Academic literature on the topic 'Approved schools'
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Journal articles on the topic "Approved schools"
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Makadzange, Azure Tariro, Patricia Gundidza, Charles Lau, et al. "Attitudes to Vaccine Mandates among Late Adopters of COVID-19 Vaccines in Zimbabwe." Vaccines 10, no. 7 (2022): 1090. http://dx.doi.org/10.3390/vaccines10071090.
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Despite sufficient supply, <25% of the population in sub-Saharan Africa has received at least one dose of COVID-19 vaccine. Vaccine mandates have previously been effective in increasing vaccine uptake. Attitudes to COVID-19 vaccine mandates and vaccines for children in African populations are not well understood. We surveyed late-adopters presenting for COVID-19 vaccination one year after program initiation in Zimbabwe. Logistic regression models were developed to evaluate factors associated with attitudes to mandates. In total, 1016 adults were enrolled; 690 (67.9%) approved of mandating vaccination for use of public spaces, 686 (67.5%) approved of employer mandates, and 796 (78.3%) approved of mandating COVID-19 vaccines for schools. Individuals of lower economic status were twice as likely as high-income individuals to approve of mandates. Further, 743 (73.1%) participants indicated that they were extremely/very likely to accept vaccines for children. Approval of vaccine mandates was strongly associated with perceptions of vaccine safety, effectiveness, and trust in regulatory processes that approved vaccines. Vaccine hesitancy is an important driver of low vaccine coverage in Africa and can be mitigated by vaccine mandates. Overall, participants favored vaccine mandates; however, attitudes to mandates were strongly associated with level of education and socioeconomic status.
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Goldberg, Steven S. "Reimbursing Parents for Unilateral Placements in Private Special Education Schools." Exceptional Children 52, no. 4 (1986): 390–94. http://dx.doi.org/10.1177/001440298605200412.
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When parents placed their child in a private special education program without school district approval, two legal questions arose: Does Public Law 94–142 prevent parents from taking unilateral action? May they he reimbursed for private programs? In Burlington, the U.S. Supreme Court held that the law does not bar parents from making unilateral placements, but they may be reimbursed only if the private educational program is eventually approved through the appeal procedures set forth in the law.
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Ross, Sharon, and Marcia Harding. "Regulating the Use of Support Personnel in Schools." Perspectives on School-Based Issues 11, no. 4 (2010): 149–55. http://dx.doi.org/10.1044/sbi11.4.149.
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Abstract Rules and regulations governing the use of support personnel in Arkansas were approved in 1996. These regulations allow school districts to employ support personnel, assistants or aides, to assist master's level speech-language pathologists (SLPs) with clerical and clinical tasks. School district personnel must develop proposals, receive approval, and participate in training before the support personnel can be used in the delivery of speech-language services. The supervising SLPs manage the caseload, provide direct services, and supervise the support personnel. This model of service delivery has been used effectively in Arkansas schools to enhance services provided by the SLPs. Support personnel are employed primarily in the rural parts of the state where there is a shortage of SLPs.
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Mubita, Jefferson Mubita, and S.O.C. Mwaba (PhD) Dr. "Parenting styles and juvenile delinquency in Zambia." International Journal of Current Science Research and Review 08, no. 05 (2025): 1959–77. https://doi.org/10.5281/zenodo.15385930.
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Abstract : This main objective of this study was to explore the relationship between maternal and paternal parenting styles and juvenile delinquency among juvenile offenders at Katombora, Nakambala and Insakwe approved schools in Zambia. Despite juvenile delinquency being a pervasive and serious societal menace and widely supported by literature as linked to parenting styles, no study has explored its relationship with parenting styles. It is against this backdrop that this study was conducted. This study was limited to the four mentioned parenting styles and juvenile offenders in approved schools. Most literature reviewed links authoritarian, neglectful and permissive parenting styles to juvenile delinquency and authoritative parenting to prosociality. This study was guided by six theories: The Baumrind parenting typology, the social control, the cognitive, the behavioral, the psychodynamic and the Bronfenbrenner’s ecological systems. It used the convergent-parallel mixed methods design, purposive sampling selected the research sites while convenience sampling selected participants for quantitative and qualitative data collection and analysis. A total of 132 questionnaires were administered and 25 semi-structured interviews conducted. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and the qualitative data via thematic data analysis. Contrary to the first objective of the study findings revealed the maternal authoritative parenting style as the most prevalent. Results revealed no significant relationships between maternal and paternal authoritative, authoritarian, permissive parenting styles and juvenile delinquency, a significant relationship between paternal neglectful parenting style and juvenile delinquency and indicated that female participants reported more of paternal parenting styles the same way male participants reported more of maternal parenting styles. It was recommended that parents adopt intensive parenting; that relevant authorities sensitize parents, policy makers and stakeholders on the link between paternal neglectful parenting, single parenting, divorce, juvenile association with delinquent peers and juvenile delinquency. It was also recommended that further research be conducted in this area.
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Nunoo, Francis Kofi Nimo, Eric Anane-Antwi, Duke Peprah Mensah, Irene Esi Nunoo, and Aba Brew-Hammond. "Readability Analyses of Integrated Science Textbooks for Junior High Schools in Ghana." African Journal of Educational Studies in Mathematics and Sciences 17, no. 2 (2022): 61–72. http://dx.doi.org/10.4314/ajesms.v17i2.6.
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This study investigated the readability levels of some integrated science textbooks approved for use in junior high schools (JHS) in Ghana. To assess the readability levels of the approved integrated science textbooks in order to ascertain their difficulty or ease, the researchers used the Flesch Readability Ease and Flesch-Kincaid Readability Formulas Cloze Test to determine the comprehension levels for a sample of students. A sample of 135 pupils, drawn from rural, peri-urban and urban JHS years 1 through 3 in the Ashanti region participated in the study. The outcome of the assessments revealed that the selected textbooks had a problematic level of comprehension for many of their intended readership except those who had additional resources for assistance. The study also revealed that these approved books employed long sentences and multi-syllabic words to deliver lessons and instructions, making them difficult for JHS pupils to understand.
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Mujumdar, Vilas, and Gary McGavin. "Field Act Public Schools … a Need for Safety Reviews." Earthquake Spectra 15, no. 3 (1999): 585–95. http://dx.doi.org/10.1193/1.1586060.
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The Field Act has enabled a higher design and construction requirement for California's public schools since 1933. Much has been learned of earthquake design and construction since the enactment of the Field Act. The design profession has found, from experience in actual earthquakes, that some types of construction and structural systems have less than desirable responses to earthquakes. Children and staff in some of these facilities may be at risk. This paper urges that some older Field Act-approved structures should be reviewed for seismic safety. Systems such as nonductile reinforced concrete frames and tilt-up concrete construction are at a high level of concern. Other concerns include deterioration of older school facilities, inappropriate modifications, and nonstructural items in schools built before modern codes addressed the potential for nonstructural damage. This paper reviews these issues and calls for statewide examination of older Field Act-approved public schools in order to determine the extent of public schools that might be at some level of seismic risk.
