain their Islamic identity and religion in the middle of Buddhist authority and society. Religion is a universal necessary and natural for humans. Humans need religion. Henri Bergson said that religion can not be separated from humans’ life because religion is essential that accompanies humans in their life. Religious sense will emerge as the instinct of life (Alim, 2008). The citizen in the southern Thailand provinces hold the Islamic teachings tightly. Thai Muslims maintain, express and symbolize their identity through some ways, like the religious institutions such as the mosque, pondok or Madrasah and the office of the Chularatchamontri/Shaikh al-Islam, as well as through Islamic festivals celebrated at the national level, including Maulid al-Nabi (Yusuf, 1999). Moreover, nasyid music, a kind of music contains the religious values is really popular there.
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