Relevant bibliographies by topics / Evening and continuation schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Evening and continuation schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Evening and continuation schools"

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Heathorn, Stephen. "“For Home, Country and Race”: The Gendered Ideals of Citizenship in English Elementary and Evening Continuation Schools, 1885-1914." Journal of the Canadian Historical Association 7, no. 1 (February 9, 2006): 105–24. http://dx.doi.org/10.7202/031104ar.

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Abstract Between 1885 and 1914, English Elementary and Evening Continuation Schools - the institutions designed to cater to the educational needs of the working class - engaged in both formal and informal efforts to indoctrinate their students in the principles of “good citizenship”. This ideological initiative was an attempt to construct “appropriate” individual and collective character traits in children, many of whom were never expected to attain formal political rights. The books and lessons of the schools tended to romanticize English history and use specific figures from the past to explain values and traits deemed especially worthy in the“good citizen”. This article points to the ways in which these projected civic virtues were explained to working-class boys through association with accepted notions of virtuous masculinity. Demonstrated with examples of both real and fictitious martial heroes this masculine code resembled the ethic of service to the nation prevalent in elite educational culture, but with an entirely different result implied.
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Dukaļska, Iveta. "MUSIC-MAKING IN A FAMILY – THE LIFELONG LEARNING TRADITIONS AND CHALLENGES OF HOME-LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 78–89. http://dx.doi.org/10.17770/sie2021vol4.6424.

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The aim of the present study is to compare the training of folk musical instrument play within families until 1960s in the traditional cultural environment of Latvia’s countryside to the opportunities of the same training in the early 21st century – outside the formal education but within the context of life-long learning.Data for the research were acquired in field study, questionnaires in the virtual environment, and also the information from the Internet on the offer of music schools and institutions of non-formal education in the field of musical instrument play was used.Until 1950s and ‘60s the basics of the musical instrument play were acquired by children within their respective families, with the musicians of the elderly generation being their tutors. The aspirations to become a musician were sparked by family traditions, the high esteem of a musician as a personality by the local community, as well as the child’s own willingness and perseverance in acquisition of an instrument’s technique. The field-study interviews show musicians always referring to past experience and family tradition, namely, some member of the family already was a musician – granddad, dad, uncle – while granny or mother have been good singers. In the cultural environment of 1960s’ countryside the two traditions – singing and music-making – are separated. The tradition of singing (both everyday and church) and its functioning in the local community was mainly sustained by the women, while playing the instruments was the part of the men. The children started to acquire the technique of a musical instrument roughly at the age of 6–10 years, while the full status of a musician within a community could be acquired by the aspiring player as early as at the age of 16, after having played for several times at some community events (an open-air dance “zaļumballe” or an evening get-together „večerinka” in Latgale). During that period the playing skills were acquired without the ability to read score, based on musical memory.At the end of the 20th century and the early 21st most frequently the playing skills of an instrument (like violin, clarinet or accordion) are acquired attending some institution of music education, while both children and adults have an opportunity to learn the technique of some folk instrument (zither, harmonica, little drum, etc.) within some non-formal education setting or that of an amateur group.The present study analysis the factors either helping or hindering the continuation of the folk music- making tradition in the cultural environment of the 21st century, based on the opportunities for learning the techniques within the home-learning and life-long learning contexts.
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Bipoupout and Ernest Ukumadam Anji. "PROFESSIONAL TRAINING OF TEACHERS AND ACADEMIC PERFORMANCE OF STUDENTS IN EVENING SCHOOLS." EPH - International Journal of Educational Research 3, no. 1 (February 2, 2019): 1–7. http://dx.doi.org/10.53555/ephijer.v3i1.42.