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Talbot, Zoé, Alex Lee, and Sylvain Boet. "Hyperbaric medicine in Canadian undergraduate medical school curriculum." Diving and Hyperbaric Medicine Journal 53, no. 2 (2023): 138–41. http://dx.doi.org/10.28920/dhm53.2.138-141.
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Introduction: Hyperbaric oxygen treatment (HBOT) has fourteen approved indications in the management of acute and chronic diseases in various medical specialties. However, lack of physician knowledge and exposure to hyperbaric medicine may hinder the ability of patients to access this treatment option for approved indications. We aimed to determine the prevalence and nature of HBOT-related learning objectives in Canadian undergraduate medical education programs. Methods: Pre-clerkship and clerkship learning objectives from responding Canadian medical schools’ curricula were reviewed. These were acquired through the school websites or by emailing the faculties. Descriptive statistics were used to summarise the number of hyperbaric medicine objectives taught in Canadian medical schools, and within each institution. Results: Learning objectives from seven of the 17 Canadian medical schools were received and reviewed. From the curriculum of the responding schools, only one objective was found to be related to hyperbaric medicine. Hyperbaric medicine was absent from the other six schools’ objectives. Conclusions: Based on the responding Canadian medical schools, hyperbaric medicine objectives were mostly absent from undergraduate medical curricula. These findings illustrate a possible gap in HBOT education and the need for discussion regarding the design and implementation of HBOT educational initiatives in medical training.
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Jan, Saeed Ullah, and Zakria Qasmi. "Library and Information Science Curriculum in Pakistani Universities: A Comparison with Higher Education Commission Approved Curriculum." Journal of Education for Library and Information Science 63, no. 1 (2022): 80–93. http://dx.doi.org/10.3138/jelis-2020-0034.
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The main theme of this research article is to equate the library and information science curriculum taught at Bachelor of Studies (BS) level at the Pakistani schools of library and information science with curriculum designed by the Higher Education Commission of Pakistan. Efforts were made to dig out and download the required information from the websites of the Higher Education Commission (HEC) of Pakistan and schools of library and information science where the BS-LIS program is in functioning mode. In cases of non-availability of the desired information on the concerned university website, the authors consulted prospectuses and also approached the faculty/focal person of the concerned department for the requisite information. Seven out of fourteen LIS schools are offering BS-LIS programs in Pakistan. The majority of these schools follow the guidelines of the HEC in connection with BS-LIS programs in the country. Revision of LIS curriculum by the HEC is currently needed, as course revision has not taken place since 2014. The oldest schools of LIS are required to offer BS-LIS programs, as they have not yet initiated this program. This study is beneficial in designing a market-based curriculum for library science professionals in Pakistan. This attempt also helps the university authorities to make possible the compatibility of their BS-LIS program in line with the HEC curriculum. Uniformity in LIS curriculum at the national level is also a probable output of this study that can assist our professional bodies to achieve accreditation with international bodies.
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Issaka, Jacob, and Vera Esenam Fordjour Aidoo. "Assessing the readability of social studies textbooks for the Junior High schools in Ghana." Journal of Educational Development and Practice 3, no. 3 (2019): 61–81. http://dx.doi.org/10.47963/jedp.v3i.953.
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This study was designed to assess the readability level of Ghana Education Service (GES) approved Social Studies textbooks that are currently in use in Junior High Schools (JHS) in Ghana. The sample of the study consisted of the GES approved Social Studies textbooks for JHS 1-3 currently in use. Thirty different texts (ten from each textbook) were randomly selected for the readability test. The instrument used for data collection was textbook readability test. The data were analysed using free online readability test. The results of the findings showed that the GES approved Social Studies textbooks were difficult, compared to their grade level. The study recommended that Social Studies textbooks should be assessed to see their readability level before they are given to students. This is necessary because readable textbooks motivate students to read and learn better.
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Lau, Tracy. "State Formation and Education in Hong Kong." Asian Survey 53, no. 4 (2013): 728–53. http://dx.doi.org/10.1525/as.2013.53.4.728.
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This article examines the connection between pro-Beijing schools and national education, focusing on the shaping of national education in the history of Hong Kong. The study also illuminates the similarities in national educational practices between the government-approved post-1997 model and the traditions of these pro-Beijing schools.
Dissertations / Theses on the topic "Approved schools"
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Balliett, Timothy R. Stevens Robert J. "Motivated by grace? exploring achievement motivation in catholic secondary schools /." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2559/index.html.
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Alkandari, Khaled Ahmed Carr-Chellman Alison A. "The uses of posters and perceived values in schools a case study /." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4831/index.html.
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Butterfield, Jay V. Prestine Nona A. "The perceived efficacy by educational stakeholders of the move to smaller learning communities from larger comprehensive high schools." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2502/index.html.
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Molina, Ilia. "Investigation of Escape and Negative Student Behaviors Related to Florida State High Stakes Test Preparation in Miami-Dade County Public High Schools, having been approved in respect to style and intellectual content, is referred to you for judgment." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1186.
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The purpose of this study was to determine whether there was a relationship between pressure to perform on state mandated, high-stakes tests and the rate of student escape behavior defined as the number of school suspensions and absences. The state assigned grade of a school was used as a surrogate measure of pressure with the assumption that pressure increased as the school grade decreased.
Student attendance and suspension data were gathered from all 33 of the regular public high schools in Miami-Dade County Public Schools. The research questions were: Is the number of suspensions highest in the third quarter, when most FCAT preparation takes place for each of the 3 school years 2007-08 through 2009-10? How accurately does the high school’s grade predict the number of suspensions and number of absences during each of the 4 school years 2005-06 through
2008-09?
The research questions were answered using repeated measures analysis of variance for research question #1 and non-linear multiple regression for research question #2.
No significant difference could be found between the numbers of suspensions in each of the grading periods nor was there a relationship between the number of suspensions and school grade. A statistically significant relationship was found between student attendance and school grade. When plotted, this relationship was found to be quadratic in nature and formed a loose inverted U for each of the four years during which data were collected. This indicated that students in very high and very low performing schools had low levels of absences while those in the midlevel of the distribution of school performance (C schools) had the greatest rates of absence.
Identifying a relationship between the pressures associated with high stakes testing and student escape behavior suggests that it might be useful for building administrators to reevaluate test preparation activities and procedures being used in their building and to include anxiety reducing strategies. As a relationship was found, it sets the foundation for future studies to identify whether testing related activities are impacting some students emotionally and are causing unintended consequences of testing mandates.
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Johnston, Christopher David. "Superintendents and Fiscally Dependent School District Budget Approval." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79749.
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Because the public school budgeting process is arguably the single most important process in a school district, the budgeting process is a leadership challenge for the Superintendent. This leadership challenge is even more pronounced in fiscally dependent school districts where the school board does not have the authority to tax and must obtain funding from the local governing board. In fiscally dependent school districts, superintendents must develop and guide the school district budget through two different boards with different responsibilities and interests: a school board focusing on the educational vision of the school district and a local governing board focusing on overall community needs and tax rates.
