Dissertations / Theses: 'Active Routes to Schools'

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Ferguson, Leah. "Active Travel for Children and Youth: Lessons from Active Routes to Schools North Carolina." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3928.

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This Integrated Learning Experience (ILE) investigates literature regarding the impact of national Safe Routes to School (SRTS) programs and takes a deeper dive into the lessons that can be learned from North Carolina’s Active Routes to School (NC ARTS) programs through an analysis of data collected from 2007 to 2019. This report is focused on understanding the relationship between and among variables included in the Six Es of SRTS framework: Education, Engineering, Encouragement, Enforcement, Equity, and Evaluation. This investigation provides insight that extends understanding of parental comfort and engagement with these programs. A unique theoretical model was developed as were recommendations for future research in the areas of parental engagement, social norming, and the need for engaging low-wealth communities. Additionally, a community-based social marketing product was developed to improve parental attitudes toward independent active travel for older elementary-, middle school-, and high school-aged children.

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Shelling, Chelsea O. "Assessing School Neighborhood Walkability: A Targeted Approach to Safe Routes to School Programming." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1204.

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This thesis intends to demonstrate how capital infrastructure investments can be targeted objectively, using the "Safe Routes to School" (SRTS) program for context. SRTS impacts physical activity, a determinant of childhood obesity by encouraging children’s regular active transportation use. This thesis supports the widespread implementation of SRTS and has developed the "Shelling Model" to objectively identify schools for programming. Accordingly, the "Shelling Model" aims to objectively identify physical and socio-economic environment variables impacting HISD-E middle school neighborhoods’ walkability. The "Shelling Model" is a first step in creating a walkability index for which pedestrian orientation levels can be identified and schools targeted. This model facilitates the identification of variables, providing insight into neighborhood walkability levels. Revealed by statistically significant variables, in combination with Walkscore and Catchment regression models’ respective 45.5 and 13.6 Adjusted R-Square values, the "Shelling" archetype proves a useful tool for investigating the walkability of HISD-E middle school neighborhoods.

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Wright, Patricia Ann. "Safe Routes to School Youth Voices." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538721/.

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Many communities are promoting physical activity and active transportation as ways to combat childhood obesity and change sedentary lifestyles of school-age children. Safe Routes to School Youth Voices is a mixed methods approach to understanding the experiences and perceptions of middle school students surrounding the use of active transportation. Student experiences are explored both independently and in comparison to parental perspectives of barriers to actives transportation. Data were collected in the form of parent surveys, observations, student interviews, and student focus groups. This study aims to answer the following primary research questions: (1) What are the conditions experienced along the route? (2) What are the students' perceptions of barriers to active transportation? (3) What are the compensation practices that students take to overcome barriers? and (4) How do the students' perceptions compare with their parents? Interviews and focus groups were transcribed and coded using in-vivo, descriptive, structural and pattern methods. Primary themes which emerged include how conditions of walking to school, personal safety, compensation practices, and systematic barriers all affect the perceptions of active transportation of the student. Findings highlight the difficulties many students face when considering active transportation, and discuss the inconsistencies between student experience, parental perceptions, and intervention goals.

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Swidarski, Katherine. "The Impact of Safety on Walk-to-School Behavior: Analysis of Local Safe Routes to School Program Data." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu15428173477092.

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Maitin, Vatsala. "Enhanced synthetic routes to receptor-active manno-oligosaccharides." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430844.

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Regan, John S. "A comparative analysis of the tactical routes selected by the CAMMS/Shaw decision aid with tactical routes selected by active duty officers." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA241010.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 1990.
Thesis Advisor(s): Parry, Samuel H. Second Reader: Hoffman, James. "September 1990." Description based on title screen as viewed on December 18, 2009. DTIC Descriptor(s): Routing, Tactical Analysis, Experimental Data, Models, Theses, Variables, Operation, Active Duty, Casualties, Officer Personnel, Army Operations, Decision Aids, Marine Corps Operations, Measurement, Methodology. DTIC Identifier(s): Optimization. Author(s) subject terms: CAMMS/SHAW, Tactical Optimum Path. Includes bibliographical references (p. 108-110). Also available in print.

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Bain, David Leslie Kenneth. "Reactions of phosphide anions single electron transfer and routes to optically active phosphorus compounds." Thesis, Queen's University Belfast, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356886.

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Diehl, Marcel [Verfasser]. "Polynuclear dioxolene complexes with redox-active transition metals – novel synthesis routes, characterization and capabilities / Marcel Diehl." Mainz : Universitätsbibliothek Mainz, 2016. http://d-nb.info/1105421090/34.

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Castro, Mayorga Jinneth Lorena. "Biotechnological routes for the development of antimicrobial nano-metal based polyhydroxyalkanoates for active food packaging applications." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/85678.

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The development of novel bio-based materials with antimicrobial properties for active packaging applications is a topic of significant interest. The current PhD thesis deals with the development of biotechnologically derived polyhydroxyalkanoates (PHAs) based on nanometals for antimicrobial active food packaging applications. Initially, silver nanoparticles (AgNPs) were produced by chemical reduction and stabilized in situ within unpurified poly(hydroxybutyrate-co-hydroxyvalerate), PHBV18 (18 mol% valerate) suspensions previously obtained from mixed microbial cultures. The stabilized AgNPs were subsequently used to develop PHAs-AgNPs nanocomposites following two different strategies: 1) a direct melt-blending process where the AgNPs were added to the PHBV3 (3% mol valerate) from a highly dispersed and distributed enriched masterbatch form and, 2) as an annealed electrospun coating of PHBV3/PHBV18/AgNPs over compression molded PHBV3. The implementation of both strategies resulted in active nanocomposites with strong antimicrobial activity against food-borne pathogens, being the electrospinning coating technique the most efficient one in reducing the bacterial and virus population, even at very low AgNPs loading (from 0.002 to 0.04% wt.). As an alternative route, an integrated bioprocess for the biological synthesis of AgNPs and polyhydroxybutyrate (PHB) from the fermentation process with Cupriavidus necator was also carried out. Interestingly, this work demonstrated for the first time, the inherent capacity of C. necator to reduce silver nitrate and produce AgNPs without the need for adding a reducing agent. The process was successfully optimized and scaled-up to a fully automated 10 liters bioreactor. Finally, because of the limitations of the use of AgNPs in food applications, antimicrobial PHAs films based on zinc oxide (ZnO) and copper oxide (CuO) nanoparticles were prepared according to the previously developed strategies but in this case, a melt-mixing process of preincorporated ZnO into unpurified PHBV18 fiber mats made by electrospinning was also carried out to stabilize the metal nanoparticles. The effect of ZnO nanoparticles morphology and the method of ZnO/CuO incorporation on the morphological, optical, thermal, mechanical and barrier properties of the resulting active films as well as their influence on the antimicrobial (bactericide and virucidal) performance were studied. Thus, this PhD thesis represents a significant step forward in the understanding of the antimicrobial efficacy of highly dispersed and distributed nanometals and highlights the suitability of the developed PHAs/nanometals materials for antimicrobial applications and in particular for antimicrobial active food packaging applications.
El desarrollo de nuevos biomateriales con propiedades antimicrobianas para aplicaciones de envasado activo resulta un tema de gran interés en la actualidad. La presente tesis doctoral estudia el desarrollo por vía biotecnológica de polihidroxialcanoatos (PHAs) conteniendo nanometales para aplicaciones de envasado activo antimicrobiano de alimentos. En primer lugar, se produjeron nanopartículas de plata (AgNPs) por reducción química y se estabilizaron in situ en una suspensión de poli (hidroxibutirato-co-hidroxivalerato) no purificado, PHBV18 (18% en moles de valerato), obtenido previamente a partir de cultivos mixtos microbianos. Posteriormente, las AgNPs estabilizadas se utilizaron para desarrollar nanocompuestos de PHAs-AgNPs siguiendo dos estrategias diferentes: 1) un proceso de mezclado-fundido en donde las AgNPs se añadieron al PHBV3 (3% mol de valerato) a partir de un masterbatch de nanopartículas altamente dispersas y distribuidas y, 2) como una estructura bicapa formada por un recubrimiento a base de PHBV/PHBV18/AgNPs depositado sobre un film de PHBV3 obtenido por moldeo por compresión. La aplicación de ambas estrategias dio lugar a nanocompuestos activos con una fuerte actividad antimicrobiana frente a patógenos transmitidos por los alimentos, siendo la estructura bicapa la más eficaz en la reducción de la población bacteriana y viral, incluso a una carga muy baja de AgNPs (de 0.002 a 0.04% en peso). Como ruta alternativa, también se llevó a cabo un proceso integrado de fermentación con Cupriavidus necator para la síntesis biológica de AgNPs y polihidroxibutirato (PHB). En este trabajo se demostró, por primera vez, la capacidad inherente de C. necator para reducir nitrato de plata y producir AgNPs sin la necesidad de añadir un agente reductor. El proceso fue optimizado y escalado satisfactoriamente a un biorreactor automatizado de 10 litros. Finalmente, debido a las limitaciones del uso de AgNPs en aplicaciones alimentarias, se prepararon films antimicrobianos de PHAs basados en nanopartículas de óxido de zinc (ZnO) y óxido de cobre (CuO) de acuerdo con las estrategias previamente desarrolladas. Adicionalmente, ambas estrategias se compararon con una tercera basada en la preincorporación de ZnO en fibras de PHBV18 no purificado y su posterior mezclado-fundido con polímero virgen. Se estudió el efecto de la morfología de las nanopartículas de ZnO y del método de incorporación de ZnO/CuO sobre las propiedades morfológicas, ópticas, térmicas, mecánicas y de barrera de los films activos resultantes, así como su influencia en el comportamiento antimicrobiano (bactericida y virucida). Por lo tanto, esta tesis doctoral representa un avance significativo en la comprensión de la eficacia antimicrobiana de nanometales altamente dispersos y distribuidos y destaca la idoneidad de los materiales desarrollados a base de PHAs y nanometales para aplicaciones antimicrobianas y, en particular, para aplicaciones de envasado de alimentos activos antimicrobianos.
El desenvolupament de nous materials d'origen biològic amb propietats antimicrobianes per a aplicacions d'envasament actiu és un tema d'interès significatiu. La tesi doctoral actual s'ocupa del desenvolupament de polihidroxialcanoats (PHA) reforçats amb nanometals per via biotecnològicament per a aplicacions d'envasat actiu antimicrobià d'aliments. Inicialment, les nanopartícules de plata (AgNPs) van ser produïdes per reducció química i estabilitzades in situ dins en suspensions de poli (hidroxibutirato-co-hidroxivalerato) sense purificar, PHBV18 (18 mol% de valerat), prèviament obtinguts a partir de cultius mixtes microbians. Las AgNPs estabilitzades es van usar posteriorment per a desenvolupar nanocompostos de PHA's- AgNPs seguint dues estratègies diferents: 1) Procés directe de barreja en fusió que no utilitza dissolvents orgànics o estabilitzants addicionals i on es van afegir les AgNPs al PHBV3 (3% mol valerato) a partir d¿un masterbath on estaven perfectament disperses i distribuïdes 2) com una estructura bicapa formada per un recobriment de PHBV3 / PHBV18/AgNPS que es deposita sobre un film de PHBV3 obtingut per modelat per compressió. L'aplicació d'ambdues estratègies va donar lloc a nanocompostos actius amb una forta activitat antibacteriana enfront de patògens transmesos pels aliments, sent l'estructura de doble capa la més eficaç en la reducció de la població bacteriana i viral, fins i tot a una càrrega molt baixa de AgNPs (de 0.002-0.04% en pes). Com ruta alternativa, també es va dur a terme un procés integrat de fermentació amb Cupriavidus necator per a la síntesi biològica de AgNPs i polihidroxibutirato (PHB). En aquest treball es demostra, per primera vegada, la capacitat inherent de C. necator per reduir la sal de plata i produir AgNPs sense la necessitat d'afegir un agent reductor. El procés va ser optimitzat i escalat satisfactòriament a un bioreactor de 10 litres. Finalment, a causa de les limitacions de l'ús de nanopartícules de plata en aplicacions alimentàries, es van preparar films antimicrobians de PHA que incorporessin nanopartícules d'òxid de zinc (ZnO) i òxid de coure (CuO) d'acord amb les estratègies prèviament desenvolupades. Les dues estratègies es van comparar amb una tercera basada en la preincorporació de ZnO en fibres de PHBV18 no purificat i aquestes fibres es van barrejar posteriorment amb polímer verge. Es va estudiar l'efecte de la morfologia de les nanopartícules de ZnO i el mètode de la incorporació de ZnO/CuO sobre les propietats morfològiques, òptiques, tèrmiques, mecàniques i de barrera dels films actius resultants, així com la seva influència en el comportament antimicrobià (bactericida i virucida). Per tant, aquesta tesi doctoral representa un pas endavant significatiu en la comprensió de l'eficàcia antimicrobiana de nanometales altament dispersos i distribuïts i posa en relleu la idoneïtat dels materials desenvolupats basats en PHAs i nanometals per a aplicacions antimicrobianes i, en particular, per a aplicacions d'envasat d'aliments actius antimicrobians.
Castro Mayorga, JL. (2017). Biotechnological routes for the development of antimicrobial nano-metal based polyhydroxyalkanoates for active food packaging applications [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/85678
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Jackson, Sarah. "Motivational Beliefs of Parents Involved in Ottawa’s Healthy Active Schools." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20117.

