Journal articles: '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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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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Leeper, SH, and CG Kuster. "Current use of evening clinics in U.S. dental schools." Journal of Dental Education 60, no. 9 (September 1996): 763–64. http://dx.doi.org/10.1002/j.0022-0337.1996.60.9.tb03072.x.

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Tenjoh Okwen, Sussana Fomundam Epse. "The Contribution (Place) of Evening Schools to the Educational Landscape of Cameroon: Curriculum Design and Performance Issues." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 13, no. 02 (2023): 795–806. http://dx.doi.org/10.37648/ijrssh.v13i02.067.

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This paper seeks to examine the place and contribution of evening schools in the Cameroonian educational landscape which has been often neglected or given less attention despite the significant contribution over the years in contributing to the education of many people who, for one reason or another, may not be able to attend the day or regular classes. This paper will therefore highlight the cornerstone this mode of education plays in the life of the country and other learners and on the other hand, it seeks to prove other aspects like the need for a new and consolidated curriculum which can enhance the performance of learners which has not been the best in recent times as far as the English language is concerned and possibly propose solutions to salvage the situation. The research goal of this work is to find out whether a newly designed innovative English syllabus that takes into consideration the needs and learning conditions of evening school students will lead to sufficient improvement in the results of the English Language paper. The research uses the experimental design involving a control experiment where a new and innovative English Language syllabus focused on the needs of evening school students is used to teach an ‘Experimental Group’ of evening school students with the same background as those of the ‘Control Group’ of evening school students.

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Brinia, Dr Vasiliki, and Ioannis Michaelidis. "Class climate: the views of adult students in evening schools." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 01 (June 2017): 07–14. http://dx.doi.org/10.9790/7388-0701020714.

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Luka, Ineta, Tamara Pigozne, and Svetlana Surikova. "Impact of Plurilingualism on Learning Quality in Evening (Shift) Schools." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 90. http://dx.doi.org/10.17770/sie2015vol4.343.

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This paper presents the main findings of the second stage of the Asia-Europe Meeting (ASEM) Lifelong Learning study (2011-2014) on identification of good practices that facilitate adult learning (aged 18-24) engagement in second chance education in evening (shift) schools. It analyses students’ perceptions of plurilingual learning processes and the impact of people’s plurilingualism on their learning. The methodology of early school leavers’ learning in working life research was used applying combined phenomenological semi-structured and narrative interviews. 116 people (72 early school leavers and 44 second chance education teachers) representing all geographical regions of Latvia were addressed. The study identifies the differences between learning of bilingual and plurilingual people in formal and informal learning environments and describes the impact of plurilingualism on the learning quality.

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Sussman, Steve, Sande Craig, Thomas R. Simon, and Elisha R. Galaif. "School-as-Community Activity Selection at Continuation High Schools." Substance Use & Misuse 32, no. 2 (January 1997): 113–31. http://dx.doi.org/10.3109/10826089709027302.

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Qin, Li, and Xie Min. "Analysis of the Teaching Strategy of English Continuation Task in Senior High School from the Perspective of Metacognitive Theory." International Linguistics Research 5, no. 2 (October 21, 2022): p16. http://dx.doi.org/10.30560/ilr.v5n2p16.

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With the emergence of new question type in the English reform of college Entrance examination, the academia has set off a research craze of "continuation task".This paper uses questionnaires and interviews with teachers to investigate and study the implementation, effect and existing problems of continuation task in senior high school English reading.Based on the teaching status and existing problems, this paper puts forward three strategies to improve the teaching effect of continuation task from the perspective of metacognitive theory, in order to help front-line English teachers in senior high schools effectively implement continuation task teaching, improve students' ability and level of continuation task, and thus improve students' English learning effect.

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Siti Nur Amalia, Maulana Wildan Rifaldi, Mega Aprilia Fajriati, and Rona Nisa Sofia Amriza. "THE USE OF NAÏVE BAYES ALGORITHM IN FORECASTING THE FURTHER STUDY OF HIGH SCHOOL STUDENT." JURNAL TEKNOLOGI INFORMASI DAN KOMUNIKASI 14, no. 2 (September 1, 2023): 218–27. http://dx.doi.org/10.51903/jtikp.v14i2.373.

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Schools with a large number of students who continue their studies to college will be the main choice as secondary schools from the elementary level. Therefore, increasing the number of students continuing their studies is very important to meet the competition. To get around this, schools can predict the continuation of high school/vocational high school students' studies to college. The goal is that the percentage of prediction results can be used as a reference for improving the quality of education services in schools. In making this prediction, the Naïve Bayes method or algorithm is used. In this case, the Naïve Bayes algorithm is a classification method with a probability and statistical approach that is suitable for predicting the continuation of high school/vocational high school students' studies to college. The prediction result of continuing study to university using Naïve Bayes on test data has an accuracy of 0.740.