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This study aimed at investigating the effect of professional training of teachers on the academic performance of students in evening schools. The working hypothesis which guided this study read thus; “the quality of the professional training of teachers influences the academic performance of students in evening schools”. The survey design was used in this study. As a result, 64 teachers were randomly selected from three Anglophone evening schools in Yaoundé to form the sample. Thestatistical tool that wasused to verify the hypotheses was the chi-square. The results confirmed that there is a significant relationship between the level of a teacher’s training and the academic performance of students in evening schools.Based on these findings, some suggestions were made to holders of the education community in order to increase the professional competences of evening school teachers.
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Ertesvåg, Sigrun K., Pål Roland, Grete Sørensen Vaaland, Svein Størksen, and Jarmund Veland. "The challenge of continuation: Schools’ continuation of the Respect program." Journal of Educational Change 11, no. 4 (June 18, 2009): 323–44. http://dx.doi.org/10.1007/s10833-009-9118-x.

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Sussman, Steve, Alan W. Stacy, Clyde W. Dent, Thomas R. Simon, Elisha R. Galaif, Mary Ann Moss, Sande Craig, and C. Anderson Johnson. "Continuation High Schools: Youth at Risk for Drug Abuse." Journal of Drug Education 25, no. 3 (September 1995): 191–209. http://dx.doi.org/10.2190/hdqh-xd21-gjt0-9g8v.

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Students at alternative high schools may be at substantial risk for drug abuse. The present article provides a general overview of the drug use-related context of continuation high schools in southern California. A total of 144 students and ninety-six staff were interviewed from twenty continuation high schools. The interview data revealed that continuation school students show high levels of substance use. However, only 20 percent of the students report that they received any drug abuse prevention programming. Also, students at continuation high schools aspired to a productive life after high school including continued education. Thus, these youth may still be amenable to preventive educational interventions which deter them from drug use and help them to fulfill their future goals.
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Stover, Chris. "The Queer Rhythm of Cecil Taylor's ‘Enter Evening’." Deleuze and Guattari Studies 15, no. 3 (August 2021): 363–85. http://dx.doi.org/10.3366/dlgs.2021.0446.

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Cecil Taylor's Unit Structures (1966) is fundamentally a conjunctive, polyvocal expression: between music and text, composition and improvisation, individual expression and collective enunciation. This essay analyses aspects of Taylor's polyvocal expression as an ongoing series of productive assemblages that queer conventional notions of (musical) rhythm by reconsidering the very concept of rhythm in Deleuzo-Guattarian terms. In order to enact this move, I develop Deleuze and Guattari's concept of ‘supple segmentarity’ to theorise Taylor's propulsive, gestural language as a (queer) continuation of – rather than rupture within – the logic of elastic temporality that flows through many Afro-diasporic musical practices.
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Liu, Ying. "The Application of Portfolio Assessment in English Continuation Writing for Senior High Schools." Journal of Advanced Research in Education 2, no. 4 (July 2023): 41–46. http://dx.doi.org/10.56397/jare.2023.07.07.

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The continuation writing has emerged in college entrance examination. It undoubtedly increased the writing difficulty and students’ writing anxiety. The English curriculum standard stressed on formative assessment. Among various types of formative assessment, “portfolio” assessment is one of the most effective evaluation methods. This paper attempts to explore the application of portfolio assessment in English continuation writing, which provides a way of teaching, practicing, and evaluating for the continuation writing. To be specific, it explains introduction, concepts and types, important values and application methods of continuation writing in the senior high schools. And hopefully it can be rationally used and scientifically optimized in daily teaching practice of continuation writing.
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Hussain, Mubasher. "The Continuation of Ijtihād." ISLAMIC STUDIES 60, no. 1 (March 31, 2021): 31–51. http://dx.doi.org/10.52541/isiri.v60i1.1522.

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This article deals with legal thought of Shāh Walī Allāh, an outstanding religious thinker of eighteenth-century Muslim India, who emerged as one of the most prominent proponents of independent legal reasoning (ijtihād). According to Walī Allāh, ijtihād has always been a communal duty and thus it stipulates the existence of jurists capable of independent legal reasoning (mujtahids) in all ages. His thought-provoking response to the issues concerning ijtihād and taqlīd has led to a great deal of attention from scholars in both the East and the West. However, there remains the controversy of whether he advocated for an independent ijtihād after the eponyms of the law schools or not. This study attempts, analyzing Walī Allāh’s views on the juristic typology maintained by Sunnī jurists, to show how Walī Allāh argued for the continuity of ijtihād, both partial and independent, throughout the history of Islamic law. The author concludes that Walī Allāh believed not only in the possibility of absolute ijtihād (al-ijtihād al-muṭlaq) or ijtihād through legal theory (fī ’l-uṣūl) and positive law (wa ’l-furū‘), after the eponyms of the juristic schools, but also in the existence of such absolute jurists throughout Islamic centuries.
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Sandberg, Roland, Frank R. Moore, Johan Bäckman, and Mare Lõhmus. "Orientation of Nocturnally Migrating Swainson's Thrush at Dawn and Dusk: Importance of Energetic Condition and Geomagnetic Cues." Auk 119, no. 1 (January 1, 2002): 201–9. http://dx.doi.org/10.1093/auk/119.1.201.