The purpose of this study was to determine the impact of fiscal dependence on superintendent leadership during the budget process. This multi-case study utilized Stake's (2006) multi-case analysis methods to determine findings from four cases selected using a stratified, purposeful sampling of school districts in Virginia, a fiscally dependent state. The analysis resulted in eleven findings: 1) Superintendents guide school district budgets through the local government approval process. 2) The fiscally dependent method of school district funding in Virginia has a direct impact on the development of the school district budget. 3) The importance of education in a community influences the budget development process. 4) Personalities and relationships can be more important than budget processes and documents. 5) Limited local revenue has an impact on the budget development process. 6) An appointed school board increases the importance of the local governing board and influences the budget approval process. 7) The depth to which local government leaders look at the budget details influences the district budget development process. 8) Superintendents ensure frequent and ongoing dialogue with local government leaders. 9) Superintendents maintain good relationships with the local government leaders. 10) Superintendents have a good budget process and budget document. 11) Superintendents involve and engage the larger school community. This study has implications for superintendents that work in states with fiscally dependent school districts.<br>Ph. D.
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Stephanie, Small. "Will Implementing a Research Based DESE Approved Early Childhood Program Have an Effect on the School Readiness of Prekindergarten Students." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606176.
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<p> The purpose of this comparative study was to examine the connection between the implementation of a quality early childhood program and the kindergarten readiness of prekindergarten students as measured by the Developmental Indicators for Assessment of Learning-DIAL-3. The researcher analyzed historical data obtained from approximately 40 students in the Study Site School District in the prekindergarten programs at Woodbridge Elementary School for the 2008-2009 and 2009-2010 school years. </p><p> The researcher developed two research questions: a) What impact does a MODESE approved, research-based early childhood program have on the kindergarten readiness of prekindergarten students in the Study-Site School District as measured by the DIAL-3? and b) Will there be a difference in the average DIAL-3 scores of the students who did not participate in a DESE approved early childhood program and the average DIAL-3 scores for students who did? </p><p> The implementation of a high quality early childhood program, (the independent variable) was measured by the change in DIAL-3 scores on each subtest for each of the participants (dependent variable). The results were then compared to the scores of the control group, the students that did not participate in a high quality early childhood program. Using a two-tailed t-test to examine the difference between the mean scores of participating and non-participating students, the researcher found that overall there was no statistically significant difference in scores of students who participated and those who did not.</p>
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Ludwig, Christopher M. "A study on the self-efficacy and competence of approved clinical instructors on Athletic Training educational competencies." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/66.
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The purpose of this research was to survey allied healthcare and medical practitioners who were approved clinical instructors (ACIs) of an accredited Athletic Training Education Program to gain insight into their self-efficacy and competence on the acute care of pulmonary injuries and illnesses category in the 5 th edition of the Athletic Training educational competencies. The conceptual framework guiding this study was grounded in the contributions of ACIs' self-efficacy beliefs and cognitive competence were evaluated to assess if the Athletic Training clinical educator are confident and knowledgeable on the new Athletic Training Competencies. Major findings of the study were that the ACIs' self-efficacy ratings were high, and the self-efficacy ratings were statistically (p < .05) beneficial to specific subcategory competence in the acute care of pulmonary injuries and illnesses. When using 70% as the minimal accepted percentage to be considered competent the ACIs' responses led to the analysis of inadequate competence in immediate emergent management (62.2%), transportation (65.2%), and education (50.2%) on the acute care of pulmonary injuries and illnesses, and there were specific Competency subcategories in which ACIs' responses led to the analysis of inadequate competence. The demographic variables, gender and years of education, had statistical relationships with the ACIs' competence on the acute care of pulmonary injuries and illnesses. In conclusion, institutions that host ATEPs, the ATEP administrators and the ATEPs' associated ACIs should use this research to note that improvisational education or spontaneous teaching are not always efficient for clinical education. Even though clinical educators have high self-efficacy on areas of professional competence, this does not translate to actual competence. So Athletic Training students may not be receiving adequate evaluation and assessment of their clinical and cognitive knowledge, which could ultimately translate into patient care and in worse care scenario, the death of a patient. So those individuals who have the most opportunity to aid in the evolution of professional knowledge have the most responsibility to cultivate more resources and more accountability to the universities, ATEPs, and ACIs.
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Grabarek, Patricia E. Grandey Alicia A. "Understanding "smile school" emotional labor training occurrence and consequences /." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4604/index.html.
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O'Connor, Jr Thomas W. "Public school teachers' discretionary participation in continuing professional development : perceptions, influences, and action." Adobe Acrobat reader required to view the full dissertation, 2000. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-37/index.html.
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DeLong, Earl Eugene. "The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/67413.
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School Psychology<br>Ph.D.<br>The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in reducing disruptive behaviors in a school exclusively serving students diagnosed with emotional disturbance. The study also examined the effect of the BSO on academic success and school attendance. Staff attitudes toward the BSO were also examined. Finally, demographic categories were evaluated. Archival data from two school years were collected. There were 35 students during the 2007-2008 school year when the BSO was in effect, and 65 students during the 2008-2009 school year when the BSO was not in effect. There was also an evaluation of the 23 students who were present during both years.
It was hypothesized that use of the behavior support office would reduce the number and intensity of behavior incidents, and ultimately, reduce the amount of time spent out of class due to those behaviors. The data, however, demonstrated that students exhibited more behavior incidents and spent more time out of the classroom due to those behaviors with the BSO in place. It is believed that this increase was most likely due to the reinforcement of escape motivated behaviors. These behaviors in the BSO were, however, of a lower intensity.
This researcher further hypothesized that students would demonstrate higher grade point averages and higher rates of attendance with the behavior support office in place. There was no significant difference in GPA or attendance.
School staff were administered the Intervention Rating Profile - 15 to examine levels of staff acceptance for the behavior support office. Teaching staff had the highest level of acceptance for the BSO, while administrators had a lower level of acceptance, and behavior staff had the lowest level of acceptance. The higher level of teaching staff acceptance did not appear to impact the success of the intervention.
Finally, demographic information was evaluated. There were no significant effects for age or gender. However, African American students demonstrated a significantly greater decrease than Caucasian students in time out of the classroom due to behavior incidents after the Behavior Support Office was discontinued.<br>Temple University--Theses
Books on the topic "Approved schools"
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Massachusetts. Executive Office of Education. Massachusetts charter schools approved in 1994. The Office, 1994.
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Rick, Morgan, Snyder Kurt 1967-, and American Bar Association. Office of the Consultant on Legal Education., eds. ABA approved law schools: Statistical information on American Bar Association approved law schools. Macmillan, 1997.
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Association, American Bar, ed. Official guide to ABA-approved law schools. ABA-LSAC, 2002.
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Dunn, Barrie D. ESA-approved skills training schools: Electronic assembly techniques. European Space Agency, 2008.