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Cutietta, Robert A., and Peter A. McAllister. "Student Personality and Instrumental Participation, Continuation, and Choice." Journal of Research in Music Education 45, no. 2 (July 1997): 282–94. http://dx.doi.org/10.2307/3345587.

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The Junior Eysenck Personality (Questionnaire was administered to 668 instrumental students in Grades 7 through 12 from eight different schools to determine whether (1) there is a propensity for certain personality types to begin instrumental study in the schools, (2) certain personality types are more likely to continue in instrumental music, (3) there is a trend toward homogeneity of personality type among students who choose to continue in instrumental music across grade levels, and (4) there is a relationship between personality type and continuation on a specific musical instrument. Results revealed that instrumental students are very similar to their noninstrumental counterparts on the personality variables measured across all grades, but some minor differences can be found. Educational implications are drawn and discussed.

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Fogarty, Timothy J., and Anthony D. Holder. "Exploring Accounting Doctoral Program Decline: Variation and the Search for Antecedents." Issues in Accounting Education 27, no. 2 (January 1, 2012): 373–97. http://dx.doi.org/10.2308/iace-50127.

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ABSTRACT The inadequate supply of new terminally qualified accounting faculty poses a great concern for many accounting faculty and administrators. Although the general downward trajectory has been well observed, more specific information would offer potential insights about causes and continuation. This paper examines change in accounting doctoral student production in the U.S. since 1989 through the use of five-year moving averages. Aggregated on this basis, the downward movement predominates, notwithstanding the schools that began new programs or increased doctoral student production during this time. The results show that larger declines occurred for middle prestige schools, for larger universities, and for public schools. Schools that periodically successfully compete in M.B.A. program rankings also more likely have diminished the size of their accounting Ph.D. programs. Despite a recent increase in graduations, data on the population of current doctoral students suggest the continuation of the problems associated with the supply and demand imbalance that exists in this sector of the U.S. academy.

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ZAKOMIRNI, IGOR. "MODERN EVENING SCHOOL AS AN INNOVATIVE INFORMAL EDUCATIONAL ESTABLISHMENT." Main Issues Of Pedagogy And Psychology 13, no. 1 (April 12, 2017): 49–55. http://dx.doi.org/10.24234/miopap.v13i1.225.

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The author analyses the features of the popular forms of education for adults. He reveals the role of information and communication technologies in non-formal educational settings and also the role of teachers of evening schools. He focuses on information and communication competencies associated with effective implementation of innovative technologies in educational process.

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Ouyang, Ying. "Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory." International Journal of Linguistics, Literature and Translation 4, no. 10 (October 29, 2021): 89–91. http://dx.doi.org/10.32996/ijllt.2021.4.10.12.

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With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

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Masmali, Abdullah, and Fahhad Alghamdi. "Factors Influencing Teachers’ Continuation of Online Learning in Elementary Schools." International Education Studies 14, no. 12 (November 22, 2021): 31. http://dx.doi.org/10.5539/ies.v14n12p31.

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The use of online teaching has increased rapidly, especially since the start of the global pandemic of COVID-19. K–12 teachers in Saudi Arabia, like many teachers globally, found themselves with a new way of teaching because of the pandemic. Thus, this study examined the unified theory of acceptance and use of technology (UTAUT) in elementary school teachers’ acceptance of online learning. We tested whether UTAUT’s four key factors (performance expectancy; effort expectancy; social influence; and facilitating conditions) affect Saudi Arabian elementary school teachers’ acceptance of using online learning. We found that performance expectancy, social influence, and facilitating conditions altogether predicted teachers’ use of online learning as the analysis of the multiple regression outcome found that 60.2% of the variation was affected by these variables.

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Choi, Ilseon, and Sung Ran Cho. "A Case Study of Active Aging through Lifelong Learning: Psychosocial Interpretation of Older Adult Participation in Evening Schools in Korea." International Journal of Environmental Research and Public Health 18, no. 17 (September 1, 2021): 9232. http://dx.doi.org/10.3390/ijerph18179232.

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Lifelong learning is a key element of the conceptual framework of active aging. To understand how older adults experience active aging through participation in lifelong learning, the authors conducted a qualitative case study. The research participants were older adult learners attending evening schools aiming to pass the equivalency examination. Data were collected primarily using semi-structured interviews with five older adult learners, and additional data were collected from relevant documents. Data analysis and thematic discussion provided insights into how older adults experience active aging by participating in lifelong learning. Data analysis identified themes of overcoming limited education, taking the equivalency examination, and evolving goals. Thematic discussion revealed that older adults began learning to meet deficiency needs; however, they developed their goals after attending evening schools and passing the equivalency examination. In addition, lifelong learning is an indispensable element of active aging not only because learning is good for older adults’ wellbeing, as reported in the literature, but also because older adults become more active in the systemic change of their environment and in the setting goals for their lives.