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AbstractWe studied the early morning cage orientation of nocturnally migrating Swainson's Thrushes (Catharus ustulatus) during three fall migration seasons. The results were compared with earlier free-flight release tests under starry skies and were found to be consistent with continuation of migratory flights in the expected seasonally appropriate direction. Energetic condition proved decisive: fat birds chose directions in accordance with migration across the Gulf of Mexico, whereas lean birds oriented away from the coast, possibly in search of habitats suitable for refuelling. Whereas the orientation of fat Swainson's Thrushes was affected by experimental shifts of the magnetic field, the response during morning tests was larger than expected. A parallel series of orientation cage experiments performed during evening twilight showed a response to deflected magnetic fields that was close to the expected shift, which suggests a difference in integration of directional information between early morning and evening twilight activity. However, within-individual response to deflected magnetic fields was of the same magnitude during both morning and evening tests.
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Lidin, Konstantin. "ps to regional schools." проект байкал, no. 65 (August 31, 2020): 167. http://dx.doi.org/10.51461/projectbaikal.65.1702.

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Provinces and their culture are strongly related to regional architecture schools. In continuation of the topic of the previous issue, we are publishing two articles devoted to complex processes of the genesis of local architecture schools and their relations with geographical (article by P. Kapustin) and historical (article by E. Bagina and M. Arustamyan) peculiarities of the region.
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Dissertations / Theses on the topic "Evening and continuation schools"

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McDonagh, Holly Piligian. "A study of the relationship of credits with attendance in continuation education." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/324.

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Jandiroba, Luiz Carlos. "Poder, saber, verdane na produção de "situação de fracasso : um estudo do cotidiano escolar no ensino noturno /." Thèse, Chicoutimi : [Senhor do Bonfim, Brasil : Université du Québec à Chicoutimi ; Universidade do Estado da Bahia], 2004. http://theses.uqac.ca.

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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005.
Bibliogr.: f. 168-171. Document électronique également accessible en format PDF. CaQCU
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Pinto, Nunes Claudio. "Sentidos da educação escolar na perspectiva do estudante/trabalhador /." Thèse, Chicoutimi : [Senhor do Bonfim, Brasil : Université du Québec à Chicoutimi ; Universidade do Estado da Bahia], 2004. http://theses.uqac.ca.

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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005.
Bibliogr.: f. [117]-121. Document électronique également accessible en format PDF. CaQCU
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Brown, Coote Tracey Antoinette Kay. "Students’ Perception About Their Performance In English At Three Evening Schools In Savanna La Mar." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/561906.

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Educational Leadership
Ed.D.
This case study explored students’ perception about their performance in CSEC English A at three evening schools in Savanna La Mar. While conducting the research I used ethnographic methods, including interviews, observations and document analysis to better understand students’ perceptions of their performance in CSEC English A. The central questions which guided the research are “how do students at three evening schools in Savanna La Mar perceive their performance in CSEC English A and what factors affect those perceptions, and what strategies do students think can improve their performance in English?” Creswell’s (2008) steps for analyzing qualitative data were used to explore the central research questions. The discussion sought to highlight how students perceived their academic performance in CSEC English A and what attributed for these perceptions. These views were examined using four themes: student factors that influence student learning outcome, influence of Jamaican Creole (JC) on learning Standard Jamaican English (SJE), teacher traits that influence learning and structure and operations of the evening schools. The Attribution and Expectancy Value Theories were used to make meaning of the data. The findings revealed that most of the students exhibited high self-concept and expressed that they would be successful in the upcoming CSEC English A Examination despite previous challenges they experienced with SJE. They attributed this success to the strategies they were using and the encouragement and positive feedback they got from their teachers. However, some students cited several factors which have negatively affected their performance such as the predominant use of JC in the home, school and community. Although the research was a multiple site study, it was limited to one geographical location which delimited the generalizability of the study. However, the insights gained can contribute to and fill gaps in the literature and also enlighten educators and other stakeholders of students’ perception about their performance in CSEC English A.
Temple University--Theses
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Ornelas, Gabriela R. "The Experiences of Teachers at Southern California Continuation High Schools: Exposing the Barriers within Alternative Education." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/79.