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Dunn, Barrie D. ESA-approved skills training schools: Electronic assembly techniques. European Space Agency, 2008.
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Carlson, Jessamy. Approved Schools for Girls in England, 1933-1973. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65108-3.
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Association, American Bar. ABA-LSAC official guide to ABA-approved law schools. 2nd ed. Law School Admission Council, American Bar Association, 2010.
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Powers, William B. Faculty promotion and tenure policies of approved law schools. The Association, 1994.
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Powers, William B. Faculty promotion and tenure policies of approved law schools. ABA, 1990.
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Association, American Bar. ABA-LSAC official guide to ABA-approved law schools. 2nd ed. Law School Admission Council, American Bar Association, 2009.
Find full textBook chapters on the topic "Approved schools"
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Carlson, Jessamy. "Positioning the Approved Schools." In Palgrave Studies in the History of Childhood. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65108-3_2.
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Carlson, Jessamy. "The Local Picture: Approved Schools on the Ground." In Palgrave Studies in the History of Childhood. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65108-3_5.
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Carlson, Jessamy. "Contemporary Research in and on Approved Schools for Girls." In Palgrave Studies in the History of Childhood. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65108-3_6.
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Carlson, Jessamy. "Circumstances: How, Why, and When Children Are Committed to the Approved Schools." In Palgrave Studies in the History of Childhood. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65108-3_4.
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Smith, Mark. "The role of the De La Salle Brothers in the approved and List D Schools." In Boys' Stories of Their Time in a Residential School. Routledge, 2022. http://dx.doi.org/10.4324/9780429486166-3.
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Lozo, Nicole. "Getting School and District Approval for an AASC Program." In Animal-Assisted School Counseling. Routledge, 2024. http://dx.doi.org/10.4324/9781003392415-2.
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Gomendio, Montse. "Spain: The Response of the Education System to the COVID-19 Pandemic: How LNOB (Leaving No-One Behind) Got Lost in Translation." In Evaluating Education: Normative Systems and Institutional Practices. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69284-0_12.
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AbstractHistorically the evidence from international surveys shows that Spanish students have levels of performance below the OECD average, particularly in maths, which have followed a flat line for over a decade (from 2000 onwards) showing a complete lack of progress until some improvements took place around 2015. When compared to other countries, Spain has very few excellent students. This flatness has been wrongly interpreted as a signal that the Spanish education system has sacrificed quality for the sake of equity. Nothing could be further from the truth. The most distinctive feature is the high rate of early school leaving, which represents the worst kind of inequity. During and after Covid-19 student performance declined despite short school closures. The policy response to the pandemic was to lower standards, leading to negative consequences. During the state of alarm, central government decreed that grade repetition was forbidden, all students should promote to the next grade and teachers should give their students higher grades. These apparently temporary measures became the new normal after the latest reform was approved. The result was grade inflation on a major scale. Thus, over the last years teachers’ grades have become higher, while international surveys clearly show declines in levels of performance. Such complacency at the national level will prevent any improvements. These changes have had a greater impact among secondary students since it is at this stage that grade repetition used to be most common and students who failed several subjects could not promote or obtain degrees. The new model has created a mirage in which teachers’ grades have become disentangled from true levels of performance. The idea that this would help students who suffered the greatest learning losses is just plain wrong, since those students will not be correctly identified and will not receive the support they need. In addition, the illusion created by the levels of grade inflation achieved, generate the false impression that levels of performance are improving, and therefore policies are having a positive impact, when ILSAs tell us the opposite.Finally, there are two rich regions which in the last cycles have experienced the steepest declines. Catalonia and the Basque Country have strong pro-independence movements which have identified education as a great lever to strengthen national identities. As part of these nationalistic politics, schools teach in the co-official languages exclusively, treating Spanish as a foreign language. In such cases the proportion of students who take the test (PISA, PIRLS and TIMSS) in a language different from that spoken at home is over half of the student population, most of them Spanish students who speak Spanish at home. Clearly such policies harm the ability of students to learn.
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Gil, Natália. "Solutions for school non-approval and concern with the quality of teaching1." In Exclusionary Rationalities in Brazilian Schooling. Routledge, 2023. http://dx.doi.org/10.4324/9781003261988-10.
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Sulla, Francesco, Eusebia Armenia, and Dolores Rollo. "Natural Rates of Teachers’ Approval and Disapproval in Italian Primary and Secondary Schools Classroom." In Systemics of Incompleteness and Quasi-Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15277-2_27.
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Ayabe, Hiroaki, Emmanuel Manalo, Mari Fukuda, and Norihiro Sadato. "What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.
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AbstractPrevious studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.
Conference papers on the topic "Approved schools"
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Silva, Marisa Helena de Oliveira, and Lígia Gomes Elliot. "Evaluation of the quality of teaching at the Colibri Project from the perspective of the graduates." In II Seven International Education Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/iieducationcongress-029.
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Programs dedicated to improving the quality of life of young people and adolescents in situations of social, economic and cultural vulnerability are important because they contribute to reducing inequalities, promoting citizenship, social awareness and collective transformation. The Colibri Project is one such program. Implemented at the Afonsos Air Base on July 1, 1991, one of the Military Organizations of the Brazilian Air Force, the program's purpose is to provide professional guidance to students with low purchasing power, from municipal schools in Rio de Janeiro, preparing them for entrance exams at military high schools (Air Cadet Preparatory School and Naval College) and federal or state civilian schools (Federal Institute of Rio de Janeiro, Pedro II College, Celso Suckow da Fonseca Technological Education Center, Cap-UERJ, among others). The aim of this article is therefore to assess the quality of teaching at the Colibri Project from the perspective of its graduates. The methodology used in the studyis quantitative-descriptive, through the use of a questionnaire, and qualitative, through interviews. The questionnaire is based on the model used by SINAES/INEP (2008) and the interview is structured. The survey covers the period from 2018 to 2022 and was answered by 30 graduates of the Colibri Project. The participants gave their opinions and considerations about the course, especially with regard to teaching. The results show that the course taught in the project is of high quality and has led to graduates being approved for various military and civilian educational institutions. It can be seen that the Colibri Project has had an impact on the lives of these young people, making them economically productive and improving their well-being
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Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.
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More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities. 
 To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.
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Dawod, Zainb, and David Bell. "Enhancing the Learning of Special Educational Needs children with Dynamic Content Annotations." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002756.