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Daniels, Mark R. "Organizational termination and policy continuation: Closing the Oklahoma Public Training Schools." Policy Sciences 28, no. 3 (August 1995): 301–15. http://dx.doi.org/10.1007/bf01000291.

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Ashraf, Samina, Musarrat Jahan, and Muhammad Saad. "Educating Students With Hearing Impairment During Covid-19 Pandemic : A Case of Inclusive and Special Schools." Review of Applied Management and Social Sciences 4, no. 4 (December 31, 2021): 783–94. http://dx.doi.org/10.47067/ramss.v4i4.183.

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Observation of protocols during the COVID-19 pandemic is difficult for students with special needs particularly for students with hearing impairment (SWHI). The challenges of educating students with hearing impairment have increased after the adoption of the online education system. The purpose behind this study was to highlight the steps taken for the continuation of education in the inclusive and special schools of Punjab during a pandemic. A mixed-method approach was used to conduct this study. Two different groups of the population were taken from 9 divisions of Punjab to derive a suitable sample of this study; teachers of students with hearing impairment (SWHI) and executive members of government related to both special and inclusive schools in Punjab. The teachers from both settings were selected using random sampling. The in-depth interviews of the executive members dealing with special and inclusive schools in Punjab were conducted. The tool of the research was an interview protocol and a structured questionnaire. Data were analyzed by applying both qualitative and quantitative methods. This research has highlighted rare practices of online teaching, lack of technological resources, teachers' and students' lack of competency in online teaching, both in the special inclusive schools of the Punjab. A significant difference (p=.000?.05)was found between the special and inclusive schools' efforts made for the continuation of education during a pandemic.

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Gillies, Robyn. "Action research for guidance counsellors." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 27–32. http://dx.doi.org/10.1017/s1037291100002247.

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Action research enables guidance counsellors to use a variety of methodologies to evaluate the diversity of counselling programs. The emphasis is on helping the counsellor to make decisions about the development, improvement and continuation of specific programs in schools.

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Huang, Jing, Tiantian Pang, Zhenzhen Liu, Zhiqiang Wang, and Huimin Wang. "Risk Simulation of Urban Rainstorm Flood Disasters Considering Crowd Activities." Systems 11, no. 8 (August 8, 2023): 407. http://dx.doi.org/10.3390/systems11080407.

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Social activities have a significant impact on the rainstorm flood disaster risk. It is crucial to explore the dynamic changes of urban rainstorm flood disaster risk caused by crowd activities. In this study, a risk simulation method of urban rainstorm flood disasters is proposed, composed of an urban rainstorm flood model based on SWMM and LISFLOOD-FP and a crowd activities model based on ABM. Taking the Futian District of Shenzhen as an example, the temporal and spatial changes in rainstorm flood disaster risk for buildings and roads are analyzed under three scenarios: midnight, morning peak, and evening peak. The results show that: (1) Although the overall risk of urban rainstorm flood disasters increases as the inundation area expands, the average risks of roads and buildings increase rapidly and then stabilize during the morning peak due to commuting activities, while the average risk of roads remains high level during the evening peak due to commuting activities, while; (2) The risk of urban rainstorm flood varies significantly at different time periods. The average risk of buildings is the largest during the morning peak, about twice that during the evening peak. The number of high-risk roads during the evening peak is much higher than in the morning peak, and both buildings and roads have the least risk during midnight; (3) The spatial distribution of urban rainstorm flood disaster risk changes with the crowd activities, shifting from residential areas to industrial areas, schools, shopping malls, etc., during the morning peak, while the evening peak shows the reverse.

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Hartley, Sarah, Sylvie Royant-Parola, Ayla Zayoud, Isabelle Gremy, and Bobette Matulonga. "Do both timing and duration of screen use affect sleep patterns in adolescents?" PLOS ONE 17, no. 10 (October 20, 2022): e0276226. http://dx.doi.org/10.1371/journal.pone.0276226.