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My project explores the role of teachers at Southern California continuation high schools as it relates to serving low-income students of color in the face of the institutional barriers within alternative education. My study focuses on the teachers’ career, interactions with students, and opinions on accessibility to resources and funding. I have examined their experiences through twenty in-depth, semi-structured interviews with teachers from three districts. My findings indicate that district members’ misconceptions of Latinx students as inherently deviant and academically unengaged drive institutional issues creating financial burden for which teachers are forced to compensate. My study highlights that continuation high schools implement unjust policies, limit teaching materials and resources, reduce funding, and restrict the hiring of ancillary staff. My research pushes for more avenues of communication between the district and teachers to fulfill students’ needs through adequate funding allocation. These results extend existing literature in revealing the untold narratives of California continuation high school teachers, the structural issues within alternative education, and the needs of Latinx continuation high school students.
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Ornelas, Gabriela R. "The District's Stepchild: The Total Erasure of Low-Income Latinx Students' Needs at Continuation High Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/83.

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My study explores the underlying factors that allow systemic structural issues to exist within continuation high schools which result in the low educational performance of low-income Latinx continuation students. My study focuses on educators’ experiences, as I conducted 20 in-depth, semi-structured interviews with Southern California continuation high school teachers. I focused on the following areas of study: the teacher’s career, the teacher’s interactions with students, and the teacher’s opinions regarding their accessibility to funding and resources. My findings indicate that teachers, the outer community, and school-board administrators utilize cultural deficit thinking and stigmatization as tools of total erasure to exchange low-income Latinx students’ social identities with racist and classist stereotypes; in consequence, these mechanisms allow the district to impose invisibility on students’ academic and emotional needs in order to justify the formation and maintenance of institutional challenges for administrators’ fiscal benefit. Overall, these results reaffirm that our educational system reproduces social inequality; the total erasure of low-income Latinx continuation students’ academic and emotional needs permits the persistence of systemic structural issues informed by racist and classist stereotypes. My research calls for avenues of communication between administrators, teachers, and the outer community to address institutional barriers and, subsequently, establish equitable funding distributions to promote continuation high school students’ educational success with an understanding of the increased academic, emotional, and social needs of low-income Latinx students.
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Ayala, Jorge Octavio. "The reciprocal relationships among the school culture, leadership, and innovations in seven California model continuation high schools." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2581.

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The purpose of this descriptive study was to determine what reciprocal relationships existed among three core themes (the school culture, the principal's leadership, and the school innovations) and how they contributed to the systemic nature of seven Northern California model continuation high schools. It examined the complex influential forces of key interventions, paradoxes, and relationships that were conducive to the creation of effective learning systems for at-risk students. The study's conceptual framework, created by the researcher, investigated a triad of reciprocal relationships. Various scholarly works influenced the development of the researcher's focus. Among them were Thomas Sergiovanni's (1992) "head, heart, and hand" premise for moral leadership, Peter Senge's (1990) principles for creating learning organizations, and Howard Gardner's (1993) multidisciplinary investigation on creativity. Also influential in the development of the researcher's Triad of Reciprocal Relationships Model was the literature on change leadership and the "new science" principles used to understand and describe natural phenomenon. The naturalistic inquiry method was selected because it is considered more amenable to the multitude of diverse realities found within complex systems. Six major research questions were examined concerning the three reciprocal relationships. The data gathering tools utilized were: (a) a structured interview with the principal, (b) a staff questionnaire, (c) an observation of the school environment, and (d) various available school documents. The seven model continuation high schools developed systems that emphasized autonomy and empowerment of staff and students, focused on building relationships to enhance student participation in their education and welfare, provided students with opportunities for academic and social growth within a safe, structured, and nurturing environment, and had fluid and collaborative communication systems. Process took precedence over content in their learning interactions. The schools' successes and imperfections, contributed new perspectives on how educational systems, at any scale, may create necessary and effective beliefs, structures, and processes for student success.
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Silto, William. "Compulsory day continuation schools : their origins, objectives and development, with special reference to H.A.L. Fisher's 1918 experiment." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020789/.