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Communication is difficult for students who have little or no clear speech. Consequently, a range of communication systems, including symbols, pictures, or gestures, is used as an alternative to speech. Semantic web technology has had an impact in the educational field and offers the potential for greater engagement with a rich web of content. Students’ behaviour and learning engagement are among the significant problems in managing any group with special needs. Pupils with learning difficulties tend to be more off-task in class, are required to receive more teacher attention, off-task behaviour, ask fewer educational questions with shorter response times, and give less feedback than other pupils. Communication systems have been used since the 1970s to support face-to-face communication with children who have little or no speech ability. From the literature, teaching using communication symbols requires an adequate number of trained staff and an understanding of the complexity of young peoples’ disabilities and behaviour. Teachers often feel overwhelmed in preparing class resources, where more than one resource may be needed to explain each thought (O’Brien, 2019). A new evolution of the web is called the “Semantic Web.” The Semantic Web is an extension of the current traditional World Wide Web - adding semantic descriptions and ontologies. One benefit is that such characterization and modelling help provide additional meaning to the web content; making content machine-understandable (Berners-Lee et al, 2001). Although the Semantic web is applied in different fields including education, there is limited research in the field of mainstream education, particularly for those with special needs. This research was conducted to show the impact of applying semantic annotation techniques in improving the engagement, concentration, and behaviour of children with special needs. This study follows a Design Science Research Methodology (DSRM), a research process to discover practical solutions by evaluating the results in a set of iterations to design a SENTP model. The findings present a novel approach to teaching children with various needs by introducing educational prototypes using different semantic annotation content in an educational website. We investigated the impact of the annotation content using the symbol communication systems (Makaton, Widgit, and PECS), pictures, or audios, which are part of the current methods for teaching in UK schools. We selected an appropriate annotation editor to test the SENTP prototype for testing in the study after exploring different techniques. We collected the data from seven schools in the UK: two nursery schools; two special need high schools; one primary state school; and one preschool for children with language and communication difficulties. A total of 23 educators approved to participate in this study. The data are recorded, transcribed, and thematically analysed using NVivo 11. The findings from the in-school experiment indicated that annotated content using semantic annotations could have a significant impact on making the learning process more effective with better class management for students with special needs, including pupils with autistic spectrum disorders.
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Kampmane, Kristine. "Perseverance and Conscientiousness Scales as Indicators of Students’ School Success." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.16.
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When thinking about students’ achievement, the first thing associated with it is future success. When trying to explain why all things being equal some students may achieve highly and others may not, researchers have identified a variety of influencing factors, both those that can be measured by the tests of cognitive abilities and intelligence, and those that represent student’s personality and temperament. While cognitive achievement is usually closely related to intelligence, personality and temperament are not. Researchers are still searching for the best factors to explain the impact of personality on student’s achievement in learning and in everyday life and work. One such factor is perseverance that is measured in Grit scale; according to research, students with higher perseverance show better academic performance and achieve higher results in later career. Similarly, student’s personality in various personality tests have shown a high correlation between achievement and personality trait Conscientiousness. The aim of this study is to adapt an instrument for measuring perseverance, to create an instrument for measuring conscientiousness in the Latvian language, and to test whether these instruments can be used in adolescent population. The study involved 219 sixth and ninth grade students from 15 schools in Latvia. The factor structure of these two concepts were created and approved using exploratory and confirmatory factor analysis. The factor analysis resulted in two scales – one for each concept, which were compared with the students’ self-reported diligence, working hard and academic achievement at current school year. Results showed that students’ conscientiousness is closely related to perseverance and academic achievement. Overall, students’ self-reported academic achievement can be explained by perseverance (R² = 0.48) and conscientiousness (R² = 0.59). Both constructs explain 62% of student self-reported academic achievement.
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Abdel Rahman, Abdel Rahman Tariq A., Maitha Al-Naimi, Hany Mohamed A. Hussein, and Aysegul Korur. "Improvement in Environmental Management Performance in Ashghal Projects." In The 2nd International Conference on Civil Infrastructure and Construction. Qatar University Press, 2023. http://dx.doi.org/10.29117/cic.2023.0160.
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The Public Works Authority (Ashghal) of Qatar is responsible for countrywide infrastructure and public building projects starting from their planning stages and through design, procurement, construction, operation, and maintenance stages. This includes highways, local roads, surface water drainage networks, foul sewers, treated sewage effluent systems, schools and hospitals. Considering the large number of projects with construction activities ongoing at the same time, it is a challenge to develop a unique and standardized tool for monitoring of environmental management performance of each project, each department or Ashghal wide. Being a supportive department to all other Ashghal departments, with a main role of ensuring the conformity of projects to environmental regulations and standards, Quality and Safety Department (QSD) of Ashghal has started several initiatives to improve environmental management performance of projects. This paper provides a brief information about some of those initiatives, such as a portal for monthly reporting of environmental management performance (EPMS), a unique annual award which was developed to increase awareness for sustainable practices in construction and assist in guiding minimization and/or reduction of adverse environmental impacts caused by construction projects (Ashghal Green Award); and a list of Ashghal approved third-party environmental service providers which will be used as a vendor list in all Ashghal projects. In addition, Ashghal QSD chemical and microbiological laboratories as well as mobile noise and air quality monitoring trucks serve to support projects departments to improve environmental impacts resulted from construction activities on the environmental sensitive receptors located within or nearby the project.
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Bryleuski, Mihail, and Aliaksei Yarotau. "MAJOR AXIS OF ACTIVITY OF THE BELARUSIAN GEOGRAPHICAL SOCIETY: TRADITIONS AND MODERNITY." In Book of Abstracts and Contributed Papers. Geographical Institute "Jovan Cvijić" SASA, 2024. http://dx.doi.org/10.46793/csge5.67mb.
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The Belarusian Geographical Society (BGS), which was founded in 1954 as part of the Academy of Sciences of the Belarusian Soviet Socialist Republic (BSSR), celebrates its 70th anniversary in 2024. The main activities of the Geographical Society of the BSSR were expeditionary research, publication of monographs, and academic manuals in various fields of geographical science, as well as organising scientific conferences and educational activities on geographical problems. Several periods exist in the development of BGS. During the first period, the BGS was chaired by representatives of the Academy of Sciences of the BSSR, leaders of scientific schools: academician I. S. Lupinovich (in 1954–1957), academician K. I. Lukashev (1957–1960), and member of the Presidium of the Academy of Sciences of the BSSR T. S. Gorbunov (1960–1963). They combined scientific and educational activities, while being heads of the chairs at Belarusian State University (BSU). At this stage, a lot of organisational work was done to enlarge the number of members of the society. Several sections on the main directions of research were established. Discussions of monographs and textbooks were held, compilations of scientific works were published, and a geographical lecture hall began to work. During the second stage, the Geographical Society of the BSSR was chaired by Professor V. A. Dementyev (1963–1974) and Professor V. A. Zhuchkevich (1974–1983), the heads of the BSU chairs. During this stage, an editorial-publishing department was established, and the work on the recommendation for the publication of monographs and academic manuals continued (5–10 editions per year). In 1965, the first university book on geography of Belarus was published (edited by V. A. Dementiev, N. T. Romanovsky, and S. M. Melnichuk). Three departments were established in the structure of the State Geography Department: physical geography, economical geography, ethnography, and folklore. Also four committees were established: phenology, toponymy and school geography, local history and tourism, and medical geography. In 1975, the Statute of the BSSR State Geography Centre was developed and approved. A great number of scientific conferences were held, reports of the society members on expeditions and journeys were presented, series of educational television programmes were prep ared. More than 10 nature reserves and sanctuaries were founded. During the third period of the BGS activity (1983–2000), the BGS was chaired by Professor V. S. Anoshko. A large number of monographs and academic books for universities and secondary schools were published by geographers of Belarus. Republican and international scientific conferences were held in various fields of geographical sciences. The encyclopaedia Nature of Belarus (1983–1986), the National Atlas of the Republic of Belarus (2002), and other fundamental works were published on the initiative of the BGS. Much emphasis was placed on the history of geographical research in Belarus—museums were organised and memorial boards were erected at the birthplace of Y. D. Chersky, I. I. Domeiko, A. A. Smolich, and others; scientific readings and conferences in honour of K. I. Lukashev, G. I. Goretsky, I. S. Lupinovich, V. A. Dementiev, and others became regular events. Since 1991, Republican competitions in geography have been held. The definition of the geographical centre of Belarus and Europe was initiated. During the fourth stage, the BGS was chaired by Professor P. S. Lopukh (2000–October 2017). Since November 2017, the BGS is chaired by Associate Professor A. E. Yarotau. In the era of globalisation and increasing environmental problems, the challenges that geographers face are changing. The traditions of scientific geographical schools are being strengthened, differentiation of geographical sciences is in progress. The research fields at the intersection of sciences (geoecology, geophysics, geochemistry, geobotany) are becoming more intensive. Geoinformation technologies are being introduced in all spheres of geographical science. Instruments and equipment are being improved. Earth remote sensing data are being used more frequently. New tasks are being tackled in each field of geographical research and great attention is being paid to the introduction of new teaching technologies into the educational process.