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Background Sleep duration has declined in adolescents over the last 30 years and screen use has been identified as a risk factor. Studies have examined the duration of screen use and screen-based activities but have not differentiated between evening and night-time use. Methods Cross sectional questionnaire survey of adolescents recruited in schools. Sleep habits on school nights and weekends, symptoms of insomnia and daytime repercussions were recorded using an online questionnaire administered in the classroom setting. Sleep deprivation (<7 hours in bed /night), school night sleep restriction (≥2 hours difference in sleep duration on school nights vs weekends), excessive sleepiness (score >6 on a visual analogue scale), duration of screen use and timing of screen use (evening vs after bedtime) were determined. Results 2513 students (53.4% female, median age 15 years) were included. 20% were sleep deprived and 41% sleep restricted. A clear dose effect relationship in a model controlling for age, sex, school level and sociodemographic class was seen with all levels of night-time screen use on sleep deprivation and sleep restriction (>2 hours use sleep deprivation OR 5.23[3.03–9.00]. sleep restriction OR 2.05[1.23–3.42]) and > 2 hours evening use (>2 hours use sleep deprivation OR 2.72[2.15–3.44] sleep restriction OR 1.69[1.36–2.11]) but not moderate evening use. All night-time use and > 2 hours evening use increased the risk of insomnia, non refreshing sleep, and affected daytime function (daytime sleepiness, lack of energy and irritability). Conclusions Both duration of screen use and timing are associated with adverse effects on sleep and daytime functioning in adolescents. More than 2 hours evening use and all night-time use should be avoided.

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Huerta, Adrian H. "Educational Persistence in the Face of Violence." Boyhood Studies 11, no. 2 (September 1, 2018): 94–113. http://dx.doi.org/10.3167/bhs.2018.110206.

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Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

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Uspensky, M., P. Eglitis, H. Opgenoorth, G. Starkov, T. Pulkkinen, and R. Pellinen. "On auroral dynamics observed by HF radar: 1. Equatorward edge of the afternoon-evening diffuse luminosity belt." Annales Geophysicae 18, no. 12 (December 31, 2000): 1560–75. http://dx.doi.org/10.1007/s00585-001-1560-x.

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Abstract. Observations and modelling are presented which illustrate the ability of the Finland CUTLASS HF radar to monitor the afternoon-evening equatorward auroral boundary during weak geomagnetic activity. The subsequent substorm growth phase development was also observed in the late evening sector as a natural continuation of the preceding auroral oval dynamics. Over an 8 h period the CUTLASS Finland radar observed a narrow (in range) and persistent region of auroral F- and (later) E-layer echoes which gradually moved equatorward, consistent with the auroral oval diurnal rotation. This echo region corresponds to the subvisual equatorward edge of the diffuse luminosity belt (SEEL) and the ionospheric footprint of the inner boundary of the electron plasma sheet. The capability of the Finland CUTLASS radar to monitor the E-layer SEEL-echoes is a consequence of the nearly zero E-layer rectilinear aspect angles in a region 5–10° poleward of the radar site. The F-layer echoes are probably the boundary blob echoes. The UHF EISCAT radar was in operation and observed a similar subvisual auroral arc and an F-layer electron density enhancement when it appeared in its antenna beam.Key words: Ionsophere (ionospheric irregularities) · Magnetospheric physics (auroral phenomena; magnetosphere–ionosphere interactions)

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Yu, Branda Yee-Man, Wing-Fai Yeung, Yuan-Shan Ho, Fiona Yan Yee Ho, Ka Fai Chung, Regina Lai Tong Lee, Mei Yuk Lam, and Shucheng Chen. "Associations between the Chronotypes and Eating Habits of Hong Kong School-Aged Children." International Journal of Environmental Research and Public Health 17, no. 7 (April 9, 2020): 2583. http://dx.doi.org/10.3390/ijerph17072583.

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Later chronotypes have been found to be associated with unhealthy diets in adolescents and adults, but no study has been conducted in children. The aim of this study was to investigate the associations between the chronotypes and dietary patterns of school-aged children. Children aged 7–11 and their parents were recruited from five mainstream schools in Hong Kong. The parents were told to complete questionnaires on the children’s circadian preferences, food frequency, and dietary behaviors. All of the questionnaires were distributed and collected by schoolteachers. No gender differences in chronotype were observed (all p > 0.05). The evening-type was associated with significantly greater odds of viewing television (TV) during meals (adjusted odds ratios (OR) = 5.62 in boys and 5.39 in girls). Evening-oriented boys were prone to skipping breakfast (adjusted OR = 14.78), whereas evening-oriented girls were at risk of consuming fast food (adjusted OR = 7.74). There are indications of some gender differences in chronotype-related eating patterns. Sleep duration and screen time significantly mediated the associations between later chronotypes and unhealthy eating habits. Individualized dietary recommendations in accordance with circadian preferences may be effective at promoting healthy and nutritious diets for school-aged children.

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McGrane, Ian R., Rachel E. Tenison, Dana M. Bimler, Robert C. Munjal, and Jason R. Molinaro. "Successful bilateral electroconvulsive therapy in a patient with a seizure disorder taking levetiracetam, lorazepam, and zonisamide: A case report." Mental Health Clinician 11, no. 1 (January 1, 2021): 23–26. http://dx.doi.org/10.9740/mhc.2021.01.023.