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Arcega, Alexander M. "Perspectives on learning in a continuation high school: Voices of male Hispanic students." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/106.

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The research examines the perspectives of male Hispanic students as to why they were not academically achieving in a selected continuation high school. The study used a qualitative research design by interviewing seven male Hispanic students for the study. The researcher was able to gather enough data from the students to develop an understanding as to why the students were not academically achieving in the selected continuation high school. The study examined some important ingredients that could help students succeed in continuation high school. It highlights the importance of good teaching strategies and caring teachers who have the temperament, ability, and sensitivity to work with students who are at risk of failing. It also highlights the need for school administrators to create a positive school culture based on trust and respect.
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Sumbera, Becky G. "Model Continuation High Schools| Social-Cognitive Promotive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively Towards Graduation." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255681.

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Although school dropout rate remains a significant social and economic concern to our nation and has generated considerable research, little attention by scholars has examined the phenomena of re-engagement in effective school context and its developmental influences on at-risk students expectancy for success and task-value towards graduation. Given the multifaceted interactions of school context and the complex developmental needs of at-risk students, there were dual purposes for this three-phase, two-method qualitative study that addressed the literature concerns.

The first purpose was to explore and identify policies, programs, and practices perceived as being most effective in re-engaging at-risk students behaviorally, emotionally, and cognitively, at ten Model Continuation High Schools in California. Phases one and two collected data on the Model Continuation High Schools (MCHS) to address this purpose.

In phase one, an inductive document review of the ten MCHS applications including four statement letters was conducted and results identified eleven policies, ten programs, and eleven practices that were effective in re-engaging at-risk students behaviorally, emotionally, and cognitively. In phase two, the phenomenological ten-step analysis of semi-structured administrator interviews revealed eight re-engaging implementation strategies perceived to be effective with at-risk students.

The second purpose was to build upon Eccles' Expectancy-Value Theoretical Framework by gaining insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Phase three conducted a deductive content analysis of eight theoretical based components on the combine data collected in phases one and two to address this second purpose. Results revealed that principles of Eccles’ Expectancy-Value Model were evident in all identified policies, programs, and practices of the ten MCHS.

Model Continuation High Schools are exemplary sites with effective school context that have much to share with other continuation high schools looking for successful re-engaging approaches for at-risk students. The research provided results suggesting that MCHS had significant policies, programs, practices and implementation strategies that transform disengaged at-risk students into graduates by developing students' expectancy for success belief and task-value belief towards graduation. Implications for policy, practice, and future research are discussed.

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Books on the topic "Evening and continuation schools"

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School Interventions and Educational Options Unit. Continuation education in California public schools. Sacramento: California Dept. of Education, 1995.

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Laterza, Betânia. Ensino noturno: A travessia para a esperança. São Paulo: Global Editora, 1994.

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Eigaard, Søren. Aftenskolens historie i Danmark: Folkeoplysning i 200 år. Edited by Haue Harry and Larsen Helge 1915-. [Copenhagen]: Dansk folkeoplysnings samråd, 1987.

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Seminário Nacional sobre Ensino Noturno (1993 Curitiba, Brazil). Anais do Seminário Nacional sobre Ensino Noturno: Curitiba, 22 a 24 de março de 1993. [Curitiba, Paraná]: A Universidade, 1993.