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Liu, Hongwei, Zimo Liu, Kee Chin Seng, Mei Ye Kho, and Farid Wajdi Akashah. "Towards safer school evacuations: an investigation into the role of person with authority on secondary school students' fire preevacuation behaviours." In International Conference on Fire Safety Engineering Research and Practice. Science Technology and Management Crescent Australia, 2024. https://doi.org/10.71427/icfserp2024/61.
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Pre-evacuation occupies a large percentage of the whole evacuation process, and to some degree determine the success of evacuation. However, studies related to pre-evacuation is limited, the preevacuation behaviours and influencing factors still need to be explored. This study aims to explore the pre-evacuation behaviours of secondary school students through observation of fire drills. The influence of person with authority and gender are analysed. Six fire evacuation drills were observed across three secondary high schools in Klang Valley area, Malaysia. Two drills were conducted in each school, with and without teachers, to compare the impact of person with authority. The whole process was recorded by cameras strategically placed in the classrooms with approval and consent from the school administrators and parties involved. The pre-evacuation time reduced by around 50% with the presence of teachers. It was interesting to note that the pre-evacuation time of boys was shorter than girls. Some behaviours that similar to kindergarten children were noticed, such as following daily norms, acting together as a whole, and highly obeying teachers’ instructions, which were not found in adult studies. This study supplements existing data on children’s fire pre-evacuation from an Asian context specifically Southeast Asian. The results of this study have highlighted the importance role of teachers in reducing student pre-evacuation time, offer valuable references for public infrastructure such as schools to customize evacuation plans, safeguard children from fires.
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Ogunboyo, Patrick Taiwo, and Omojola Ogunlade. "Stochastic Evaluation of Load Power System of Lines in Sub-Saharan Africa under Condition of Stability." In 2023 School of Engineering and Engineering Technology Annual Conference. Trans Tech Publications Ltd, 2024. http://dx.doi.org/10.4028/p-gcup3t.
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To allow for optimum operation of the secondary system of lines, it is essential that the performance of the system be evaluated. Optimal functioning refers to the most desirable and favorable system of operation such as: improved system reliability, adequate and satisfactory electric potential profile, no imbalances in the phases of electric potential and electric charge, complete absence of overloading of electrical conductor used and energy converting devices and approved and allowable loss. This investigative research assesses the efficiency of the distribution system of lines resulting from electric potential deviation, electric potential imbalances, electric potential losses and electric potential fluctuation through the use of MATLAB/Powerlib tools. This research offers most desirable and favourable assessment of Typical, Sub-Saharan Africa secondary unbalanced system of lines. The system of lines was designed with approved and accepted system of line parameters for secondary Sub-Saharan Africa typical system of lines through the use of MATLAB/Powerlib software. The desire outcome got from the MATLAB model with the 500 meters distance for unbalanced system of lines is within permitted actual electric potential limit of minus five per cent for electric potential loss, plus and minus five per cent for electric potential deviation, electric potential imbalances is less than 2 per cent, and the electric potential profile at the end users is within 0.95 and 1.05 per-unit.
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Pepler, Giles. "DEVELOPING POLICIES TO STIMULATE THE UPTAKE OF OER IN EUROPE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-040.
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The POERUP project This paper presents research, analysis and policy recommendations from the POERUP (Policies for OER Up Take) project. The overall aim is to develop policies to promote the uptake of OER, especially across the EU, in all main educational sectors. The project has already created an inventory of more than 400 OER initiatives worldwide, documented on the project wiki. POERUP has produced 11 country reports and 19 mini-reports and is finalising seven case studies of notable OER initiatives. Outcomes of our research In the schools sector, it appears that there are very large numbers of European OERs which are potentially appropriate for K-12 education, a significant proportion of which emanate from museums, galleries, archives and national broadcasters. Although there appears to be some uncertainty concerning the availability of K-12 OER, they form potentially a valuable element in policy responses to austerity and to improve the learner experience in the school sector. However our research reports a range of barriers and disincentives to using OER. Although the development of vocational training has been a subject of enhanced political cooperation at the European level during the past decade, only one of the notable OER initiatives we have catalogued is targeted towards the VET sector and there is little evidence of any national or regional policies on OER for VET. In Universities the various schemes for quality in OER are so far ignored by national HE quality agencies or governments - not surprising when they mostly ignore similar schemes for quality in e-learning, even though e-learning (on- or off-campus) has far greater penetration than OER. Types of policy interventions Our research leads us to recommend three strands of policy interventions: o Linking OER to open access to research and to standards. o Fostering the phenomena that OER is said to facilitate. o Reducing the barriers to creation of innovative institutions and innovative practices. POERUP has produced three draft EU-level policy documents for universities, VET and schools. This paper integrates recommendations from the three sectors. POERUP is also producing policy documents for 5 Member States. Policy recommendations for the Commission and Member States OER is part of the broader fields of e-learning and distance learning and many of our recommendations are applicable in these broader contexts. They are grouped under seven headings and all are mapped against Opening Up Education; recommendations to Member States are specified. Communication and awareness raising: o Continue to promote the OER related initiatives currently being funded. o Facilitate exchange of experiences from national programmes between Member States. o Mount a campaign to educate university and school staff on IPR issues. Funding mechanisms and licensing issues o Ensure that any public outputs from EU programmes are available as open resources. o Continue to promote the availability and accessibility of open resources created through its cultural sector programmes. o Create an innovation fund for the development of online learning resources and assembling/ creating pathways to credentials. o Use Erasmus+ and Horizon 2020 to encourage partnerships between creators of educational content to increase the supply of quality OER and other digital educational materials in different languages, to develop new business models and to develop technical solutions. o Establish a European Hub of Digitally Innovative Education institutions, complemented by a specific European Award of Digital Excellence. o Authorities developing the EHEA should reduce the regulatory barriers against new non-study-time-based modes of provision. o Encourage Member States to increase their scrutiny of the cost basis for university teaching and consider the benefits of output-based funding for qualifications. o Support the development of technological