Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
28 Results found
The Responsibility of the School in Developing Awareness of Human Rights in the Light of Islamic Education Year of publication: 2017 Author: Asaad Al Hussein Corporate author: Cairo University Based on the importance of developing awareness of human rights and what it aims to achieve in developing the values of freedom, equality, cooperation and promoting rights and duties, this paper examines the responsibility of the school in developing awareness of human rights in the light of Islamic education. The school is considered the most important educational institution entrusted with promoting awareness of human rights. 
Citizenship Values: Explanation of National Education for the First Secondary Class Year of publication: 2020 Author: Azza Elsafty The teacher tries to explain the citizen's responsibilities towards himself, his community, and his country. The teacher elaborates on explaining the values of citizenship. The lesson is for the first grade of high school in Egypt in the national education course. 
Underwater Cultural Heritage in the Arab States Region Year of publication: 2023 Corporate author: UNESCO Cairo "Underwater Cultural Heritage in the Arab State RegionUnderwater Cultural Heritage (UCH) is defined by UNESCO as “all traces of human existence having a cultural, historical or archaeological character which have been partially or totally under water, periodically or continuously, for at least 100 years such as: i. sites, structures, buildings, artefacts and human remains, together with their archaeological and natural context; ii. vessels, aircraft, other vehicles or any part thereof, their cargo or other contents, together with their archaeological and natural context; and iii. objects of prehistoric character”1.This definition relates primarily to the age and environmental conditions of the deposit, i.e., the remains must have existed fully or partially “underwater” for at least 100 years, regardless of their type, nature, or the culture to which they belong. Once these core elements have been confirmed, the archaeological material can be defined further according to one or more specific criteria: - chronology – the time period the remains date from; - region – the geographical area where the remains were found; - typology – the physical categorisation of the remains, e.g., pottery, animal bone, stone etc.It is important to recognise that while the above criteria will remain constant, the “underwater” nature of the archaeological remains is subject to change, as a result of either human or environmental intervention. For example, many sites where prehistoric activity took place on land, usually close to ancient shorelines, are • 1 - UNESCO. 2001. Convention on the Protection of the Underwater Cultural Heritage. Paris: Records of the General Conference, 31st ses-sion, Article.Underwater Cultural Heritage in the Arab State Regionnow submerged due to rising sea levels. Similarly, items such as swords, deposited in lakes or rivers as part of past rituals, were made and used on land. These sites and artefacts have therefore come to meet the definition of “Underwater Cultural Heritage”. The opposite process is also possible: a shipwreck, for example, or other material remains lifted from the seabed and placed in a museum would lose its status as UCH. This nuance tells us that UCH is not necessarily a constant scientific term. It relates to the underwater environment in which the material culture is located rather than any inherent archaeological or cultural attribute2. That is not to say that the material culture’s underwater location is not important: on the contrary, the underwater context reveals changes in use, condition and meaning over time. The physical changes that the underwater environment can cause, such as corrosion or decay, and the natural, social and ideological changes that underwater locations can reflect, therefore, are vital parts of a site or object’s life history. The underwater location is also a key factor in determining which scientific techniques and methods to use when dealing with this type of material culture for purposes of exploration, research, documentation, excavation, conservation, presentation or public display. Thus, the study of UCH usually requires the use of tools and techniques that differ from those employed on terrestrial archaeological sites3. For this reason, UCH is frequently mentioned in association with underwater archaeology, i.e., archaeological work, such as excavation, recording and analysis, that takes place on partially or fully submerged sites. Underwater archaeology is governed by the same scientific principles and standards as archaeological work on land but is tailored to the specific challenges of underwater conditions4. The term “underwater archaeology” is not, therefore, a sub-discipline of archaeology. Instead, it is a technical term referring to a specific set of tools and techniques used in conducting archaeological work underwater, within the wider framework and principles of archaeological research." 
A Guideline for Formulating Child Rights Protection Policies in the Arab Region according to the Human Rights Approach Year of publication: 2015 Author: Adel Azar | Ahmed Abd al manaem | Abdul Latif Mahmoud | Ibtisam Al-Jafarawi | Mahmoud Bastami Corporate author: Arab Council for Childhood and Development (ACCD) This work aims to build an indicative guide for children protection policies in the context of promoting the transition from the approach of the fragmented model that deals with the needs of the child within the framework of the existing conditions and even its reproduction. It also considers the services that the child needs, to move from this approach, to the approach of the scientific model that aspires to comprehensive change. This guide is concerned with providing a comprehensive and integrated vision of children's rights policies, formulating standards and implications for these rights and programming them to ensure their enforcement, and building effective policies that guarantee the rights and well-being of children in the Arab region. 
A Call to Peace: On a Culture of Peace, Nonviolence, Tolerance and Other Concepts Year of publication: 2017 Corporate author: HRDO Center This is a publication by the HRDO Center that sheds light on the culture of peace, the mechanisms for achieving it, and the repercussions of its disappearance from the societal and personal behavior in Egypt. How can policies and legislation ensure the promotion of notions of peace that are closely linked to ensuring human rights. This report monitors several basic concepts and how they are addressed by international and national legislation and the feasibility of adopting a culture of peace, tolerance and non-violence as an initial step to raise awareness of the need to renounce violence, discrimination and hatred as a basic entry point for a better, safer and more stable society. 
Islamic Brotherhood is a Religious Obligation and a Modern Necessity Year of publication: 2012 Author: Ismail Ali Muhammad The file is a book that talks about the importance of brotherhood in Islam. The book consists of five chapters: the reality of Islamic brotherhood, rights and duties, effects of brotherhood, obstacles for the sake of Islamic brotherhood, and the duty of Muslims to advance Islamic brotherhood. 
National Education Curriculum for the Third Grade of Secondary Year of publication: 2022 Author: Moahmmed Ali Corporate author: ELkheta Seniors The video reviews a full episode of the national education curriculum for the third secondary grade in Egypt. The teacher tries to talk about all the topics included in the curriculum, and makes an integrated review of the curriculum. The video is important for students who study independently to understand civics. 
Justice and Equality Year of publication: 2019 Corporate author: For kids In this video, the teacher demonstrates through a mural the values of justice and equality. The video is directed as part of the preschool education curriculum. The teacher interacted through the murals with the students to illustrate the value of justice and equality. 
Attitudes Towards Customs and Traditions as Social Phenomena in Jordanian Society Year of publication: 2016 Author: Maryam Al-Khalidi Corporate author: Al-Azhar University The current study aimed to identify the attitudes towards customs and traditions related to weddings and weddings as social phenomena in the Jordanian society. The study sample included (200) members of the Jordanian community from the year 2015. The results indicated that the degree of attitudes towards customs and traditions (the habits of weddings and parties). 
Climate Justice and Human Rights Year of publication: 2022 Author: Noha Bakr Climate justice is linking the impacts of global warming with principles of justice, specifically environmental justice and social justice, by exploring issues resulting from global warming such as equality, human rights, collective rights, and historical responsibilities.