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Paula, Noordman, ed. Studiemogelijkheden aan scholen voor dag-/avondonderwijs en deeltijdopleidingen. 6th ed. [Zoetermeer]: Ministerie van Onderwijs en Wetenschappen, 1987.

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I, Jon'yon. Shokuminchi Chōsen ni okeru fushūgakusha no manabi: Yagaku keikensha no ōraru hisutorī o moto ni. Gunma-ken Takasaki-shi: Hakueisha, 2022.

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Sagawa, Hiromichi. Teijisei kōkō no kyōiku shakaigaku: Kyōiku shisutemu no kyōkai to hōsetsu. Tōkyō: Keisō Shobō, 2022.

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Eguchi, Satoshi. Sengo Nihon no yakan chūgaku: Shūen no gimu kyōikushi = History of the evening junior high schools (yakan-chugaku) in postwar Japan : conflicts between compulsory education system and marginalized people. Tōkyō: Tōkyō Daigaku Shuppankai, 2022.

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Adrian-Vallance, Evadne. Evening class. Harlow: Pearson Education, 2000.

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Ōtawa, Masae. Sengo yakan chūgakkō no rekishi: Gakurei chōkasha no kyōiku o ukeru kenri o megutte. Tōkyō: Rikka Shuppan, 2017.

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Book chapters on the topic "Evening and continuation schools"

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English, Linda. "A Hard Day’s Night: Provision of Public Evening Schools in the United States, 1870–1910." In Public Choice Analyses of American Economic History, 137–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11313-1_9.

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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education, 225–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.

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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education, 225–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.

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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Gu, Xiaoqing, and Ling Li. "China’s Experience of Online Education during the COVID-19 Pandemic: Policies, Lessons and Challenges." In Global Perspectives on Educational Innovations for Emergency Situations, 285–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_28.

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AbstractThe COVID-19 pandemic brought severe, widespread disruptions to education worldwide. As the first country to encounter the COVID-19 outbreak, China has taken fast and decisive steps to mitigate the impact of the pandemic on education. Shortly after the outbreak, the Chinese government launched the “Classes Suspended but Learning Continues” emergency plan, which urged all schools to close and shift their teaching and learning activities entirely online. This chapter provides a critical account of the collective efforts made by different sectors across the country to maintain the continuation of education at all levels. These include: (1) a survey of the policies and measures introduced to facilitate the emergent transition to online delivery modes; (2) a reflection on the country’s experience of successfully maintaining the provision of education for over 200 million students; and (3) an elaboration of the challenges encountered that suggest directions for future research. We hope that sharing China’s experience in this chapter can contribute to the ongoing global conversations on how to better prepare education in times of crisis.
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"Evening Ragged Schools." In Reformatory Schools (1851), 124–62. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-7.

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Burney, Frances. "Letter XI Evelina in continuation." In Evelina. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536931.003.0015.

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Queen-Ann-Street, April 5, Tuesday morning. I have a vast deal to say, and shall give all this morning to my pen. As to my plan of writing every evening the adventures of the day, I find it impracticable; for the diversions here are...
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Burney, Frances. "Letter XXI Evelina in continuation." In Evelina. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536931.003.0025.

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I have a volume to write, of the adventures of yesterday. In the afternoon,—at Berry Hill, I should have said the evening, for it was almost six o’clock,—while Miss Mirvan and I were dressing for the opera, and in high spirits, from the...
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Burney, Frances. "Letter VIII Evelina in continuation." In Evelina. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536931.003.0075.

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Sept. 30. Oh Sir, what a strange incident have I to recite! what a field of conjecture to open! Yesterday evening, we all went to an assembly. Lord Orville presented tickets to the whole family, and did me the honour, to the no small surprise...
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Burney, Frances. "Letter XIV Evelina in continuation." In Evelina. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536931.003.0050.

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June 15th. Yesterday morning, Madame Duval again sent me to Mr. Branghton’s, attended by M. Du Bois, to make some party for the evening; because she had had the vapours* the preceding day, from staying at home. As I entered the shop, I perceived...
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Hendrick, Harry. "Day Continuation Schools: Creating the Adaptable and Efficient Citizen." In Images of Youth, 213–49. Oxford University Press, 1990. http://dx.doi.org/10.1093/acprof:oso/9780198217824.003.0009.