methods to provide more and standardised information on IPR to the users of digital educational content. o Member States should ensure that budgets for digital educational resources are flexible enough to support the development (and maintenance) of openly licensed materials. Quality issues o Require OER to meet (disability) accessibility standards and should ensure that accessibility is a central tenet of all OER programmes and initiatives. o Establish a European quality assurance standard for OER content produced in Europe. o Member States should ensure that OER are allowed to be included on approved instructional materials lists. o Member States should consider establishing and funding an OER evaluation and adoption panel. Teacher training and continuous professional development o Encourage Member States to establish incentive and award schemes for teachers engaged in online professional development of their pedagogic skills, including online learning. o Member States should establish a professional development programme to support CPD on the creation, use and re-use of OER, with coverage of distance learning, MOOCs and IPR issues. Certification and accreditation o Drive forward the development of EQF and encourage Europe-wide validation of learning acquired online. o Foster the development of transnational accrediting agencies and mutual recognition of accreditations across the EU. o Explore and test digital competence frameworks and self-assessment tools for learners, teachers and organisations, including the tailoring of 'open badges' to the needs of learners. Infrastructure issues o Continue its focus on improving the ICT in education infrastructure in Members States to enable them to exploit potential pedagogical and financial advantages of OER. Further research o Develop its understanding of new modes of learning (including online, distance, OER and MOOCs) and how they impact quality assurance and recognition. o Support research into the benefits of OER & sustainable business models. o Launch a platform open to all stakeholders to record and benchmark the digital state of educational institutions.
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Rincon Garcia, Nataly. "Latinx Parental Participation and Approval of Ethnic Studies Courses in High School." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2111705.
Full textReports on the topic "Approved schools"
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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.
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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findings revealed successes in increasing the bilingual teacher workforce as well as challenges that must be addressed to ensure the state’s vision can be realized. Given these findings, the authors propose three recommendations to help state and local policy actors develop a coherent and sustainable bilingual teacher education system: (1) Ensure adequate investments in California’s multilingual workforce; (2) Expand multilingual/dual language teacher credential/authorization programs and testing options; and (3) Intentionally develop multilingual/dual language programs, and provide the encouragement and support needed to promote successful multilingual/dual language teachers and leaders.
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Kramer, Robert. LED Street Lighting Implementation Research, Support, and Testing. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317274.
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This report describes the results of technical analysis, field tests, and laboratory tests that were performed for LED highway lighting options by the Energy Efficiency and Reliability Center (EERC) at Purdue University Northwest for the Indiana Department of Transportation (INDOT). This effort was conducted over the past 3 years to evaluate and test the technology and viability of using modern highway lighting technology to enhance energy efficiency, safety, security, and economic development of communities and roadways. During the testing period there was a continuous discussion between INDOT and EERC regarding the laboratory and field testing of INDOT approved luminaires submitted by vendors. There were multiple discussions with INDOT and vendors regarding the individual details and issues for the 29 luminaires that were tested. A comparison study was conducted by EERC of the various alternatives and comparison to currently installed luminaires. Data was collected for field tests of the luminaires by EERC and INDOT personnel for the luminaires. Field data was evaluated and compared to lighting models using vendor supplied ies data files. Multiple presentations were made at 3 separate Purdue Road Schools regarding the results and procedures of the testing program by EERC in conjunction with INDOT. A total of 22 final reports, considered confidential by INDOT, for individual vendor luminaires have been prepared as part of this effort. These reports were submitted sequentially to INDOT as testing was completed during the course of this effort. A total of 29 luminaires were tested. Some luminaire testing was terminated during testing due to design issues or vendor requests. All testing was summarized in the INDOT specification sheet attached to each report. Observations regarding the consistency of the supplied test luminaire with the requirements of Section 7.2 of the INDOT test procedure “Procedure for evaluation and approval list requirements for solid state ballasted luminaires ITM 957-17P” is provided in the Appendix to the report for each luminaire. Details regarding how these tests were performed and the respective associated evaluation of performance and reliability are provided in the report. This effort included: consideration of published and vendor information; appraisal of products consistent with national industry standards; review of physical design, thermal performance; laboratory testing of photopic performance, reliability, life cycle data and characteristics, and power characteristics; technical and probabilistic risk studies; and field testing and analysis of LED light sources including comparison to currently installed conventional light sources. Assistance in preparing INDOT standards for highway lighting was provided on multiple occasions.
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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate, and Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.
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In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia. The evaluation covers the period from program launch in Term 1 2021, and finishes with data collected at the end of 2022. The evaluation uses a quasi-experimental design and draws on 1,864 surveys completed by school staff, and 3,319 surveys completed by students in years 3 to 6. Findings indicated high degrees of acceptability, engagement and satisfaction among schools, with particularly positive effects on the wellbeing outcomes of Mindful Champions. Greater student engagement and approval of the program correlated with clearer wellbeing improvements, such as those extending the content beyond the classroom. Most students reported benefits in at least one aspect of wellbeing skills development. However, further research is needed to fully understand the program's impact. The Smiling Mind Primary Classroom program is a promising tool for promoting a balanced educational environment, especially for younger students in regional, rural, or disadvantaged communities across Australia.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4446.
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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.180.
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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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Peterson, Bradley S., Joey Trampush, Margaret Maglione, et al. ADHD Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality (AHRQ), 2024. http://dx.doi.org/10.23970/ahrqepccer267.