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The purpose of this study was to examine parents’ motivational beliefs for involvement in a Comprehensive School Health approach (locally called Healthy Active Schools, or HAS) at their child’s school. Literature suggests that parents’ role construction and parents’ self-efficacy are the most salient influences on parents’ decision to become involved at their child’s school. Twelve parents involved at two urban public elementary schools were interviewed. Questions were based on Hoover-Dempsey and Sandler’s model of parental involvement (1995, 1997, 2005c). Qualitative multiple case study analysis additionally utilized Penner’s (2002) model of sustained volunteerism and Bandura’s collective efficacy theory (1997, 2000; Goddard, Hoy, & Woolfolk-Hoy, 2004) to clarify findings. Results suggest most parents’ strong active role construction and negative valence grounded their parent-focused role orientation. School case study analysis revealed that the principal’s leadership, the structure of the HAS committee and the school’s climate uniquely influenced parents’ beliefs. Individual parent case analysis revealed four distinct patterns of parents’ motivational beliefs for HAS involvement. Future research is warranted to further examine the decisive impact of parents’ health and prosocial values on their decision to become involved specific to a CSH approach type of involvement. Additional case studies in local schools, school districts and provinces are recommended to illuminate unique contextual influences and the potential for the emergence of collective efficacy; including consideration for parents’ belief construct general invitations from the school would contribute to gaining a deeper understanding within this domain. Finally, the link between parents’ motivational beliefs of empowerment and their sustained motivation for involvement needs to be explored further.

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James, Stella L. "Routes to chiral N-acyliminium ion precursors for the synthesis of optically active pure ring-fused pyrroloisoquinoline alkaloids." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/12922.

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Pyrrolisoquinoline (B) is found as a major structural motif of the erythrina alkaloid group of natural products. We recognised that a suitably substituted bicyclic lactam (A) could act as a precursor in an intramolecular N-acyliminium mediated cyclisation reaction in a stereoselective approach to the core of the erythrinane target ring system.

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Ridley, John Matthew. "Directed routes or chosen pathways? : teachers' views of continuing professional development within a group of rural primary schools." Thesis, Open University, 2010. http://oro.open.ac.uk/54214/.

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This research project examines teachers' Continuing Professional Development (C.P.D.) within two clusters of rural primary schools in the north of England. The research considers teachers' attitudes to, and their understanding of, the meaning and purpose of C.P.D., and how it affects themselves and the pupils they teach. The research, which is set within its historical context with particular reference to the impact of the Education Reform Act (1988) and the raft of initiatives that have influenced the direction of teachers' C. P. D., reflects on teachers as professionals. Through a combination of survey and case study, quantitative and qualitative approaches to data collection were used and the initial questionnaires were followed up by semi-structured interviews in the two case study schools. Using Bolam's (1993) tripartite definition as an analytical framework C.P.D. is subdivided into the areas of training, education and support. The data analysis showed that across both clusters teachers' C.P.D. was driven by national government initiatives and, in some cases, the national initiatives became the schools' priorities, leaving little opportunity for an individual school based approach to C.P.D. Across the clusters there was an established relationship between the School Development Plan (S.D.P. ), performance management and C.P.D. The one year performance management cycle appeared to dictate the length of the C.P.D. cycle and promoted short term development, reducing opportunities for longer courses, such as advanced diplomas and higher degrees. The constraints of the cycle, along with the emphasis on the deficit model of C.P.D., is viewed as contributing to the general deprofessionalisation of teachers.

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Abbinante, Vicki M. "Policy Decisions and Options-Based Responses to Active Shooters in Public Schools." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602990.

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Active shooter events in K-12 schools have increased since 1990, and developing response policies to such events is a responsibility of school personnel. A paucity of data regarding options-based response practices existed with no focus on policy processes. The purpose of this qualitative multi-case study was to describe the decision-making processes used in school districts when approving the inclusion of options-based responses to active shooter events in Emergency Operations Plans (EOPs). The research questions addressed processes that shaped the development of options-based responses to active shooter policies in 3 K-12 school districts within the Midwest. The conceptual framework was informed by the theory of policy paradox and the concepts of situational awareness and resilience. Structured interviews were conducted with 12 school personnel and safety professionals involved in 3 high schools; EOPs and state and federal regulations and guidelines were reviewed. An analysis of the interview responses and document reviews using four levels of descriptive coding required a cross-case analytic technique to discover patterns, connections, and themes. Law enforcement and school personnel worked together to create policy and to implement trainings related to options-based response. Results included enhancing situational awareness and empowering teachers and students to become responsible for their safety. These findings can be used to inform and guide school leaders in their efforts to make policy and implementation decisions regarding active shooter policies in EOPs. The potential for social change exists in more school personnel understanding and implementing options-based response policies and making the lives of K-12 students safer.

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Karam, Leila. "New routes of preparation of active and stable mesoporous Ni-alumina based catalysts for methane dry reforming and CO2 methanation." Electronic Thesis or Diss., Sorbonne université, 2019. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2019SORUS163.pdf.

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Le reformage à sec du méthane (DRM) est un processus qui convertit simultanément CH4 et CO2 en un mélange gazeux de H2 et de CO appelé syngas. Les catalyseurs à base de Ni sont particulièrement prometteurs mais ils ne sont pas stables en raison du frittage du Ni et du dépôt de coke. Dans cette thèse, nous avons développé deux voies de synthèse de catalyseurs mésoporeux à base de Ni-Al2O3 dans lesquels Ni est stabilisé dans l'oxyde, ce qui donne une activité et une stabilité élevées en DRM. Des techniques physicochimiques complémentaires ont été appliquées pour identifier les propriétés des matériaux à toutes les étapes de préparation et d'activation. La première approche comprend la synthèse « EISA one-pot » de matériaux mésoporeux Ni-Mg-Al2O3. L’échantillon à base de 15% en poids de Mg (charge optimale) contribue à une dispersion élevée et homogène de Ni et de Mg tout en préservant la qualité structurale de la matrice Al2O3 mésoporeuse. La basicité accrue renforce l'activité et la stabilité. La seconde méthode consiste à synthétiser des matériaux mésoporeux Ni-Al2O3 innovants en utilisant une structure organométallique (MOF) comme matrice sacrificielle. Cette procédure permet la formation de petites nanoparticules de Ni stabilisées de manière homogène dans le support de grande surface spécifique, insensibles au frittage et à la formation de nanotubes de carbone lors de la réaction de DRM. Les tests catalytiques complétés par des calculs thermodynamiques montrent l’efficacité des matériaux synthétisés non seulement pour le reformage à sec du méthane, mais également pour la méthanation du CO2 et le reformage à sec de biogaz issu de pyrolyse
Dry reforming of methane (DRM) is a process that converts CH4 and CO2 gases into syngas, a gaseous mixture of H2 and CO. Ni based catalysts proved to be suitable for the reaction due to their good activity, wider availability and lower cost than noble-based materials. However, these catalysts are not stable due to Ni sintering and coke deposition. In this thesis we developed two different synthesis routes of mesoporous Ni-Al2O3 based catalysts that can occlude Ni inside the pores achieving high activity and stability in DRM. A set of complimentary physicochemical techniques was systematically applied to thoroughly investigate the materials properties at all steps of preparation and activation. The first approach embraces synthesis of mesoporous Ni-Mg-Al2O3 materials by one-pot EISA strategy. Results demonstrate that 15 wt% Mg (optimum loading) based sample contribute to high and homogenous dispersion of both Ni and Mg, preserving ordered mesoporous Al2O3 walls. The good structural and textural characteristics in addition to the enhanced basicity reinforce activity and stability. The second method involves synthesizing new mesoporous Ni-Al2O3 materials using metal-organic framework as sacrificial template. This procedure results in small Ni nanoparticles homogeneously dispersed and stabilized within the high surface area support resisting sintering and inhibiting carbon nanotubes formation during reforming reaction. Based on catalytic tests completed by thermodynamics calculations, the synthesized materials proved to be eficient not only for dry reforming of methane, but also for CO2 methanation reaction and dry reforming of waste pyrolysis products

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Harris, Susan M. F. "Careers teachers and their teaching careers : a study of careers teachers, their routes into careers education and positions within schools." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281121.