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Conference papers on the topic "Evening and continuation schools"

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Blanca-Giménez, Vicente, Gonzalo Gurrea-Ysasi, Adrian Rodriguez-Burruezo, and Inmaculada Fita. "Perceptual analysis of thermal-luminal comfort in areas shaded by vegetation in design education centers." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8779.

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The search for comfort in users is a priority objective in technical schools focused on spaces design. The use of spaces can be for residential, commercial or entertainment activities. It is a common mistake to consider that comfort is achieved exclusively through the analysis of the interior space, since it is also necessary to consider the relationship between the space and the surrounding environment, because it is affected by environmental variables such as radiation, wind, humidity, noise, etc. The change of these variables throughout the day influences the interior conditions of the spaces and in general, is needed to incorporate artificial systems to compensate the external climatological conditions (thermal machines, light sources, etc.). Grade students, in design schools acquire, throughout the curriculum, knowledge in relation to the limits of comfort required for interior spaces. In the last academic year of the degree in Architecture, students have sufficient capacity to be able to detect the fluctuations that occur in the variables of the external environment by measuring temperature and humidity with DATALOGGER, equipment capable of recording data over time or in relation to the location using its own sensors or externally connected, as well as the value of the light level with LUXOMETERS, which are instruments that measure the real and not subjective illuminance of an environment. On the other hand, students are also able to evaluate the quality of the indoor environment, detecting whether or not there is a difference with the outdoor environment and assessing, for each orientation, the need for protection against radiation, (possible incorporation of tree mass, etc.). The protocol for developing the work proposal is established with measurements at the beginning of the course (winter period), later in spring and at the end of the course (beginning of summer). For each space analyzed (indoor and outdoor), measurements are carried out three times a day (early in the morning, at noon and in the evening). With the data obtained in different moments of the day and stationary situations, students must be able to select the most suitable protection devices for the building under analysis (vegetation, canopies, etc.).
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Desouzart, Gustavo, Ernesto Filgueiras, Rui Matos, and Filipe Melo. "Human Body-Sleep System Interaction in Residence for University Students: Evaluation of Interaction Patterns Using a System to Capture Video and Software with Observation of Postural Behaviors During Sleep." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100780.

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The behavioral and postural habits and sleep rhythm of university students change depending on the academic period, either because it requires a different pace of study (academic activities) or other types of events but this has rarely been reported in the literature which would allow an analysis and evaluation of this behavior through sleep disorders. This paper presents a study whose objective was to investigate the human interaction with postural behaviors in the residences' bedroom of female university students during the periods in which the subjects were asleep, awake, out of bed, doing activities, using a pillow in different time periods and with ecological validation. A sample of 6964 observations, which corresponds to 196 sleep-hours of 12 university students, was classified into six Interaction Categories (IC). The results show that 28.7% of the participants presented the prone position as the most common postural behavior during sleep. During the image capture, participants answered a questionnaire about the perception of pain in the spine according to the Visual Analogue Scale (VAS). 100% of the students complained about back pain; 50% referred to the evening as the period in which the pain was more intense; 25% of participants reported that pain disrupted their sleep and; the biggest indication of median of pain was in the Lumbar region (3.33+ 1.231). This data is essential for health care professionals who can use this information to enable a reduction factor of complaints of back pain, to make recommendations with schools and universities to change the demands of academic activities by distributing them throughout the semester and not at the end of each period.
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Kreft, Nataša, and Bojana Jerebic. "AN INNOVATIVE APPROACH TO THE PROMOTION OF THE HEALTH CARE ASSISTANT PROFESSION." In 14. kongres zdravstvene in babiške nege Slovenije,11. in 12. maj 2023, Kongresni center Brdo, Brdo pri Kranju. Zbornica zdravstvene in babiške nege Slovenije - Zveza strokovnih društev medicinskih sester, babic in zdravstvenih tehnikov Slovenije, 2023. http://dx.doi.org/10.14528/asae9754.8.