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Abstract Electroconvulsive therapy (ECT) may be considered for treatment of severe, treatment-resistant, and emergent depression associated with MDD or bipolar disorder. Patients with epilepsy usually take medications that raise the seizure threshold, which poses challenges during ECT. We report a 66-year-old male with epilepsy taking levetiracetam extended-release (XR), lorazepam, and zonisamide requiring ECT for severe MDD. After literature review, the XR form of levetiracetam was changed to higher doses of the immediate-release (IR) formulation, and zonisamide was discontinued 2 days prior to ECT in the hospital and was resumed when the patient underwent outpatient continuation ECT. The patient was treated to remission after receiving 8 acute bilateral ECT treatments before being transitioned to continuation ECT. We provide a brief review of medication management of antiepileptic drugs and other medications that increase the seizure threshold during ECT. To our knowledge, this is the first reported case describing the management of levetiracetam, lorazepam, and zonisamide concomitantly during ECT. Our case suggests that utilizing the IR formulation of levetiracetam, administering the evening dose early the day prior to the procedure, and temporarily discontinuing zonisamide prior to bilateral ECT is effective for the treatment of severe MDD while maintaining seizure prophylaxis.

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Stoliar, V. "Organization of the pedagogical process in the evening secondary schools of Ukraine (1943-1958)." Research and educational studies, no. 1 (2018): 53–60. http://dx.doi.org/10.32405/2663-5739-2018-1-53-60.

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Jakubowski, Rafał, and Marek Piotrowski. "In Search of the Conditions for Permanent Implementation of STEM/STEAM in Polish Schools." Edukacja Elementarna w Teorii i Praktyce 14, no. 4(54) (January 29, 2020): 25–37. http://dx.doi.org/10.35765/eetp.2019.1454.02.

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In this article, the authors focused not only on the STEM/STEAM method, but also on the difficulties which need to be overcome so that this concept can be successfully introduced to the Polish schools. Among the difficulties that need to be overcome, they mention the lack of adaptation of the Polish education to the requirements of the progressive education. The errors of the curricular frameworks force all the students to be taught on the same level. They warn that, due to the wrongly led early mathematical education, a half of the students with a lower social-family capital have serious difficulties in reaching the mathematical resourcefulness. Therefore, in Poland STEM/STEAM is facing different tasks that anywhere else. The article is the continuation of the authors’ publications connected with creating the heuristic improvements and teaching science by using experiments with the help of scientific methods. Thus, in the next article, which will be the continuation of this publication, they will focus on the examples of the issues solved by the children using scientific methods. According to the authors, it is the proposal of overcoming the current difficulties and the possibility to introduce new learning methods, especially STEM/STEAM.

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Dent, Clyde W., Elisha R. Galaif, Steve Sussman, and Alan W. Stacy. "Use of the “Theme Study” as Means of Curriculum Development in Continuation High Schools." Journal of Drug Education 26, no. 4 (December 1996): 377–93. http://dx.doi.org/10.2190/hhhk-5bm7-htj0-px90.

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This article presents the evaluation of written paragraphs which described twenty-one drug abuse prevention “themes” contained in thirty-five separate activities, as part of the process of curriculum development targeting Continuation High School students. The goal was to determine which activities were most preferred by these youth. The paragraphs consisted of descriptions of traditional drug abuse prevention program activities, alternative activities using the themes underlying traditional activities, and novel activities generated from newly developed themes. The study was conducted with seven Continuation High Schools. Three hundred and fifteen students participated in this study. Each student rated detailed written descriptions of five activities. Classrooms were randomly assigned to different combinations of paragraphs. An analysis of variance indicated that there were significant differences in preferences among activities, with a marked preference for the alternative and novel activity presentations. Females, Latinos, older students, and non-marijuana users rated the activities higher overall. There were no significant interactions between demographic variables and order of activity preference. If there is a limit in amount of allotted time and resources, the theme study is an appropriate and cost-effective tool for gaining important information for health curricula development.

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Little, Tarisa. ""A Continuation of Residential Schools": Integration as a Strategy of Epistemicide, 1960–2005." American Indian Quarterly 47, no. 3 (June 2023): 223–50. http://dx.doi.org/10.1353/aiq.2023.a917904.

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Abstract: For over a century, the Government of Canada sent Indigenous children across Canada to residential schools to assimilate, Christianize, and "civilize" Indigenous people into Settler society. Assimilation became official government policy in 1876 with the passing of the Indian Act, which gave the Canadian state the power to govern all aspects of Indigenous people's lives. In the 1980s, many Indigenous people demanded recognition of the injustices and abuse experienced by many residential school survivors. Additionally, many scholars have looked at the injustices and abuse in residential schools as an overt attempt to erase Indigenous culture. However, few have investigated the continuation of epistemicidal policies afterward. Through a case-study of Treaty 7 communities, this article focuses on the post-residential school era and argues that the schooling provided by the Canadian government during the period of integration represents another attempt to subvert Indigenous knowledge and pedagogies.