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Sahar, Heelai. "Active Learning in Kabul Schools : Afghan Teachers’ Views and Practices Heelai Sahar Faculty: Art." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32347.

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Afghanistan is one of those countries where the education system is influenced by traditional system where the teachers has a central position while students is passive and do not have chance to express their opinions. However, active learning is essential need for educational context of Afghanistan. So, the aim of the study is to explore some teachers’ perspectives and practices in relation to active learning and identify some of the main challenges of this approach in Afghan schools.This study has been based on quantitative approaches with 100 male and female teachers in Kabul schools which included the questionnaires from 100 teachers and structure observation of 10 different subject teachers. The findings show that although the National Education Strategy Plan (NESP) and Curriculum Framework (CF) of Afghanistan suggest the active learning/student-centred approach but teachers mostly use the traditional lecture methods. It means that the implementation of active learning in various stages of teaching process at Kabul schools is low. As well as, the use of active learning such as group work, pair work and open questions are not mostly considered during teaching processes. Because of some main obstacles such as: lack of classroom space, large number of students in classrooms, shortage of time, the amount of content that needs to be covered, and lack of materials. At all, the viewpoints of teachers were in support of using active learning approach in the teaching-learning process but observation shows that the majority of instructors focus on lecturer-centred method because of some main obstacles which are mentioned before.

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Hess, Matthew Peter. "Precious Blood Charism and Active Ministry: How Sisters in Public Schools Influenced Religious Life." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1466623117.

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Kahaiali'i, Nathan A. K. "The Effect of Ethnic Identity on Motivation to be Physically Active in Schools in Hawai’i." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8533.

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This cross-sectional study examines if there is a relationship between student ethnic identity and their motivation towards physical activity (PA), with a particular interest with students who self-identify as Hawaiian. Results indicate that there is a small but positive correlation between motivational indices and measures of ethnic identity. This study surveyed 301 sixth, seventh, and eighth grade students from one of the Hawaiian Islands. The survey consisted of the Situational Intrinsic Motivation Scale (SIMS) instrument (Guay, Vallerand, & Blanchard, 2000) to measure motivation of PA and the Multigroup Ethnic Identity Measure-Revised (MEIM-R) instrument (Phinney & Ong, 2007) to measure ethnic identity. Participants were given a pedometer to measure PA (steps) and a list of sports and activities they participate in outside of school. MANOVA was used to examine significant differences among group variables (gender and ethnic identity) for selected variables (motivational indices, ethnic exploration, ethnic commitment, and steps). Data analysis reveals significant gender effects for all response variables, notably males being significantly more intrinsically motivated (MIM = 5.94), externally regulated (MER = 4.55), and amotivated (MAM = 2.77) towards PA than females. Yet, females explore their ethnic identity (MExplore = 3.78) and are committed to their ethnic identity (MCommit = 4.00) significantly more than males. Significant ethnic identity effects were found for motivational measures amotivation (AM), self-determination index (SDI) score, notably Hawaiian students demonstrating significantly lower AM (MAM = 2.18) than Hispanic students, and Asian students. Also, Hawaiian students demonstrate significantly higher SDI scores (MSDI = 9.02) than Asian students. Hawaiian students in general explore and commit to their ethnic identity more than not, and are positively motivated towards PA. Hawaiian students who explore their culture and are committed towards their ethnic identity are more likely to be positively motivated towards PA. Although this indicates a relationship between student ethnic identity and motivation towards PA, future research needs to be made on the relationship of ethnic identity and motivation towards PA with a larger population of Hawaiian students.

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Schmitt, Mary Elizabeth. "Active Ingredients of Speech-Language Therapy in the Public Schools for Children with Language Impairment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369336501.

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Peng, Ting. "New higher-order active contour models, shape priors, and multiscale analysis : their applications to road network extraction from very high resolution satellite images." Nice, 2008. http://www.theses.fr/2008NICE4031.

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L’objectif de cette thèse est de développer et valider des approches robustes d’extraction semi-automatique de réseaux routiers en zone urbaine dense à partir d’images satellitaires optiques à très haute résolution (THR). Nos modèles sont fondés sur une modélisation par champs de phase des contours actifs d’ordre supérieur (CAOS). Le problème est difficile pour deux raisons principales : les images YHR sont intrinsèquement complexes, et certaines zones des réseaux peuvent prendre une topologie arbitraire. Pour remédier à la complexité de l’information contenue dans les images THR, nous proposons une modélisation statistique multi-résolution des données ainsi qu’un modèle multi-résolution contraint a priori. Ces derniers permettent l’intégration des résultats de segmentation de résolution brute et de résolution fine. De plus, dans le cadre particulier de la mise à jour de réseaux routiers, nous présentons un modèle de forme a priori spécifique, dérivé d’une ancienne carte numérique issue d’un SIG. Ce terme spécifique a priori équilibre l’effet de la connaissance a priori générique apportée par le modèle de CAOS, qui décrit la forme géométrique générale des réseaux routiers. Cependant, le modèle classique de CAOS souffre d’une limitation importante : la largeur des branches dur réseau est contrainte à être similaire au maximum du rayon de courbure des branches du réseau, fournissant ainsi un modèle non satisfaisant dans le cas de réseaux aux branches droites et étroites ou aux branches fortement incurvées et larges. Nous résolvons ce problème en proposant deux nouveaux modèles : l’un contenant un terme additionnel, non local, non-linéaire de CAOS, et l’autre contenant un terme additionnel, non local, linéaire de CAOS. Ces deux termes permettent le contrôle séparé de la largeur et de la courbure des branches, et fournissent une meilleure prolongation pour une même largeur. Le terme linéaire a plusieurs avantages : d’une part il se calcule plus efficacement, d’autre part il peut modéliser plusieurs largeurs de branche simultanément. Afin de remédier à la difficulté du choix des paramètres de ces modèles, nous analysons les conditions de stabilité pour une longue barre d’une largeur donnée décrite par ces énergies, et montrons ainsi comment choisir rigoureusement les paramètres de fonctions d’énergies. Des expériences sur des images satellitaires THR et la comparaison avec d’autres modèles démontrent la supériorité de nos modèles
The objective of this thesis is to develop and validate robust approaches for the semi-automatic extraction of road networks in dense urban areas from very high resolution (VHR) optical satellite images. Our models are based on the recently developed higher-order active contour (HOAC) phase field framework. The problem is difficult for two main reasons : HR images are intrinsically complex and network regions may have arbitrary topology. To tackle the complexity of the information contained in VHR images, we propose a multiresolution statistical data model and a multiresolution constrained prior model. They enable the integration of segmentation results from coarse resolution and fine resolution. Subsequently, for the particular case of road map updating, we present a specific shape prior model derived from and outdated GIS digital map. This specific prior term balances the effect of the generic prior knowledge carried by the HOAC model, which describes the geometric shape of road networks in general. However, the classical of curvature, thereby providing a poor model of networks with straight narrow branches or highly cured, wide branches. We solve this problem by introducing two new models : one with an additional nonlinear nonlocal HOAC term, and one with an additional linear nonlocal HOAC term. Both terms allow separate control of branch width and branch curvature, and furnish better prolongation for the same width, but the linear term has several advantages : it is more efficient from a computational standpoint, and it is able to conditions for a long bar with a given width described by these energies, and hence show how to choose rigorously the parameters of he energy functions. Experiments on VHR satellite images and comparisons with other approaches demonstrate the superiority of our models

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Brissart, Guillaume. "Etude du comportement conducteur en régulation longitudinale sur route pour la spécification de systèmes de sécurité active." Valenciennes, 2004. http://ged.univ-valenciennes.fr/nuxeo/site/esupversions/af85b2cf-1a87-4e3b-a027-6cd204b767f3.

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La technologie actuelle permet d'envisager des systèmes de sécurité active visant à éviter les accidents ou à réduire leur sévérité comme l'assistance au freinage d'urgence. Le déclenchement et l'action de ces systèmes sont souvent fondés sur le comportement des conducteurs. Cependant leur efficacité dépend de la représentativité des données expérimentales utilisées pour leur mise au point et du choix de critères de déclenchement adaptés. Une expérimentation a donc été menée sur route ouverte. Une centaine de volontaires ont réalisé un parcours de 100 km en région parisienne d'une durée de 2 heures. Après une analyse de leur conduite, fondée sur une exploration statistique de paramètres de dynamique du véhicule (Analyse des Correspondances Multiples), une analyse sur 23000 freinages a été menée afin de :Caractériser les actions des conducteurs en freinage,étudier l'influence du sexe, de l'âge, de l'expérience de conduite,améliorer l'efficacité des systèmes d'aide au freinage
Thanks to new advances in automotive technology, innovative active safety devices can be designed to avoid accidents or reduce their severity like active braking booster. The trigger and the action of these devices are often based on drivers' behaviour. Nevertheless their efficiency depends, on one hand, on the representativeness of the experimental or real data used for their tuning, and on the other hand, on the determination of the trigging criteria. Thus an experiment was performed on open road. About a hundred of volunteers, women and men of various ages drove around 100 km (60 miles) in the Paris area for 2 hours. After a general analysis of driving, based on a statistical exploration using multiple correspondence analysis of the vehicle's dynamical parameters, 23000 braking actions were analysed to :characterise the drivers' actions while braking,study the influence of sex, age, driving experience,improve the efficiency of active braking based on drivers' actions

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Taylor, Sarah. "Active Schools: Skelmersdale (AS:Sk) : intervention approaches to promote primary school physical activity in a high deprivation community." Thesis, Edge Hill University, 2018. http://repository.edgehill.ac.uk/10816/.

