Collaborative Archaeology at Stewart Indian School. SARAH E. COWIE, DIANE L. TEEMAN, and CHRISTOPHER C. LEBLANC, editors. 2019. University of Nevada Press, Reno. xix + 298 pp. $45.00 (hardcover), ISBN 9781948908252.

2020 ◽  
Vol 85 (2) ◽  
pp. 402-403
Author(s):  
Lindsay M. Montgomery
Keyword(s):  
Indian School ◽  
Collaborative Archaeology

Prevalence of vitamin A deficiency and dietary inadequacy in Indian school-age children and adolescents

2021 ◽  
Author(s):  
Geereddy Bhanuprakash Reddy ◽  
Tattari Shalini ◽  
Santu Ghosh ◽  
Raghu Pullakhandam ◽  
Boiroju Naveen Kumar ◽  
...  
Keyword(s):  
Vitamin A ◽  
Children And Adolescents ◽  
Vitamin A Deficiency ◽  
School Age Children ◽  
School Age ◽  
Indian School

The Phoenix Indian School: Forced Assimilation in Arizona, 1891-1935

1989 ◽  
Vol 20 (3) ◽  
pp. 350
Author(s):  
Gregory C. Thompson ◽  
Robert A. Trennert
Keyword(s):  
Indian School ◽  
The Phoenix

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators

2021 ◽  
pp. 1-15
Author(s):  
Aashna Sadana ◽  
Aneesh Kumar
Keyword(s):  
School Climate ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Training Programs ◽  
Indian School ◽  
School Counsellors ◽  
Improved Outcomes ◽  
Semistructured Interviews ◽  
Collaboration Strategies

Abstract Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

Nyāya’s Response to Skepticism

2021 ◽  
Vol 12 (1) ◽  
pp. 72-89
Author(s):  
Kisor Kumar Chakrabarti
Keyword(s):  
Indian Philosophy ◽  
Knowledge Sources ◽  
Problem Of Induction ◽  
Indian School

Abstract The classical Indian school called Nyāya (literally “logic” or “right reasoning”), is arguably the leading anti-skeptical tradition within all of Indian philosophy. Defending a realist metaphysics and an epistemology of “knowledge sources” (pramāṇa), its responses to skepticism are often appropriated by other schools of thought. This paper examines its responses to skeptical arguments from dreams, from “the three times,” from justificatory regress, and over the problem of induction.

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