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Healthcare organisations worldwide have faced lack of nursing personnel in recent years. Health care assistant as profession has been primarily promoted by educational institutions, however they no longer suffice present demand. Therefore, healthcare workers encourage the young, primarily to choose the career of health care assistant and possible continuation of education at the undergraduate nursing program. At General Hospital Murska Sobota we produced a short film as an innovative approach to promote the profession in order to acquaint the young, who are still uncertain of their career, with everyday work of health care assistant at various hospital departments. We invited students at Secondary School of Nursing Murska Sobota to partake in the film, which resulted in their active involvement. The film is displayed at information days at previously mentioned school and at the “job market” organised by primary schools at Pomurje region. The film is very well accepted and aids the young who have not yet chosen their career path. Our vision is to approach the promotion of the career of health care assistant ourselves since determination of career is one of the most significant decisions in a lifetime and to encourage the youth to choose the career of future nursing profession.
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Dolghi, Adrian. "Children in educational institutions of the Moldovan SSR in the academic year 1944–1945." In Simpozionul Național de Studii Culturale, Ediția a 2-a. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/9789975352147.21.

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The article elucidates the situation of children in educational institutions in the Moldavian Soviet Socialist Republic in the context of the reoccupation of Bessarabia and the restoration of the Soviet-type educational system. Following the analysis of the archive documents, we found that the general schooling of the children was carried out in precarious socio-economic conditions, in the absence of appropriate buildings, furniture and adequate teaching inventory. It also happened in situations of poverty, when a large part of the population did not have enough resources to dress and feed children properly. The unsatisfactory conditions in schools have led to poor results in studies, the spread of diseases and epidemics among children. The situation in the educational institutions of the Moldavian SSR in the academic year 1944–1945 clearly illustrates that schooling had a compulsory character being motivated by the interest of the Soviet authorities to install administrative, political and ideological control over the young generation. After the occupation of Bessarabia, given the continuation of military operations to the countries of Western Europe and the need of restoration following them, resources were insufficient and political and ideological objectives were achieved in circumstances of poverty. The 1944–1945 academic year was a turning point for the young generation in the Moldovan SSR. It began to be subjected to ideological training through ideological study programs and involvement in communist organizations for children and youth. Also, the “convert” of children to the communist ideology, to the detriment of national traditions and values, began.
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Reports on the topic "Evening and continuation schools"

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Johnson, Mark, and John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, November 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.
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Yablonskyy, Maxym. «NEW DAYS» WEEKLY AND PETRO VOLYNIAK, PUBLISHER AND AUTHOR. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11058.

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In the article on the material of the Salzburg weekly «New Days» (1945–1947) various spheres of activity of Peter Volyniak are presented. It is noted that this edition was a business card of the publishing house of the same name and had a history of continuation: in Toronto Petro Volyniak restored the publishing house of the same name and continued the publication in the format of the universal monthly «New Days» (1950–1969). The article also presents periodicals («Latest News», «New Days», «Timpani», «Our Way») and literary, artistic and scientific collection «Steering Wheel», which were published in the Salzburg publishing house of Peter Volyniak «New Days». The purpose of the publication is to trace the path of Petro Volyniak from a writer to a literary critic, journalist and publisher. This trend is reproduced in chronological order. Peter Volyniak as a writer is informed in the article «Literary Evening of P. Volyniak» (author – M. Ch-ka). O. Satsyuk’s literary-critical article is devoted to the coverage of ideological and artistic aspects of Petro Volyniak’s collection «The Earth Calls» (Salzburg, 1947). Petro Volyniak as a literary critic is presented in an article devoted to a collection of literary tales by A. Kolomiyets (Salzburg, 1946), which was published by «New Days». Petro Volyniak as a journalist presents the essay «This is our song…». With the help of content analysis it was observed that the text is divided into two parts: the first contains the author’s reflections on the Ukrainian song, its role in the life of the Ukrainian people; in the second, main, Peter Okopny’s activity abroad is presented. The publisher Petro Volyniak in 1947 in a separate publication of the February issue of the weekly summarizes the third year of activity, providing statistics on the publication of periodicals, books, postcards, calendars, various small format materials. The analyzed material demonstrated the experience of combining creative work and commercial activity.
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