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Participation in physical activity (PA) during childhood, particularly PA of a moderate to vigorous intensity, is important for many aspects of physical and psychological health. Numerous barriers can prevent children from engaging in PA during their free time. Therefore, schools are important settings for providing children with opportunities to engage in health enhancing PA. There is a need for school-based PA strategies which can be ‘self-sustained’ by schools. The main aim of this thesis was to explore intervention approaches which had no or limited financial cost and were implemented by existing school staff structures with the aim of promoting primary school PA in a low socio-economic status community. Chapter 4 (Study 1) established that PA levels were low and school-based PA strategies are warranted. Furthermore, the use of multilevel analyses established a range of child- and school-level factors which predict PA participation during segmented school time. Initially, single-component school-based PA strategies were implemented in Chapter 5 (Study 2). Implementation challenges related to space within the school environment, and competing demands of teachers and other members of staff, such as timetable constraints and other additional responsibilities. The active classroom break and daily Born To Move video interventions indicated positive effects on levels of moderate to vigorous PA (MVPA) and sedentary time (ST). Adaptations to the intervention strategies outlined in Chapter 5 (Study 2) were made based on the study findings. They were then combined with four other school-based PA strategies in Chapter 6 (Study 3) in order to implement and evaluate a pilot multi-component school-based PA clustered randomised controlled trial. The Active Schools: 5 Skelmersdale (AS:Sk) multi-component intervention had a significant effect on school day ST (significantly less for intervention children by nine minutes per day compared to control group). Chapter 7 (Study 4) explored how the AS:Sk intervention was implemented in participating schools. Implementation differed between schools and study findings advocate school-based PA strategies that are flexible and adaptable in nature. This thesis contributes to the understanding of feasible and acceptable PA strategies in the school setting. Future research is needed to establish school-based strategies that are effective at increasing MVPA levels.

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Dagenhard, Paige C. Dagenhard. "Principals Perceptions of ALICE Training in Public High Schools." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501598726547038.

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Cerniglia, Luca, Silvia Cimino, Michela Erriu, Stanislav Jezek, Carlos A. Almenara, and Renata Tambelli. "Trajectories of aggressive and depressive symptoms in male and female overweight children: Do they share a common path or do they follow different routes?" PLoS ONE, 2018. http://hdl.handle.net/10757/622524.

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The prevalence of childhood overweight is a major social and public health issue, and primary assessment should focus on early and middle childhood, because weight gain in these phases constitutes a strong predictor of subsequent negative outcomes. Studies on community samples have shown that growth curves may follow linear or non-linear trajectories from early to middle childhood, and can differ based on sex. Overweight children may exhibit a combination of physiological and psychosocial issues, and several studies have demonstrated an association between overweight and internalizing/externalizing behavior. Nevertheless, there is a dearth of longitudinal studies on depressive and aggressive symptoms in children with high BMI. This study adopted a growth curve modeling over three phases to: (1) describe BMI trajectories in two groups of children aged 2±8 (overweight and normal weight) from a community sample; (2) describe the developmental trajectories of children's aggressive and depressive symptoms from 2 to 8 years of age. Results indicate higher BMI in 2-year-old girls, with males catching up with them by age 8. While overweight females' BMIs were consistently high, males' increased at 5 and 8 years. The mean scores for aggressive symptoms at T1 (2 years of age) were the same in all subjects, but a significant deviation occurred from T1 to T2 in both samples, in divergent directions. With regards to children's depressive symptoms, the two groups had different starting points, with normal weight children scoring lower than overweight youths. Overweight females showed lower depressive scores than overweight males at T1, but they surpassed boys before T2, and showed more maladaptive symptoms at T3. This study solicits professionals working in pediatric settings to consider overweight children's psychopathological risk, and to be aware that even when children's BMI does not increase from 2 to 8 years, their psychopathological symptoms may grow in intensity.

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Schudel, Ingrid Joan. "Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006079.

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This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema highlights1M ontological questions of what is (with emphasis on structures and generative mechanisms) and what could be (real, but non-actualised possibilities). It enables reflection on what mediating and interactive agential processes either reproduce what is or have the potential to transform what is to what could be (2E). Thirdly, the MELD schema enables reflection on what should be – this is the 3L “axiological moment” (Bhaskar, 1993: 9) where questions of values and ethics in relation to the holistic whole are raised. Finally, the schema raises questions (4D) of what can be, with ontologically grounded, context-sensitive and expressively veracious considerations. The study describes the agency of course tutors, teachers and learners involved in the Schools and Sustainability course, as emergent from a social-ecological context of poverty and inequality, and from an education system with a dual transformative and progressive intent (Taylor, 1999). It uses a spiral approach to cluster-based teacher professional development (Janse van Rensburg & Mhoney, 2000) focusing on the development of autonomous (Bernstein, 1990) and reflexive teachers. With teachers well-disposed and qualified to fill a variety of roles in the classroom, these generative structures and mechanisms had the power to drive active learning processes with potential for manifestation as transformative praxis. Through the analysis of the active learning processes emergent from this context, the study shows that the manifestation of transformative praxis was contingent on relational situated learning, value-based reflexive deliberations, and an action-orientation with an emphasis on an iterative relationship between learning and doing. These findings enable a reframing of an interest in action in response to environmental issue and risk, to an interest in the processes that led up to that action. This provides a nuanced vision of active learning that does not judge an educational process by its outcome. Instead, it can be judged by the depth of the insights into absences (2E), the ability to guide moral deliberations on totality (3L), and by the degree of reality congruence (1M) in the lead up to the development of transformative agency (4D). The study also has a methodological interest. It contributes to educational and social science research in that it applies dialectical critical realist philosophy to a concrete context of active learning enquiry in environmental education. It reports on the value of the onto-axiolgical chain in describing a diachronic, emergent and open-ended process; in providing ontological grounding for analysis (1M); in understanding relationality in situated learing processes (2E); in focusing on value-based reflexive learning (3L) and in understanding transformative learning as “tensed socio-spatialising process” (Bhaskar, 1993: 160) where society is emergent from a stratified ontology, and agency and change are open-ended and flexible processes not wholly determined by the social structures from which they emerge (4D). Considering the knowledge interests defined in the 2011 South African Minimum Requirements for Teacher Education (South Africa. Department of Higher Education and Training, 2011) and the Curriculum Assessment Policy Statements (CAPS) which were implemented in South Africa from 2012 (in a phased approach), the study concludes with recommendations for exploring environmental learning in the CAPS. The study proposes working with a knowledge-focused curriculum focusing on the exploration and deepening of foundational environmental concepts, developing relational situated learning processes for meaningful local application of knowledge, supporting transformative praxis through the “unity of theory and practice in practice” (Bhaskar, 1993: 9), and implementing a spiral approach to cluster-based teacher professional development.

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Moore, Jerry Nathan. "Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736813.

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This study was focused on the perceptions of teachers and administrators from southwest Missouri high schools regarding the impact of Active Shooter Intruder Response Training (ASIRT). Perceptions of school safety, school climate, and preparedness for an active shooter were collected through focus group interviews. Participants for this study included four teachers and four principals randomly selected from a stratified cross-section of southwest Missouri high schools, based on enrollment. Also interviewed was Senator Dan Brown, primary sponsor of Missouri Senate Bill 75 (2013). Missouri Senate Bill 75 was signed into law by the Governor of Missouri in 2013 and mandates intruder training for Missouri school districts. The findings of this study were that teachers and administrators reported greater feelings of safety, climate, and preparedness for an intruder after participating in ASIRT. According to Senator Brown, the bill was originally authored to allow each school district the opportunity to determine how to best train staff for the event of an active shooter. Findings revealed that ASIRT was designed primarily to better provide safe learning environments for students and school staff, allowing higher levels of teaching and learning. Maslow’s (1954) theory of motivation–hierarchy of needs was the theoretical framework of this study, which states all humans must have the basic need of safety met before further development can take place. This theory paralleled the literature reviewed for this study, which indicated students perform at higher levels when they have a greater sense of safety.

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Bachera, Dominika. "Design and synthesis of components for optically active metal-organic frameworks (MOFs) and synthetic routes to diverse deuterium labelled α-diazoacetates, α-diazoacetamides, α-diazoketones, and the antibiotic azaserine." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/58573/.

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Metal-organic frameworks (MOFs) are porous crystalline solids that consist of metal nodes connected to organic linkers that assemble into one-, two- or three-dimensional frameworks. Among other applications they have recently found use in heterogeneous asymmetric catalysis. Since that time the demand for new optically active MOFs has increased and novel chiral non-racemic building blocks for their assembly are required. The first part of this PhD thesis entails the synthesis of a novel linear organic linker equipped with ester functional groups for the future introduction of a chiral centre. In addition, a selection of novel axially chiral (S)-BINOL-derived building blocks bearing 1,2,3-triazole moieties is described. Secondary functional groups can undergo post-synthetic modification resulting in the introduction of a catalytically active site. Within this research project an effective method for purification of commercially available acetylene was developed and a reliable protocol for a [2+2+2] cycloaddition reaction of 1,6-diyne with acetylene was established. The 2,2'-bipyridine moiety was successfully installed in the axially chiral (S)-BINOL-based linker providing a highly effective chelating ligand. α-Diazocarbonyl compounds are useful intermediates for various chemical transformations. Although known since the mid-1800s, they still offer an area for future studies and development of preparative methods as well as applications. With the recently growing need for labelled compounds, they appear to be ideal candidates for the introduction of deuterium. This area of research is presented in the second part of this PhD thesis. The synthesis of an array of α-diazocarbonyl acetic acid esters and α-diazoketones and their utilisation in a hydrogen/deuterium exchange reaction are described. Within this research project a quick, reliable and highly efficient protocol for a base-catalysed hydrogen/deuterium exchange reaction at the α-carbon atom of α-diazocarbonyl compounds was successfully developed furnishing products with moderate to high yields (63% to 90%) and excellent levels of deuterium incorporation (≥96%). This protocol was also successfully utilised in the synthesis of α-deutero-α-diazoacetic acid ester-derived α-amino acids and α-diazoacetamide-derived α- and β-amino acids. The first chemical synthesis of a deuterium-labelled azaserine analogue was accomplished. Additionally, two protocols for the preparation of α-deuterated aromatic aldehydes have been established. The third part of this PhD thesis illustrates briefly the synthesis of (S)-N-triflyl VANOL phosphoramide and its employment as a catalyst in asymmetric aziridination reactions.

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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.

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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

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Wood, Philip Bailey. "Developing an active learning approach for the geography pilot GCSE – an action research investigation." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1602/.

