Search results

In the event of a disaster, educational institutions like schools serve as lifeline buildings. Hence, it is crucial to safeguard these buildings for the communities that may depend on the school as a disaster shelter and aid center. Thus, this paper aims to conduct a multihazard risk assessment survey at 50 schools (with 246 building blocks) in Dehradun.

The past few decades have witnessed the impact of multihazard frequency in Uttarakhand, India, due to the geographical features of the Himalayas and its neo-tectonic mountain-building process. Dehradun is the capital of Uttarakhand state and comes under seismic zone IV, which is highly prone to earthquakes.

The hazard assessment is divided into two types of surveys: first, building-level surveys that include rapid visual screening, nonstructural risk assessment and fire safety audit, and second, campus-level surveys that include vulnerability analysis for earthquake, flood, industrial hazard, landslide and wind.

This paper will list several gaps and unrecognized practices in the region that increase the schools’ multihazard risk. The study’s outcome will help prioritize the planning of disaster awareness, retrofitting execution, future construction practices and decision-making to minimize the risk and prepare the school for the upcoming disasters.

Physical data were collected by the author to determine the multihazard risk analysis in 50 schools in the Dehradun District of Uttarakhand, India. The building- and campus-level surveys have been used to generate a database for the retrofit and renovation process for each individual school to use their budget fruitfully and in a planned way. The survey conducted is more effort and a more detailed risk evaluation which necessitates effectively mitigating and ensuring the potential safety of the region’s schools.

For more than a century, state and federal governments and organizations have used different measures to determine if students and groups of students have achieved in a particular subject or grade level. While the construct of achievement is applied irrespective of student differences, this equal application turns out to be anything but equitable. In this chapter, we work to understand the way achievement plays out for Black students by deconstructing how the word achievement works. In doing so, we track the history of education, testing, and curriculum as it has been applied to Black youth and youth of color.

With a focus on undergraduate music major students in China, the study sought to examine how higher music education institutions prepare professional knowledge, professional skills and soft skills in relevance to music students' employability.

The quantitative survey engaged 359 music students from five music institutions in Western China to report their perceptions toward music curriculum related to employability. The current study examined whether their perception varied based on their gender, location, school, educational background and professional option purpose.

Perception differences in the music curriculum were observed across gender, schools, educational background and professional option purpose. School differences were the most significant among all five factors, followed by professional option purpose, educational background and gender. The location difference was insignificant among the five factors. There were insufficient opportunities for community and industrial engagement in higher music education.

The current study provides an insight into the higher music education curriculum for employability preparation in current China. This is one of the limited empirical studies in Western China to investigate music students' perceptions of professional knowledge and skills and the soft skill line with employability. The findings can serve as a reference for prospective employees in the music industry, policymaking and curriculum design and future research.

To improve links between school and industry has become a commonly‐voiced objective of educators, industrialists and politicians, though naturally views differ about not only how the objective should be achieved but the longer‐term aims and the nature of the links. Is the main aim concerned with vocational guidance and the supply of well‐informed and well‐motivated entrants into industrial jobs, or should it be one of social education, inculcating an appreciation of economics and the balance between manufacturing and service industries within the whole community?

To provide a general review of religious entrepreneurs in Ireland from the late nineteenth to early twenty‐first century.

The achievements of numerous male and female religious entrepreneurs' activities and achievements are described and discussed. Examples are given from Catholic, Church of Ireland, Presbyterian and Quaker religions in both the Republic of Ireland and Northern Ireland.

Up to the middle of the twentieth century religious life was often a path to higher education and the achievements of one's full potential. Up to that stage most of the enterprises established by religious entrepreneurs were schools and hospitals, housing associations, and textile and leather manufacturing. The enterprises were primarily aimed addressing the needs of the poorer sections of society. From the second‐half of the twentieth century to date, social services, tourism services and cross community organisations predominate. Many of the foundations of the so‐called Celtic Tiger lie in the pioneering work of religious entrepreneurs.

In linking entrepreneurship with religion, this paper highlights the valuable role many religious entrepreneurs have played in social innovation. Many references to web sites are provided, to allow readers to easily learn more about organisations of particular interest.

This chapter explores the innovative founding and legacy of Historically Black Colleges and Universities (HBCUs). This chapter contends that HBCUs have been on the forefront of curriculum development and adoptability. Early curriculum models focused on preparing students for better employment and for leading in racial uplift work. This chapter asserts that the HBCU needs to maintain a cultural relevancy in the twenty-first century by developing a strong entrepreneurial class and an employable Black labor force; it also needs to stand steadfast in its commitment to train leaders of the next generation. Lastly, listening to students and incorporating their perspectives in the institutional planning process is vital to maintaining cultural relevancy in the twenty-first.

Insights into the roots of social enterprise from before the term was adopted are provided by examining histories of charitable service and comparing current understandings of social enterprise. Social enterprise models of welfare provision are evidenced from the seventeenth century onwards. Persistent themes are identified that provide insights for current practice and understanding.

This historiography examines interpretations from 1905 to the present day of examples of welfare provision between two watershed points: 1600, just prior to the Poor Laws and 1908, when the Old Age Pensions Act shifted emphasis in public sector provision.

Activities that would nowadays be termed social enterprise are evidenced in histories of charitable philanthropy covering each century since 1600. Prevailing attitudes uncritically demarcated deserving and undeserving poor. Histories contributed to a heroic narrative of social entrepreneurs, describing activities dependent on well-networked, politically active individuals that rarely continued beyond their involvement. The political environment was recognised to influence the types of organisations, governance and resourcing.

The historiography takes examples from three centuries between 1600 and1908 but is not comprehensive. Recurrent themes are identified for further research.

Social enterprise is a twenty-first-century label but not a new phenomenon. Identification of prevailing themes provides insights for the understanding of social enterprises in the twenty-first century.

This paper aims to present the lessons learned during the design and implementation of a quality assurance system (QAS) in an academic unit and considers the regulatory changes to institutional accreditation in Chilean higher education, the international standard ISO 21001:2018, and the stakeholders’ requirements.

This study uses an abductive approach to identify and evaluate the key factors to implementing a QAS in higher education institutions (HEI). Qualitative and quantitative data were collected through questionnaires, semistructured interviews, focus groups with stakeholders, a literature review and official institutional documents. Documents and interviews were subjected to content analysis using a process of inductive coding to identify and define topics or categories. A descriptive statistical analysis of categorical variables calculated the marginal frequency of each response. All information aided in designing the QAS for the school and its implementation plan.

This study highlights major challenges universities could face while implementing QAS, illuminating key principles and reflecting relevant practices. The lessons learned in this process show the importance of balancing accountability and continuous improvement while promoting a more receptive organizational culture, aligning the national and international standards in the early design stage, understanding the roles and responsibilities of the staff, having the support of a quality office and performing a gap analysis.

This work provides other HEI in need of designing and implementing a QAS with a conceptual and solid framework to integrate internal, external and international regulations of quality assurance criteria and standards. This paper could become a valuable reference for university managers, practitioners and quality professionals facing similar challenges.