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Objective. The systematic review assessed evidence on the diagnosis, treatment, and monitoring of attention deficit hyperactivity disorder (ADHD) in children and adolescents to inform a planned update of the American Academy of Pediatrics (AAP) guidelines. Data sources. We searched PubMed®, Embase®, PsycINFO®, ERIC, clinicaltrials.gov, and prior reviews for primary studies published since 1980. The report includes studies published to June 15, 2023. Review methods. The review followed a detailed protocol and was supported by a Technical Expert Panel. Citation screening was facilitated by machine learning; two independent reviewers screened full text citations for eligibility. We abstracted data using software designed for systematic reviews. Risk of bias assessments focused on key sources of bias for diagnostic and intervention studies. We conducted strength of evidence (SoE) and applicability assessments for key outcomes. The protocol for the review has been registered in PROSPERO (CRD42022312656). Results. Searches identified 23,139 citations, and 7,534 were obtained as full text. We included 550 studies reported in 1,097 publications (231 studies addressed diagnosis, 312 studies addressed treatment, and 10 studies addressed monitoring). Diagnostic studies reported on the diagnostic performance of numerous parental ratings, teacher rating scales, teen/child self-reports, clinician tools, neuropsychological tests, EEG approaches, imaging, and biomarkers. Multiple approaches showed promising diagnostic performance (e.g., using parental rating scales), although estimates of performance varied considerably across studies and the SoE was generally low. Few studies reported estimates for children under the age of 7. Treatment studies evaluated combined pharmacological and behavior approaches, medication approved by the Food and Drug Administration, other pharmacologic treatment, psychological/behavioral approaches, cognitive training, neurofeedback, neurostimulation, physical exercise, nutrition and supplements, integrative medicine, parent support, school interventions, and provider or model-of-care interventions. Medication treatment was associated with improved broadband scale scores and ADHD symptoms (high SoE) as well as function (moderate SoE), but also appetite suppression and adverse events (high SoE). Psychosocial interventions also showed improvement in ADHD symptoms based on moderate SoE. Few studies have evaluated combinations of pharmacological and youth-directed psychosocial interventions, and we did not find combinations that were systematically superior to monotherapy (low SoE). Published monitoring approaches for ADHD were limited and the SoE is insufficient. Conclusion. Many diagnostic tools are available to aid the diagnosis of ADHD, but few monitoring strategies have been studied. Medication therapies remain important treatment options, although with a risk of side effects, as the evidence base for psychosocial therapies strengthens and other nondrug treatment approaches emerge.
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Cole, Christian, Gordon Milligan, Antony Chuter, et al. How lived experience can inform and direct pain projects: Alleviate Pain Data Hub as a case study. University of Dundee, 2024. https://doi.org/10.20933/100001357.
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BACKGROUND: Chronic pain affects a large proportion of the general population – at least 34% of adults in the UK - and it has a huge impact on people’s lives as well as the workplace and health services, accounting for more than 75% of the years lived with disability. Despite this, chronic pain is poorly captured in clinical data which makes it difficult to identify appropriate patient cohorts especially for retrospective observational studies. A different model for pain-related projects is to include the patient voice directly into the team with the addition of funded patient members. Here we present our positive experiences from within the Alleviate Pain Data Hub. AIMS: To demonstrate how the patient voice is an intrinsic part of chronic pain research through the experience of the Alleviate Pain Data Hub and its pain community. To highlight the lived experience of people with chronic pain to inform the project and to respond to important issues. METHODS: Throughout the lifetime of the Alleviate project two patient representatives have been included as part of the core project team. Using their input, alongside the input of a wider Chronic Pain Advisory Group, a continuous theme of outputs was generated to inform current and future research. For example, in 2023, a chronic pain survey based on a set of questions developed and used by Chronic Pain Australia (CPA) in 2023 was adapted for the UK population. Ethics approval was gained by the University of Dundee, School of Medicine ethics committee. The survey was open for a month between 16th November – 15th December 2023 and was shared via social media by the Alleviate Data Hub, the Advanced Pain Discovery Platform (APDP), Pain UK and HDR UK, plus direct contact was made with various large organisations, trade unions and charities. The survey was open to all adults across the UK. RESULTS: The patient members of the team have been included throughout the project lifecycle and have been instrumental in delivering several of Alleviate’s outputs. Together with a public/patient involvement and engagement (PPIE) coordinator the patient members developed a recruitment strategy for the Alleviate pain community which includes 336 individuals. From this pool we recruited a panel of pain forum members who join in regular project meetings, PPIE specific events and have contributed to the direction taken in Alleviate. This includes the initiation of a collaboration between Alleviate, APDP, Pain UK and CPA on the reuse of the Australian survey in the UK. The questions covered general demographics of the participants and covered topics around an individual’s experience with pain and subsequent contact with health professionals, what research topics are important, and their emotional experiences relating to chronic pain research. 623 responses from across the UK four nations were received with a dominance of people living in England (71%), female (80%), with a median age of 53 and 9% from an ethnic minority background. Some key responses were that 75% of respondents felt ignored or dismissed by healthcare services and upto 44% were stigmatised by GPs or other health professionals. Further analysis will be presented covering aspects of the patient journey, management of their pain and views on most important research topics. CONCLUSIONS: Being able to include the knowledge and experience of those living with pain and act on their needs and/or requests highlighted how impactful partner patient partners can be. The patient voice is a powerful director and motivator within Alleviate which has instigated several activities that would not have otherwise occurred: 1) raised the importance of chronic pain; 2) produced instructive materials for the public and researchers; and 3) instigated new collaborations.
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Programming for HIV prevention in Mexican schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1003.
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As national education programs incorporate HIV prevention into school curriculums, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students and improve their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Mexican Institute of Family and Population Research (IMIFAP), the Mexican Ministry of Public Education (SEP), and the Horizons Program examined the effects of a school-based HIV-prevention program on Mexican secondary-school students. All public schools in Mexico must implement sexuality education and teacher-training programs, although the content is left to each state’s discretion. Students must pass this class just as they would other courses in the curriculum. With approval from SEP, a leading Mexican NGO (IMIFAP) experienced in designing sex education courses developed the curriculum and the teacher-training program used in this study. The 30-session student curriculum, described in this brief, focuses on a broad range of topics that aim to equip students with information and skills to prevent HIV infection.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B. No. 136 Letter of Approval re application for School Savings Bank facilities - 1900. Reserve Bank of Australia, 2023. http://dx.doi.org/10.47688/rba_archives_2006/20911.
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Teacher Training through Open, Distance and Technology-Enabled Learning in Rwanda. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5506.
Full textAbstract:
This baseline study focuses on analyzing policies and practices related to open and distance learning (ODL) and technology-enabled learning (TEL) in teacher education in Rwanda. The research, adopting a descriptive survey design, examines the status of ODL and TEL for teacher training, identifies challenges in policy practices, and proposes mitigating strategies. The findings underscore the Rwandan government's commitment to enhancing the teaching profession, with a significant increase in teaching staff across all educational levels. However, despite improvements, pupil-to-teacher ratios remain higher than Sub-Saharan Africa averages, signaling the need for increased efforts to train more teachers. The study highlights the historical emphasis on leveraging ODL and TEL in education, particularly after the 1994 genocide. Various ICT-related policies advocate for integrating technology into teacher training, but several key policies and strategies remain in draft form, indicating a gap in formal approval. Regarding ICT penetration in schools, the government has adopted smart classrooms and increased connectivity, yet challenges like maintenance and server capacity affect learning platforms' reliability. The University of Rwanda's College of Education offers blended learning, but the roadmap for ODL is unclear. The study recommends leveraging ODL/TEL as a cost-effective pathway to address the shortage of qualified teachers. It emphasises the importance of clear strategies, guidelines, and the use of MOOCs and OER for flexible continuing professional development and academic teacher education programmes. The Ministry of Education is encouraged to establish an open access repository for OER and formulate a comprehensive strategy for harnessing ODL/TEL for teacher education and professional development.