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The present study focuses on the degree to which an innovative GCSE course (the OCR Pilot GCSE in Geography) acted as a basis for active and innovative learning. Using a holistic framework intertwining curriculum, learning and assessment, a collaborative action research approach was used to develop an active and innovative learning environment, focusing on the work of two groups of GCSE students following the Pilot GCSE course. A conscious adoption of personalised learning approaches, linked to a radical notion of the nature and content of geography and an alternative assessment regime, led to the development of a course founded on the integrated use of information and communication technology alongside independent learning approaches. These developments in active engagement were based on student perceptions of their own preferences with regards to learning and assessment. The action research took place over three cycles, and the results demonstrate that with the curriculum approach inherent in the Pilot GCSE specification, the development of active learning and authentic assessment opportunities were not only possible, but in keeping with the philosophy of the course. There is less evidence that the emerging classroom pedagogy allowed students to deepen their investigation of geography, although there is some qualitative evidence for this.

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30

Orr, Jimmy F. "Facilitating the assimilation of active worshipers [sic] into the Bible study program of Concord Baptist Church, Cumming, Georgia." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Jassas, Rashid. "The promotion of physical activity within secondary boys schools in the Kingdom of Saudi Arabia." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10252.

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Background There are concerns over the low proportion of young people in the Kingdom of Saudi Arabia [KSA] who regularly participate in physical activity [PA] (Al-Hazzaa, 2004; Al-Hazzaa, et al., 2011). Schools have a unique opportunity to promote PA and provide adequate PA opportunities for young people via the formal/informal curriculum, school sports programmes, and out-of-hours PA (Dobbins et al., 2009). However, implementing effective PA promotion programmes in schools is a challenge and requires consideration of a range of factors. In Saudi Arabia context, the secondary boys school PE programme comprises two main elements: 1) the PE curriculum which is compulsory for all students and includes one 45 minute PE lesson per week; 2) the extra-curricular programme which is optional and comprises the Internal Physical Activity Programme (IPAP) and the External Physical Activity Programme (EPAP). The IPAP activities occur during breaks between lessons whilst the EPAP takes place after school. Both are delivered by PE teachers. Research Aims The aims of this study were: 1) To investigate the nature and extent of the promotion of PA in boys secondary schools in Saudi Arabia. 2) To explore physical education teachers perspectives on the promotion of PA in boys secondary schools in Saudi Arabia. 3) To identify the factors that influence the promotion of PA in boys secondary schools in Saudi Arabia. Theoretical Framework The theoretical framework for the study was based on Social Cognitive Theory (Bandura, 1997) which presumes that PA behaviour is influenced by: personal characteristics; behavioural factors; and environmental factors. In addition, the Active School model (Cale, 1997; Cale & Harrris, 2005) was utilised as a conceptual framework, guiding the investigation of PA promotion within schools and the analysis of data. Methodology In order to investigate the research questions, a two phased mixed method (Creswell, 2009) research project was carried out. Phase one involved a detailed survey questionnaire, informed by the Active School model, which was designed to gather information about PE teachers policies, practices and views with respect to the promotion of PA. The questionnaire s validity was enhanced via a number of Saudi experts who confirmed its appropriateness for use in the Saudi context. Moreover, a pilot study was undertaken to obtain valuable feedback relating to the format, content and clarity of both the survey questionnaire and interview schedule before the main study. The questionnaire was distributed to all secondary boys schools in Riyadh in KSA (N=181 schools). The response rate was 52%. The Statistical Package for Social Sciences (SPSS) version 17 was employed in the analysis of the data. Phase two involved semi-structured interviews. Prior to conducting these, the interview schedule was piloted at one secondary school. Six PE teachers drawn from the survey sample were interviewed and the interview data were then transcribed and analysed using MAXQD10 software. Research Findings The survey revealed that two thirds of the secondary boys schools had a plan or policy for the promotion of PA, and almost 70% of PE teachers thought that their school significantly contributed to the promotion of PA. Games activities (e.g. football) dominated the PE curriculum, and the majority of schools also organised inter-school games competitions (e.g. league). In contrast, exercise and fitness-related activities (e.g. circuit training) were less common within the schools PE curricula. The PE curriculum was viewed by the teachers as the most important avenue to promote PA, followed by the IPAP and EPAP (95%, 91% and 73% respectively). Sports/activity facilities varied between schools, particularly in terms of indoor facilities, and over half of the PE teachers considered their indoor and outdoor facilities to be inadequate for promoting PA (54% and 57% respectively). The vast majority (90.3%) of the schools did not offer PA opportunities to parents/families. Furthermore, three quarters of the teachers expressed a need for professional development specifically in the area of PA promotion. On a positive note, headteachers and local PE supervisors were reported to be supportive of efforts to promote PA in the schools and provided support for both the IPAP and EPAP. All PE teachers, who were interviewed, considered the time allocated to PE programme to be insufficient for promoting PA amongst pupils. Further, some teachers viewed PE lessons as time off from serious school subjects and entertaining time . Most teachers reported that parents considered PE as unimportant and/or playtime . Discussion/Conclusion PE teachers views on role of schools in the promotion of PA were generally positive. The ways in which the teachers practiced the promotion of PA varied and maybe have been due to their narrow understanding of the whole school approach to PA promotion. The teachers focused on the PE curriculum and the PE extra-curricular programmes as the main avenues through which to promote PA within their schools, and gave less attention to other avenues such as the whole school environment. Almost all of the teachers had a sporting philosophy for PE leading them to privilege competitive sports. Although the teachers reported to have support from head teachers and local PE supervisors, many schools were not as conducive to PA promotion as they could be due to the narrow range of physical opportunities on offer, and the teachers lack of relevant professional development, the limited sports facilities and the insufficient maintenance of these. In addition, the status of, and time allocated to PE were found to be an issue influencing the promotion of PA in schools. It was concluded that actions could be taken to broaden PA promotion within Saudi schools. For example, policy update and development for PA promotion could be improved to address clothing and changing, traffic/transport, and playground bullying; establish links with outside sports agencies and professionals; and increase PA opportunities before or after school, or at weekends. The findings suggest that if the descriptor comprehensive which is widely used to distinguish whole school approaches from curriculum-only models of PA promotion is to be fully realised, schools need to make a clear and explicit effort to promote PA within the social/cultural environment. Further that research is needed on the social and cultural values, norms and perspectives affecting PA promotion in schools.

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Belen, S. "The recontextualisation of professional ideas and practices in Indonesian primary schools : a case study or the ALPS (Active Learning Through Professional Support) project." Thesis, London South Bank University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618635.

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Foggett, Albert Colin Sydney, and n/a. "How children view schooling: a study of the views of schooling held by year 6 pupils in selected government schools in New South Wales." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20050711.160431.

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The purpose of this study was twofold. First, it aimed to present an argument for the inclusion of primary-age children's views in the decision-making process in primary schools. Second, it aimed to explore the potential of primary-age children to contribute to better decisions about their own schooling. The hypothesis is that primary-age children have worthwhile views of schooling that should be introduced into both classroom and school decision-making processes. Authoritarianism, moral development, childrenqs rights and active learning were explored in relation to child participation in decision-making. This study attempted to explore children's views of schooling from the viewpoints of the children themselves. Children kept diaries of school for one week and from these diaries an interview schedule was constructed to allow the exploration of their views. The study shows that primary-age children have views that can contribute legitimately and valuably to decision-making at both the classroom and school levels.

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34

Hunter, Patrick E. "Developing a group ministry to assimilate both prospects and inactive members into active membership in the Sunday School of First Baptist Church of Jacksonville, Arkansas." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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35

Schuchter, Joseph. "Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276978380.

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Kucuker, (tuncer) Yadikar. "The Effects Of Activities Based On Role-play On Ninth Grade Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605375/index.pdf.

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This study intented to investigate the effects of activities based on role-play on ninth grade students&rsquo
achievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo
achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo
attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching
role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo
attitude towards physics at simple electric circuits.

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Jansson, Josefin. "Gå och cykla till skolan : En fallstudie över möjligheter och hinder för beteendeförändring i Nacka kommun." Thesis, KTH, Hållbar utveckling, miljövetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299527.

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Det finns många fördelar med att arbeta för att barn ska kunna transportera sig på ett aktivt sätt genom gång och cykel till skolan. Fördelarna är i flera fall kopplade till hälso- och miljöaspekterna. Utöver det får barn möjlighet att interagera med den bebyggda miljön och utvecklas som självständiga individer. Dock finns det en del hinder som gör att alla barn inte har den möjligheten idag. Syftet med det här examensarbetet är att undersöka vilka möjliga redskap och metoder som rektorer på grundskolor inom Nacka kommun kan använda sig av för att förändra föräldrarnas resebeteende från bilburet till att gå eller cykla med sina barn till och från skolan, alternativt låta barnen själva gå eller cykla till skolan. Syftet är också att undersöka hur Nacka kommuns projekt ‘Gå och cykla till skolan’ har bidragit till för effekter. För att besvara syftet kommer studien gå djupare in på varför föräldrar skjutsar sina barn med bil till och från skolan men även undersöka vilka strategiska åtgärder som kan implementeras för att minska bilskjutsandet. Slutligen går studien in på hur Nacka kommun och grundskolorna inom kommunen kan ta lärdom av föräldrarnas resebeteende. Studien är gjord med semistrukturerade intervjuer med flertalet relevanta respondenter från grundskolesektorn inom Nacka kommun. Utöver intervjuerna har även två enkätundersökningar gjorts. Den ena enkäten skickades ut till resterande rektorer på grundskolor inom Nacka kommun och den andra enkäten riktades till föräldrar som har ett eller flera barn i en av grundskolorna inom Nacka kommun. Resultatet av studien visar att ungefär en tredjedel av föräldrarna skjutsar sina barn till och från skolan med bil. De två främsta anledningarna är att föräldern ska vidare till arbete eller på grund av tidsbrist. Resultatet visar även på att majoriteten av föräldrarna inte har någon kännedom om projektet ’Gå och cykla till skolan’. För att ta reda på hur arbetet kan analyseras för att minska antalet föräldrar som skjutsar sina barn med bil till och från skolan, användes två beteendeteorier, theory of planned behaviour och social practice theory. Det som framgick av studien är att nya vanemönster så som att arbeta mer hemifrån gav mer utrymme för att gå eller cykla med sitt barn till skolan. Arbeta hemifrån gav också möjligheter för barn att gå själv till och från skolan samt att tidspressen minskade. Studien visar även att brister i infrastrukturen för gång och cykel behöver åtgärdas för att skapa tillförlitlighet hos föräldrarna och barnen. Slutligen behöver Nacka kommun skapa mer uppmärksamhet runt sitt projekt ’Gå och cykla till skolan’ för att nå ut till fler föräldrar.
There are many benefits for children to walk or cycle to and from school, for example, benefits linked to health and environmental aspects. In addition, children can interact with the urban landscape and develop as independent individuals. However, some barriers indicate that not all children have that opportunity. This degree project aims to investigate what possible tools principals in primary schools in Nacka municipality can use to be able to increase the number of parents walking or cycling with their children to and from school. To achieve the aim, questions were made to answer why parents are driving their children by car to and from school, and what strategic measures could be implemented to reduce the transportation of children by car. Also, the study aims to investigate in what way Nacka municipality's project 'Walking and cycling to school' has had any effect. The study consists of semi-structured interviews with several respondents working in the primary school sector in Nacka municipality. In addition to the interviews, two surveys have also been conducted. One of the surveys was sent out to primary school principals in Nacka municipality and the second survey was aimed for parents who had one or more children in one of the primary schools in Nacka municipality. The result of the study showed that about a third of the parents who responded to the survey drive their children by car to and from school. With the most answered reason for this being that the school is on the way to the parent’s work. And the second most answered reason being lack of time. The result also showed that most of the parents did not have any knowledge of the project ‘Walking and cycling to school’. An analysis of the parents who drive their children by car to and from school was made, with the two behavioral theories, theory of planned behavior and social practice theory. What could be highlighted in the result and analysis is that new habit patterns, such as parents working more from their home, giving them more time to walk or cycle with their children to school. Also, it provided opportunities for children to go to and from school independently, and lastly, the time pressure decreased. Deficiencies in the infrastructure for walking and cycling need to be fixed to create reliability for parents and children. Finally, Nacka municipality needs to pay attention to their project 'Walking and cycling to school' to a greater extent to reach more parents.