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Walker, Barbara M. "The Missing Person: Student Roles in Home-School Interviews." European Educational Research Journal 1, no. 3 (September 2002): 468–79. http://dx.doi.org/10.2304/eerj.2002.1.3.5.

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In British secondary schools the ‘Parents' Evening’ is held annually for each year group to allow parents and subject teachers to meet and discuss a child's progress. This article draws from two qualitative studies of Parents' Evenings and focusses on the difficulties faced by parents, teachers and students in trying to integrate the young person into this type of home-school liaison. Much of the data consisted of tape-recordings of Parents' Evening interviews made by teachers or parents. Key analytical concepts include the parent-teacher-student interview characterised as ‘institutional talk’, where the participants struggle over control of personal information, definition of problems and follow-up action. Even though it is becoming more common for students to attend these events, the article brings out their relative powerlessness and concludes that, while parents and teachers contest authority within the interview, the role, power and identity of the young person is even more problematic.

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Masson, Philippe, Michael Racodon, Alessandro Porrovecchio, and Guillaume Duchateau. "Health Education in Primary Schools: A Difficult Task." Central European Journal of Educational Research 4, no. 1 (June 27, 2022): 1–10. http://dx.doi.org/10.37441/cejer/2022/4/1/10735.

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This study was conducted in a medium-sized French city, in a neighbourhood falling into poverty, with children aged from 9 to 10 years old. Its aim is to build an adapted strategy to improve children’s healthy habits. Our study was based on a mixed methods interdisciplinary approach using interviews, questionnaires, sleep diaries and accelerometers. The unemployment rate of the target population is above 40%, and the families have four children on average. The children of the sample (N=29) practice less physical activity than recommended by the institutions in charge of health matters. The parents correctly manage the sleep cycles of their children, and stand firm when they have to go to school the next day. When the next day is a non-school day, children play more video games in the evening, both on their own and with their families. Healthy habits can be improved through cooperation with the various members of the educational community (parents, teachers and structures in charge of the children). Since it is difficult to manage health education solely during PE classes, this process must be continued both inside and outside school by the community, even more so the family.

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Petryński, Wacław. "A SCIENTIFIC EVENING WITH N.A. BERNSTEIN, R.M. YERKES, J.D. DODSON AND D.O. HEBB." Journal of Kinesiology and Exercise Sciences 27, no. 79 (October 31, 2017): 13–23. http://dx.doi.org/10.5604/01.3001.0012.1439.

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Author compares various models of relation between stress and efficiency of a motor operation, described with the Inverted-U Principle (IUP), Multidimensional Theory of Anxiety (MTA) and Catastrophe Model of Anxiety (CMA). He presents the “classical” theory, invented by R.M. Yerkes and J.D. Dodson in 1908, and modified significantly by D.O. Hebb in 1955. The latter is commonly known as the Inverted-U Principle (IUP). Author focuses his analyses on two factors determining the efficiency of a motor operation: cognitive factor (depth of information processing) and temporal factor (speed of information processing). Stress, of multimodal nature, may either stimulate, or deteriorate the efficiency of a motor operation just being performed. One of the possible descriptions of the structure of a motor operation bases on the theory invented by N.A. Bernstein (Brain Skyscraper – BS). Its continuation enabled creation of two other scientific models, the Modalities’ Ladder (ML) and the Movements’ Management Matrix (MMM). They make a specific perspective enabling joining the theories concerning stress-efficiency relation. This perspective unveils two mechanisms of efficiency deterioration: hypervigilance and hypovigilance, and, consequently, their different products: mistake, proper execution, choking and collapse. Finally, author remarks that the already long known theories may still include great resources of scientific explainability, and that the main task of science is not absolutely true mirroring of reality, but creation of its simplified models. They should be comprehensible enough to be useful in practice. This concerns also the issues of rather complex relation between stress and efficiency in a motor operation.

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Nahas, Markus Vinicius, Mauro Virgílio Gomes de Barros, Bernard D. Goldfine, Adair da Silva Lopes, Pedro Curi Hallal, José Cazuza de Farias Júnior, and Elusa Santina de Oliveira. "Physical activity and eating habits in public high schools from different regions in Brazil: the Saude na Boa project." Revista Brasileira de Epidemiologia 12, no. 2 (June 2009): 270–77. http://dx.doi.org/10.1590/s1415-790x2009000200016.