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Shaba, Chester B. K. "Establishing a new teachership through interactive radio instruction : evaluating the impact of IRI on teachers' practices in Malawian primary schools." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2242.

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This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.

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Silva, Mirtes Moreira. "Olhares e perspectivas sobre a educação ambiental, a democracia participativa e o empowerment de crianças e adolescentes em escolas da rede municipal de ensino de São Paulo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-04052011-134945/.

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Introdução: A sociedade atual tem sofrido com o agravamento dos problemas ambientais e da crise ecológica. Enfrentar essas questões impõe à Educação um grande desafio. A educação ambiental escolar pode proporcionar o empowerment dos educandos, por meio da reflexão, da tomada de consciência e da formação de valores compatíveis com a construção de uma sociedade sustentável. Objetivos: Verificar se a educação ambiental é praticada nas escolas investigadas, suas estratégias, os atores envolvidos e as dificuldades enfrentadas; conhecer a opinião e o envolvimento de educadores, pais e alunos com a democracia participativa e o protagonismo dos estudantes; identificar os impactos do trabalho pedagógico na saúde ambiental e na qualidade de vida de suas comunidades educativas. Métodos: Pesquisa qualitativa do tipo pesquisa-ação. Instrumentos de investigação: grupo focal com professores, entrevistas com alunos e pais e questionários com as equipes técnicas de dez escolas públicas municipais de São Paulo. Resultados: A Educação Ambiental, a democracia participativa e o empowerment dos alunos ainda é uma realidade distante na maioria das escolas. As estratégias carecem de planejamento, são pontuais e individualizadas. Os educadores necessitam de formação e condições de trabalho adequadas. A forte cultura hierárquica e a acomodação dos educadores dificultam a democracia participativa nas escolas, mas há exemplos bem sucedidos de protagonismo dos alunos e participação da comunidade. Há divergências sobre a saúde ambiental da escola, a influência governamental e o papel de cada membro da comunidade educativa sobre o sucesso ou fracasso dos projetos pedagógicos. Conclusões: Prevalecem os currículos, práticas e concepções típicas de uma educação conservadora na maioria das escolas, apesar do consenso geral sobre a necessidade de formar alunos cidadãos críticos, participativos, éticos e felizes para uma sociedade melhor e sustentável
Introduction: Nowadays the ecological crisis and the environmental problems around the world have been an important preoccupation. To the education it means a great challenge. So, the environmental education in school could provide the empowerment of the students by making them conscious about the values and acts necessary to get a sustainable society. Objectives: To verify if the environmental education had been practiced in the schools; the strategies adopted, the actors, and difficulties of them; to know the opinions and the involvement of teachers, students and parents with participative democracy and protagonist acts of the students; to identify the effects of the education projects in the environmental health and quality of life of the schools. Method: Thats a qualitative method with three investigation instruments: focal groups (teachers), interviews (students and parents) and questionnaires (technical groups members) of ten public schools of São Paulo City. Results: A few number of the school developed environmental education, democratic participation and empowerment of their students. Most of them explained that they developed their work by the use of punctual and disconnected actions. In general, teachers showed that they need to be better prepared to this task. Also their work conditions need to be improved. The strong power structure of the schools is a great problem to install the democratic participation of their members. There were different opinions about health environmental conditions of the schools, the educations projects and the governments or members of the schools papers over them. Conclusions: Traditional curriculums and practices based on old conceptions of education were presented by the most of schools, although they had the aim to make conscious, ethics, participative and happy citizens for a healthy and sustainable society

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Chiphwanya, Nellie Chimwemwe. "Action competence and waste management: a case study of learner agency in two Grahamstown eco-schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008308.

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There has been a growing need in environmental education to develop students' ability and will to take part in democratic processes that enable them take environmental action in their local environment. This study examined learner action competence in waste management practices in two primary school contexts in the Eastern Cape, South Africa. An interpretive case study design is used to probe how learner participation in Eco-School waste management practices enabled the acquisition of knowledge in purposeful learning and action experiences that developed the vision and agency of informed action. The research was centred on two guiding questions: 1. How informed, purposeful and action-orientated is learner participation in Eco-School waste management activities? 2. What Eco-School waste management activities are fostering active participation towards a learner-led agency? Educators in the two schools were interviewed and Eco-School portfolios were examined for evidence of the learning activities and learner achievement. This provided the contextual data for reviewing focus group interviews to probe what was significant to learners, what they came to know and how they had contributed to the process of developing better waste management in the Eco-School context. The evidence generated in the study was used to identify the roles of the various players, the significant activities and processes that enabled and constrained the emergence of learner-led agency. The main findings in the study were that teacher intentionality and school management ethos were significant in engaging learners in meaningful waste management activities in both cases. The study also revealed that although most of the waste management activities in both cases were teacher-initiated, there were spaces open for learner initiatives. However, it appeared that the activity based waste management practices mostly allowed learners to learn how to do waste management more than allowing them to find out more about the scope and nature of ii the problem of waste. This then resulted in learners talking more about what they were doing with waste than talking about what they knew about waste. There were differences in the way in which learners approached waste in the two cases. In the one case, Kingswood Junior School learners used waste artistically and carried out activities that allowed for better use of waste resources like paper while in the other School, Grahamstown SDA School, learners approached waste as a resource for making money. However, in both cases, learners appeared to enjoy the positive experiences of doing things that contributed to a cleaner environment and were of benefit to others and this gave them a sense of pride to share their experiences with others. This study was significant as it allowed me to probe learner participation and examine the development of their action competence through listening to the voices of the learners themselves and understanding what was important to them about the knowledge they gained and their vision of better waste management.

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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.

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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.

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Namakula, Halima. "A social realist analysis of learner agency and access to education : the case of Grade 11 learners in public secondary schools in the Makana District, Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001954.

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The South African government has shown enormous commitment to the achievement of “Education for All” (EFA) through its policies premised on the right to basic education for all which is enshrined in the constitution. Central to the South African constitution, is a fundamental right of all citizens to basic education, equity, redress, and the improvement of quality of schooling. Further, pro-poor funding policies such as school fee exemptions, social grants and, most recently, the designation of 60% of all schools as ‘no fee’ schools, have made it possible for even the poorest learners to attend school. This has affirmed South Africa’s commitment to the achievement of the Millennium Development Goals (MDGs) by 2015. In light of Notwithstanding the progress made in South Africa in universalising education, there are concerns regarding learner access to quality education, especially in poor provinces such as the Eastern Cape where this study is situated. Thus, the purpose of this study is to further understanding of the interface between learners’ agency and access to education in two township public high schools in Makana District in the Eastern Cape Province. In doing so, the research addresses the current under-representation in the literature of the voices of learners about their experiences of access to education. Drawing on Margaret Archer’s social realist approach to the relationship between structure and agency, the study explores learner agency with the aim of understanding how learners exercise their agency as they struggle to negotiate and overcome difficult and challenging circumstances in order to access education. The data collection was carried out during the academic year 2011, using a qualitative case study approach. Multiple methods of data collection were used. First, data was collected through questionnaires administered to learners. This questionnaire asked for basic information about the schools (for example, subjects, resources and teachers ), parents ( their education, employment, qualification etc.) and learners’ aspirations (their role model; where they see themselves in 5 years; which university they would like to attend; and what they would like to become in future). Secondly, observation method was used to collect data that would inform an assessment of the school’s structure and cultural practices and the impact these have on learners’ access to education. The focus here was also on classroom interaction between learners and teachers, as well as classroom participation, participation in extra-mural activities and voluntary activities, and interaction with peers and others in a variety of school settings. Thirdly, interviews with learners, educators, principals, and parents were used to provide insight about how participants construct their social worlds. In this study the primary data was collected through semi-structured individual and focus group interview. And finally, document analysis was used to analyse the attendance and performance of learners on attendance registers. Findings from this research have enabled new themes and areas for reflection about learner agency to emerge. These themes reflect current and ongoing constraints and enablements towards learners’ educational experiences. In particular, themes such as the following have surfaced: learners changing their lives; the desire to succeed; shaping the future; the value of education; family pride; aspirations and careers. This study addressed these developments by examining agency as temporally located reflexive deliberations of learners upon their future goals and present social environment. This allowed for the identification of individuals’ future goals in relation to access to education and the strategies that they intend to pursue to achieve them, in relation to their personal and social contexts. The findings show the choices and decisions learners are prepared to make and the strategies they use as they engage with socio-cultural environments. Archer’s nuanced approach to agency and structure offers tools to help make sense of learners’ equally nuanced way of engaging with various social structures and making considered decisions about their social environment. Key findings of this research suggest that despite the constraining social structures in their homes, communities and schools, learners make decisions and choices that enable them to navigate social contexts to their advantage. Put differently, for learners, social structures provided the impetus for the projects they created, and to this extent enabled rather than constrained their courses of action.

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Aydinyer, Yurdagul. "The Effect Of Project-based Learning On 7th Grade Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611730/index.pdf.