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PURPOSE: To analyze physical activity and dietary patterns of adolescents and young adults attending evening classes in high schools at two socioeconomic and culturally contrasting Cities in Brazil: Recife (in northern Brazil) and Florianopolis (in southern Brazil). METHODS: This is a cross-sectional analysis (baseline data) of a school-based randomized trial (the Saude na Boa project), including 2,147 students (15-24 years of age; 55.7% females) from 10 schools in each city, pair-matched by size and location. Data were collected by questionnaire. RESULTS: Males were more active than females (p<0.001) in all three physical activity measures in the questionnaire: days/wk of 60+min of moderate-to-vigorous physical activity (MVPA) - males 3.8 d/wk (s=2.3), females 3.2 d/wk (s=2.4); walk/bike to school - males 4.5 d/wk (s=2.4), females 4.1 d/wk (s=2.4); and, strength exercises - males 2.3 d/wk (s=2.5), females 0.8 d/wk (s=1.7). The prevalence of physical inactivity (zero d/wk of 60+ min MVPA) was significantly higher in Recife (p<0.001). Consumption of fruits was significantly higher in Recife than in Florianopolis (p<0.001), but no differences were observed for vegetable (p=0.28) and soda consumption (p=0.09). In general, one out of five students (21.7%) consumed fruits and vegetables <5 d/wk. CONCLUSIONS: Students attending evening classes (public high schools) in Recife tend to be older but are less likely be employed than their counterparts in Florianopolis. Participation in physical education classes was much more prevalent in Florianopolis (87.6% x 19.4% in Recife), especially for females. The prevalence of less than optimal eating habits and insufficient levels of physical activity justify the efforts to promote healthier behaviors in this transitional phase in life.

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Stern, Donnel B. "Teoría del campo y el sentido del sueño: Continuando la comparación de la teoría interpersonal y la teoría del campo Bioniana." Clínica e Investigación Relacional 14, no. 2 (October 18, 2020): 306–29. http://dx.doi.org/10.21110/19882939.2020.140203.

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This paper is a continuation of the comparison of interpersonal/relational theory and Bionian field theory that I began in two articles that appeared in Psychoanalytic Dialoguesin 2013 (Stern, 2013a,b). The paper has two sections. In the first, I discuss differences between Bionian field theory and interpersonal and relational psychoanalysis. In the second, I turn to what the two schools of field theory share.

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Lampropoulou, Dimitra. "Working Youth and Education in Postwar Greece: Night Schools as Arenas of Political Struggle and Cultural Practices." International Labor and Working-Class History 90 (2016): 70–92. http://dx.doi.org/10.1017/s0147547916000211.

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AbstractThe Working Pupils’ Association of High Schools was founded in 1960s’ Greece as an organization of working boys and girls who attended secondary evening schools after having finished their daily waged work. Acting simultaneously as a conventional union and as a collective that encouraged artistic activity, the association elaborated new meanings about the relation between work, education, and youth. The postwar period saw the rapid expansion of secondary schooling to the lower classes, which affected deeply both youth and the working class. However, significant attention has not yet been paid to pupils generally, let alone to those of the working class. Addressing this lacuna, this article suggests a new perspective on the relation between the histories of youth, class, political acculturation, and social change in the second half of the twentieth century.

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Mastur, Mastur. "Library Management Strategy to Strengthen Literacy Culture in Elementary Schools." Jurnal Basicedu 7, no. 1 (February 18, 2023): 964–74. http://dx.doi.org/10.31004/basicedu.v7i1.4758.

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This study seeks to determine the strategy of library management as a means of literacy culture in elementary schools. This study aimed to determine the involvement of school libraries and librarians in enhancing literacy culture in elementary schools. This study uses a qualitative method with a case study approach. Data collection techniques using in-depth interviews, observation, and documentation. Informants in this study were school librarians at MIN 1 Tulungagung. Data analysis techniques include data collection, reduction, presentation, and conclusion. The study results show that the role of the school library in implementing literacy culture includes preparing facilities and infrastructure, facilitating school literacy movement activities, as a facilitator and preparing all the needs for the continuation of the school literacy movement.

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Espinoza, Lilia, Jean L. Richardson, Kristin Ferguson, Chih-Ping Chou, Lourdes Baezconde-Garbanati, and Alan W. Stacy. "Intrapersonal and Interpersonal Correlates of Condom Use among Young Adults from Continuation High Schools." Californian Journal of Health Promotion 15, no. 3 (December 1, 2017): 01–14. http://dx.doi.org/10.32398/cjhp.v15i3.1904.

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Background and Purpose: Youth from continuation high schools (CHS) exhibit riskier sexual behaviors than other high school youth, yet the associations between intrapersonal and interpersonal constructs and condom-using behavior are not fully understood within this population. It is unknown which of these variables may be more strongly associated with condom use. This study explored the effects of parentadolescent communication, perceived HIV susceptibility, condom use peer norms, and condom use selfefficacy on lifetime and recent condom use and the potential moderating effects by gender and Latino ethnicity. Methods: A non-experimental study was conducted with 111 CHS young adults in Southern California who previously participated in a substance abuse prevention intervention. Ordinal logistic regression models assessed the associations between each construct and condom use and included interaction terms by gender and Latino ethnicity. Results: Parent-adolescent communication during adolescence and within the past 6 months as well as peer norms that support condom use were significantly associated with lifetime and recent condom use. Perceived HIV risk and condom use selfefficacy showed no effect. Relationships were not moderated by gender or Latino ethnicity. Conclusion: Findings highlight the salutary influence of parents and peers on personal condom use. Future research should explore intrapersonal factors that may motivate consistent condom use.

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Sussman, Steve, and Clyde W. Dent. "Five-year prospective prediction of marijuana use cessation of youth at continuation high schools." Addictive Behaviors 29, no. 6 (August 2004): 1237–43. http://dx.doi.org/10.1016/j.addbeh.2004.03.024.

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Wang, Xurong. "How to Apply Scaffolding Instruction to Continuation Writing Task Teaching in Senior High Schools." International Journal of Education and Humanities 13, no. 1 (March 14, 2024): 98–100. http://dx.doi.org/10.54097/6c5ews07.

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With the implementation of new English curriculum standards for high schools and the reform of National Matriculation English Test (NMET), many places incorporate continuation writing task (CWT) in their English teaching. However, due to lack of theoretical guidance and relevant experience, many teachers still use traditional writing teaching method. As a result, students cannot perform well in CWT and the they will lose confidence and interest in writing. It has been proved that scaffolding instruction has positive influence on students’ learning. Therefore, this paper takes the CWT of 2021 college entrance examination English test (National Volume 1) as an example, to analyze how to apply scaffolding instruction to CWT teaching in order to give some guidance for teachers and improve students’ CWT writing competence. Specifically, by building scaffolding, guiding students to enter learning situation, encouraging students to explore independently and learn collaboratively, and making effect evaluation, teachers can not only improve students' writing competence and efficiency, but also develop their learning interest.

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Lane, Belden C. "Two Schools of Desire: Nature and Marriage in Seventeenth-Century Puritanism." Church History 69, no. 2 (June 2000): 372–402. http://dx.doi.org/10.2307/3169585.

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In Milton's description of the marriage of Adam and Eve in Paradise Lost, the entire Garden of Eden is seen to participate in the celebration of their union. Spousal and nature imagery are woven together, beauty and desire joined in the mystery of Adam's amazement at this gift of his “other self” newly received from God's hand. Says Adam of his wife,To the nuptial bowerI led her blushing like the morn: all heaven,And happy constellations on that hourShed their selectest influence; the earthGave sign of gratulation, and each hill;Joyous the birds; fresh gales and gentle airsWhispered it to the woods, and from their wingsFlung rose, flung odours from the spicy shrub,Disporting, till the amorous bird of nightSung spousal, and bid haste the evening starOn his hill top, to light the bridal lamp.Joyous birds, whispering breezes, welcoming stars—they all share in the couple's holy delight in each other and in God.

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Kritikos, George. "The Proliferation of Agricultural Schools: A Practical Education in Greece (1922–1932)." Agricultural History 81, no. 3 (July 1, 2007): 358–80. http://dx.doi.org/10.1215/00021482-81.3.358.

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Abstract This study analyzes the proliferation of agricultural schools in Greece from 1922 to 1932 from a social, economic, and cultural perspective. It examines the role of the Greek vernacular language—demotic—and vernacular education as tools for national and social integration. It investigates the links between the establishment of agricultural schools, the teaching of demotic in elementary school, and the integration in the labor market not only of thousands of unemployed Greek citizens, but also of approximately 1.2 million Asia Minor refugees who fled to Greece after 1922. The article examines whether limiting the Greek vernacular language to primary schools, with the continuation of both the dominant classical model of education and the use of "purist" (katharevousa) Greek in secondary education, created the prerequisites for upward mobility through education or reproduced the existing social and financial inequalities in Greek society.

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Prašmantaitė, Aldona. "Uniwersytet Wileński i wizytacja generalna szkół jemu podległych w 1803 roku." Biuletyn Historii Wychowania 45 (June 29, 2023): 7–29. http://dx.doi.org/10.14746/bhw.2021.45.1.

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The article shows the course of the general visitation of schools of the Vilnius School District [WOS] in 1803. It was the first year when Vilnius Visegrána University, transformed into the Imperial University of Vilnius as a tertiary education institution, took over the helm and control of lower-level schools in the designated territorial area, namely the school district. In the legal acts of the Russian Empire, regulating the activities of the reformed Vilnius University, the sanctioned principle of the continuation of the Commission of National Education tradition was manifested in practice during the visitation of the WOS schools in 1803. The article presents the origin of general visitations in the history of the University and the instructions addressed to the visitators. Literature on the subject and the sources made it possible to show the visitators and to present their collective portrait.

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Journal articles on the topic 'Evening and continuation schools'

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