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The aim of this study was twofold: (a) to investigate whether seventh grade students&rsquo
conditional and procedural knowledge acquisition in, attitude towards, active learning strategies in, and learning value of geometry improve differentially for students having different cognitive styles in project-based learning and (b) to examine how project-based learning affects them. Participants were 97 seventh-grade students in a private school in Ankara. The students were classified into three groups: Field dependent (N=31), field middle (N=35), and field independent (N=31), based on the raw scores of the participants from the Group Embedded Figures Test. Only one treatment (i.e., project-based learning) was conducted for the study, lasting 30 lesson hours. Pre-test and post-test design for the students having three different cognitive styles was utilized. A mixed methods design integrating both quantitative and qualitative data was used for this study. The data were collected through Conditional and Procedural Knowledge Tests, Active Learning Strategies in and Learning Value of Geometry Questionnaire, Geometry Attitude Scale, interview responses, and classroom observation field notes. The quantitative analyses were carried out by using Mixed Design (one between factor and one within factor) Multivariate Analysis of Variance (MANOVA). The results revealed that there is no significant interaction between time and group. There was a substantial main effect for time and follow up analyses for this effect showed that the students achieved large learning gains for all dependent variables. In addition, the main effect of group was not significant. According to interview responses and classroom observation field notes, those quantitative results were attributable to the influence of contextualizing, visualizing, and collaborating geometry concepts with their peers and teacher during benchmark lessons and developing and sharing artifacts for each of the cognitive style group.

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Karlsson, Ylva. "Hälsofrämjande skolans verksamhet påverkan av elevernas teoretiska inlärning." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-355.

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ABSTRACT

The purpose with the investigation was to find if there is a relation between daily health active and too reusing theoretic learning for health promotion school’s pupil. In the investigation I have focused into if the Health promotion school’s student has better result at the nation’s test (NT) in Swedish, English and in mathematic in the fifths grade, than the ordinary school that isn’t health promotion school. The personal feelings of the two schools are that there is a connection between health active and too reusing theoretic learning. My study is a comparing fall study.

Method procedure: The investigation was done with help from two methods, the first one was a quantitative method, to now how many in fifth grade class of the two schools was failed on the NT in Swedish, English and in mathematic. The other method that I used in my investigation was quality interviews of five people from the two schools.

Conclusion; The most important result that appears in the investigation shows that the health school had worse result on NT, than de ordinary school specific for the year 2005/2006. But the Health promotion School’s boys have better result in mathematic than the ordinary school boys. In my interviews it appears that teachers feel that higher levels of physical activeness for students have a positive relation to the theoretic learning.

SAMMANFATTNING

Mitt Syfte är att undersöka om det finns något samband mellan daglig fysisk aktivitet och ökad teoretisk inlärning för skoleleverna på hälsofrämjande skolan. Där jag ska undersöka om hälsofrämjande skolan får bättre resultat på de nationella proven (NP) i svenska, engelska och matematik årskurs 5, än i en som inte är hälsofrämjande skola. Samt om personalen på de två skolorna upplever om det finns något samband mellan fysisk aktivitet och ökad teoretisk inlärning. Där min studie är en jämförande fallstudie.

Metodiskt tillvägagångssätt; Undersökningen genomfördes med hjälp två metoder, den första var en kvantitativ metod, för att se hur många som var underkända i NP för årskurs fem i svenska, engelska och matematik, i de utvalda klasserna på de två skolorna. Den andra metoden som jag använde i min undersökning var kvalitativa intervjuer av fem personer från de två utvalda skolorna.

Slutsats; De viktigaste resultaten som framkom i undersökning visar att den hälsofrämjande skolan hade sämre resultat i NP, än den vanliga skolan speciellt för året 2005/2006. Men att den hälsofrämjande skolans pojkar hade bättre resultat på matematik än den vanliga skolan pojkar. Det som framkom genom mina intervjuer är att lärarna upplever att ökad fysisk aktivitet har en positiv koppling för den teoretiska inlärningen.

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Gonçalves, Gustavo Bruno Bicalho. "Programa Escola Ativa: educação do campo e trabalho docente." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4991.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O Programa Escola Ativa (PEA) foi implementado no Brasil a partir de 1997 no marco de um convênio com o Banco Mundial, com o objetivo de melhorar o rendimento de alunos de classes multisseriadas rurais. O PEA tem seu foco na formação de professores e na melhoria da infra-estrutura das escolas, e propõe amplas mudanças na organização do trabalho docente, constituindo-se na único programa voltado especificamente para as classes multisseriadas no Brasil. Seu histórico é marcado pela coexistência com movimentos sociais que sintetizam e defendem novos princípios para a educação do meio rural alinhados com os seus próprios interesses e configurando-os em um novo conceito: Educação do Campo. Estes princípios devieram em 2002 em Referências para uma política nacional de educação do campo e passaram a orientar, em tese, a reformulação e redirecionamento do PEA. O objetivo desta pesquisa é analisar as mudanças no trabalho docente a partir da introdução do Programa Escola Ativa nas escolas multisseriadas rurais. Três frentes de análise foram abertas: uma análise macro, relativa ao contexto histórico da formulação do Programa e início de sua implantação no Brasil; uma análise meso, relativa aos processos de apropriação e resistência de diferentes grupos de interesse; e uma análise micro, relativa às mudanças no trabalho docente no campo a partir da implementação do Programa, considerando os sentidos que adquire o mesmo para o professor, a partir das novas prescrições e condições engendradas. Ao reconstituir o percurso do PEA, da origem à universalização, buscou-se identificar o papel do professor que atua nas escolas aderentes ao PEA e o papel dos movimentos sociais, ao proporem uma política nacional de educação do campo. Inicialmente, realizou-se uma análise macro dos contextos do desenvolvimento e da implementação do PEA, por meio de revisão da literatura. Observou-se uma retórica modernizadora e uma racionalidade tecnocrática que impunha-se de cima para baixo orientando as políticas, em matéria de autonomia e profissionalização dos docentes. No nível meso, por meio de entrevistas, pesquisa participante e análise documental buscou-se mapear pontos convergentes e divergentes na interlocução da coordenação do PEA com os movimentos sociais que discutem a educação do campo no Brasil. Detectou-se um considerável acúmulo de informações construídas de maneira coletiva e utilizadas pelo movimento crítico de maneira isolada dos articuladores das políticas públicas. No nível micro, foram utilizadas técnicas em que o grupo foi meio e estratégia de abordagem das trabalhadoras e de análise reflexiva dos conteúdos evocados. As técnicas foram utilizadas durante um seminário, com a participação de todas as professoras das Escolas Ativas de um município de Goiás. Observou-se que, da perspectiva das professoras, houve melhora das condições materiais para o exercício da profissão docente a partir do PEA. Contudo, esta foi insuficiente para garantir condições adequadas para todos os professores e alunos e uma ampliação da autonomia do professor, que está condicionada a uma intensificação do trabalho e extensão da jornada. Observou-se ainda o caráter vertical da relação com a coordenadora municipal do Programa. Conclui-se que o Programa Escola Ativa possui um traço de verticalismo forte no modo como é implementado, nas esferas macro, meso e micro, que abarca todo o processo de formulação, implantação, avaliação e universalização e reflete na sua dificuldade de incorporar produções críticas e análises coletivas para além do nível do discurso
The Active School Program (PEA) was implemented in Brazil in 1997 within the framework of an agreement with the World Bank, aiming to improve the performance of students of rural multigrade classrooms. The PEA focuses on training teachers and improving the infrastructure of schools, and proposes broad changes in the organization of teaching, becoming the only public policy geared specifically for multigrade classrooms in Brazil. Its history is distinguished by the coexistence with social movements that synthesize and advocate for new principles for rural education, aligned with its own interests, and setting them on a new concept. In 2002 those principles became references for a national policy for rural education and started to guide, in theory, the PEAs reformulation and redirection. The objective of this research is to examine the the PEA impact on teacher work in rural education. Three fronts of analysis were initiated: the first one was a macro analysis, related to the historical context of the PEAs formulation, and the beginning of its implementation in Brazil; a meso analysis, on the processes of appropriation and resistance from different interest groups; and an microanalysis, on changes in the teaching work in the field, since the implementation of the PEA, considering the meanings that the teaching work acquires for teachers, since the new requirements and conditions were engendered. Reconstructing PEAs development, from its origin to its universalization, we tried to identify the role of the teachers who works in schools adherent to the PEA and the role of social movements in proposing a national policy for rural education. Initially, a macro analysis of the development and implementation of PEA, through literature review, was made. A modernizing rhetoric and a top-down technocratic rationality guiding the policies, in terms of autonomy and professionalization of teachers was observed. In the meso level, through interviews, document analysis and participatory research, we sought to diagram convergent and divergent points in the interaction of PEA coordination with the social movements that involved discussions on rural education in Brazil. It was found a considerable amount of data gathered on a collective basis and used only by the critical movement, isolated from the public policymakers. On the micro level, we used research techniques in which the teachers group was the strategy of approach and the way of collecting the data and analyzing it. The techniques were used during a seminar, in which all rural teachers from PEAs schools from a municipality of Goiás participated. It was observed that, from the perspective of teachers, there was improvement in material conditions for practicing the teaching profession since PEA began. However, this was insufficient to ensure adequate conditions for all teachers and pupils and an extension of teacher autonomy, which led to work intensification and resulted in increase in the working day. We also observed a vertical relationship between the local coordinator and teachers. We conclude that the PEA has a strong top-down form of implementing its policies and programs, in the macro, meso and a micro sphere, which covers the whole process of formulation, implementation, evaluation and universalization. This and reflects in difficulty to incorporate critical productions and collective analysis, beyond the level of discourse

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Giampietri, Alvarez Marcelo. "Colegio público comunal." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/657322.

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El siguiente documento desarrolla la investigación previa del proyecto de un Colegio Público Comunal ubicado en Punta Hermosa. Este responde la problemática actual, la cual consiste en el déficit de infraestructura educativa, el sistema educativo actual el cual se quiere cambiar por una educación activa y la falta de programa y equipamiento complementario según las nuevas normativas de los ministerios que además contribuirán con la comunidad prestando el uso fuera del horario escolar. El proyecto, además de ser de uso educativo para los alumnos, permitirá un uso recreativo, deportivo y cultural a la comunidad.
The following document develops the previous investigation of the project of a Public Communal School located in Punta Hermosa. This responds to the current problematic, which consists of the deficit of educational infraestructure, the current educational system which is in the process of changing into a more active education, and the lack of complementary program and equipment according to the new ministerial regulations that will also contribute to the community providing use after school hours. The Project, in addition to being of educational purposes for the students, will also allow recreational, sports and cultural uses to the community.
Trabajo de investigación

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Van, der Voort Geoffrey Hermanus. "An action learning model to assist circuit teams to support school management teams towards whole-school development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016065.

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This research study took as its point of departure the general state of underperformance of the majority of schools in South Africa. A review of the literature uncovered evidence that suggested that the state of school management in the majority of schools was in disarray. The problem was compounded by the poor quality and haphazard nature of support that District and Circuit Officials of the Education Department rendered to schools. I therefore saw the need to conduct a scientific investigation into how Circuit Teams could be assisted to support School Management Teams towards whole-school development. Against this background, I formulated the following primary research question to guide the study: “How can Circuit Teams effectively support School Management Teams of underperforming schools towards whole-school development?” The following secondary research questions arose out of this to provide further direction to the study: How can Circuit Teams assist School Management Teams to develop and implement their respective School Improvement Plans? How can Circuit Teams be assisted to develop, implement and monitor their Circuit Improvement Plans? What recommendations can be made to improve service delivery to the schools?. The primary aim of the research was therefore to design an action learning model that would enable Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development. A qualitative research approach was adopted for this study, as it best suited the purpose of the research, and the philosophical assumptions of the researcher. In addition, I drew on a constructivist-interpretative and a critical theory paradigm to guide the design. I chose action research as the specific methodology for the study as, in line with critical theory it aims to empower people to facilitate social change and improvement at a local level. Purposive sampling was used to select four underperforming high schools in the same township within the Cape Town Metro, belonging to the same education Circuit and District Office to participate in the research. In addition, the members of the Circuit Team that serviced these schools were also brought on board as participants. In total, 40 people participated in the research: 4 members from the Circuit Team, 4 Principals, 8 Deputy Principals and 24 Heads of Department. Data were generated in the period January to June 2012 using structured, semi-structured and unstructured interviews, participant observation, and document analysis. Data were analysed by following the eight steps for analysing qualitative data identified by Tesch. An Action Research cycle consisting of the following five steps was followed with participants during the fieldwork, viz.: Identification of the problem; Designing the action plan; Implementing the action plan; Evaluating the action, and Reflection and lessons learnt. Two Action Research cycles emerged from the fieldwork. The first cycle dealt with assisting the schools and Circuit Team to construct their improvement plans. The main findings from this cycle were (1) that the Circuit Team did not function as a team, due to the autocratic management style of the Circuit Team Manager, and the plan of action to address the underperforming schools was not developed in a participative manner. In addition, the Circuit Team had no Circuit Improvement Plan in place with which to support the schools. (2) The schools did not receive the required support to prepare their School Improvement Plans, and although they were able to articulate their areas of support needed, none of them undertook the process of School Self-Evaluation and therefore did not have School Improvement Plans in place. The second action r esearch cycle dealt with the support that schools needed from the other pillars of the District Office to implement their intervention plans. Three themes emerged from this action research cycle: (1) The School Management Teams required capacitybuilding to manage their schools effectively, (2) teachers needed support to implement the curriculum, and (3) learners required assistance to achieve better results. As the outcome of the research, a spiral model consisting of three distinctive phases, each having several loops that describe the particular action that Circuit Teams and School Management Teams have to undertake was developed as the ultimate outcome of the research. The structure of the model was explained, and explicit guidelines for operationalizing it in practice were provided. Based on the findings and the construction of the model, a number of recommendations were put forward to guide future research and practice in the area of Circuit Team support to nderperforming schools. In conclusion, this research study contributed to the body of knowledge by exploring, investigating and describing the working relationship between Circuit Teams and School Management Teams, which until now has not been adequately covered in the existing literature and research. The study culminated in a theoretical model which can be used to improve this relationship permitting Circuit Teams to better support School Management Teams towards whole-school development. The action research design also allowed a more participative and democratic relationship to develop between the Circuit Team and the School Management Teams of the four schools, which is also an innovative idea considering the traditional hierarchic and autocratic approach which has been the norm in the past. Hopefully the findings of this study will encourage the emergence of democratic partnerships between Departmental officials and school management, leading to the empowerment and transformation of school management.

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Granlund, Fredric, Alexander Nilsson, and Patrik Sundström. "Energieffektivisering av skolor : En studie om energieffektivisering och inneklimat för Rotundaskolan i Västerås." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55466.

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Purpose: This study aims to see how the total active heating demand and the indoor climate for a school in Vasteras can improve from two different energysaving-investments. The two measures that will be investigated are windows with an improved U-value and an exchange of the ventilation unit with a heat exchanger. The result of the investments will be connected to a value-added study which investigates its impact on social, economy and environmental aspects. Method: To accomplish this, a literature study has been made to gather information to support the calculations and compare our results with previous studies. A case study which consists of calculations, a study visits to the school and a documentation analysis to strengthen the accuracy of the results. Results: The yearly total active heating for the school was 426 MWh with a heat demand of 191 kWh/m2 which is bad compared to equal buildings which normally use between 120-180 kWh/m 2. The exchange of the ventilation unit and the implement of a heat exchanger decreased the yearly active heating demand with 105 MWh which is equal to 144 kWh/m2. This is a much better value and now in the category of equal buildings. By investing in windows with a U-value of 1.3 W/m2 K from 3.0 W/m2 saved the building 29 MWh every year to 178 kWh/m2 which is just under the maximum value of 180 kWh/m 2 . Conclusions: Investing in a new ventilation unit with a heat exchanger showed to be the best investment for the school at this moment in time. The new heat exchanger contributes to a large energy saving and the investment cost had a payback time between 9 - 18 years depending on the kWh price. The study got similar results in the value-added study where the ventilation unit showed a greater impact on almost all of FN: s global goals. Windows did not show as impressive results as the ventilation unit did and is why it contributed less to the global goals in the value-added study.

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Fontes, Juliana Santos. "Classes de aperfeiçoamento : ensaio da escola ativa no ensino primário em Sergipe (1932-1933)." Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/9495.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this study, I sought to investigate the dissemination process of teaching Active, through the implementation of Improvement Classes, installed in school groups and in isolated schools in the State of Sergipe, in 1932 and 1933. In the Classes of Improvement were developed the centers of interest, created by Decroly and adopted in the Regulation of 1931. Aligned with Cultural History, the research was based on the concept of school culture, defended by Julia (2001), as the guiding principle for an analysis of the set of teachers practices that incorporate in the Classes in Sergipe. In addition, discussed the pedagogical guidelines through the work of Moura (1931), carried out by teaching inspectors. In the methodology used, of a descriptive historical nature, I searched in documentary sources, such as terms of visit of the inspectors of education, information of the school directors, primary education program, Regulation of February 3, 1931 and notes of the Official Gazette of this research, among other sources, the data needed to answer the research question: how did occured the process of dissemination of Active teaching through the implementation of the Improvement Classes installed in school groups and in isolated schools in the State of Sergipe in the years 1932 and 1933? I noticed that the Classes of Improvement had their proposal presented by Professor José Augusto da Rocha Lima, after a trip to the State of São Paulo in 1931 and were implemented in 32 Classes, in the period of 1932 and 1933, in the capital and in the interior of Sergipe. I also verified that the teachers' choices to direct the Class in the school groups, for the most part, had as criterion the demonstration of “competence” in the development of the method.The purpose of the Improvement Classes was fulfilled insofar as it disseminated the practice of the Intuitive Analytical Asset method with the use of Decroly centers of interest, which can be certified in the practices of teachers in the years 1933 and 1934.
Neste estudo, procurei investigar o processo de disseminação do ensino Ativo por meio da implementação das Classes de Aperfeiçoamento, instaladas nos grupos escolares e nas escolas isoladas no Estado de Sergipe, nos anos de 1932 e 1933. Nas Classes de Aperfeiçoamento foram desenvolvidos os centros de interesse, criados por Decroly e adotados no Regulamento de 1931. Alinhado a História Cultural, a investigação fundamentou-se no conceito de cultura escolar, defendido por Julia (2001), como princípio norteador para a análise do conjunto das práticas docentes que incorporadas nas referidas Classes em Sergipe. Além disso, discutiu as orientações pedagógicas a partir da obra de Moura (1931), manual que instruiu o uso dos centros de interesse. Na metodologia utilizada, de natureza histórica descritiva, busquei em fontes documentais, como termos de visita dos inspetores do ensino, relatórios dos diretores escolares, programa para o ensino primário, Regulamento de 03 de fevereiro de 1931 e notas do Diário Oficial dos anos referente a esta investigação, entre outras fontes, os dados necessários para responder a questão de pesquisa: como se deu o processo de disseminação do ensino Ativo por meio da implementação das Classes de Aperfeiçoamento instaladas nos grupos escolares e nas escolas isoladas no Estado de Sergipe, nos anos de 1932 e 1933? Constatei que as Classes de Aperfeiçoamento tiveram sua proposta apresentada pelo professor José Augusto da Rocha Lima, após viagem realizada ao Estado de São Paulo, no ano de 1931 e foram implementadas em 32 Classes, no período de 1932 e 1933, na capital e no interior de Sergipe. Verifiquei ainda que as escolhas das docentes para dirigir a Classe nos grupos escolares, em sua maioria, tiveram como critério a demonstração de “competência” no desenvolvimento do método. O propósito das Classes de Aperfeiçoamento foi cumprido na medida em que difundiu a prática do método Ativo Intuitivo Analítico, com o uso dos centros de interesse de Decroly, o que pode ser certificado nas práticas das docentes nos anos de 1933 e 1934.
São Cristóvão, SE

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Bates, Heidi. "Promoting healthy eating and active living in schools: a pilot study." Master's thesis, 2010. http://hdl.handle.net/10048/1137.

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Highly structured school-based interventions have shown promise in reducing risk factors for obesity in children. However, challenges exist with the sustainability of these kinds of programs and little is known about the potential for less structured interventions to effect change on behaviours that underpin overweight and obesity in children. We utilized an experimental design to test the effects of a semi-structured intervention on the lifestyle behaviours of grade 4 to 6 students at four schools. We also assessed stakeholder satisfaction with the intervention. ANOVA found no significant differences in vegetable and fruit intake or steps taken per day between conditions (control versus intervention); suggesting that impact of the intervention on these behaviours was inconsequential. Narrative accounts provided by the stakeholders expressed satisfaction with the intervention. This pilot study contributes to our understanding of the types of strategies likely to be efficacious in reducing the prevalence of childhood overweight and obesity.
Nutrition and Metabolism

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Dissertations / Theses on the topic 'Active Routes to Schools'

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