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Relevant bibliographies by topics / Exclusion from school

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Academic literature on the topic 'Exclusion from school'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Exclusion from school"

1

MACRAE, SHEILA, MEG MAGUIRE, and LINDA MILBOURNE. "Social exclusion: exclusion from school." International Journal of Inclusive Education 7, no. 2 (2003): 89–101. http://dx.doi.org/10.1080/13603110304785.

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Blyth, Eric, and Judith Milner. "Exclusion From School: A First Step in Exclusion From Society?" Children & Society 7, no. 3 (2007): 255–68. http://dx.doi.org/10.1111/j.1099-0860.1993.tb00404.x.

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Vincent, Claudia G., and Tary J. Tobin. "The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities." Journal of Emotional and Behavioral Disorders 19, no. 4 (2010): 217–32. http://dx.doi.org/10.1177/1063426610377329.

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This study examined disciplinary exclusion data from 77 schools implementing school-wide positive behavior support (SWPBS). The authors examined (a) patterns of exclusion in schools implementing SWPBS; (b) associations between decreased exclusions and SWPBS implementation at the whole school level, the classroom level, the nonclassroom level, and the individual student level; (c) the extent to which students from varying ethnicities were equitably represented in overall exclusions as well as long-term exclusions; and (d) the extent to which students with a disability from varying ethnicities were equitably represented in long-term exclusions. Whereas SWPBS implementation in the classroom appeared to be associated with decreased exclusions in elementary schools, SWPBS implementation in nonclassroom settings appeared to be associated with decreased exclusions in high schools. Although overall exclusions decreased, White students appeared to benefit most from this decrease, whereas African American students remained overrepresented in exclusions, in particular long-term exclusions. Small sample sizes limited generalizability of outcomes.

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Lawrie, Gordon. "Review: Alternatives to Exclusion from School." Scottish Affairs 35 (First Serie, no. 1 (2001): 69–71. http://dx.doi.org/10.3366/scot.2001.0024.

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CARLILE, ANNA. "Sexism and Permanent Exclusion from School." FORUM 51, no. 3 (2009): 333. http://dx.doi.org/10.2304/forum.2009.51.3.333.

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HAYDEN, CAROL, and TIM MARTIN. "‘Safer Cities’ and Exclusion from School." Journal of Youth Studies 1, no. 3 (1998): 315–31. http://dx.doi.org/10.1080/13676261.1998.10593016.

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Blyth, Eric, and Judith Milner. "Exclusion from School and Victim‐blaming." Oxford Review of Education 20, no. 3 (1994): 293–306. http://dx.doi.org/10.1080/0305498940200303.

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McMenamin, Donald. "New identity stories: An alternative to suspension and exclusion from school." Set: Research Information for Teachers, no. 3 (November 1, 2014): 29–36. http://dx.doi.org/10.18296/set.0330.

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School pastoral leaders have halved the use of suspension and exclusion from New Zealand schools in the last decade. This article offers community re-authoring of young people’s identity stories as a further support for reducing suspensions and exclusions. It demonstrates how developing new stories of “who I am and what is important to me” can lead to a marked reduction in troubling behaviours. The article highlights the importance of invited peers, teachers, family, and community members in exploring and maintaining alternative identity claims and changed behaviours.

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Grant, Denny, and Karl Brooks. "Black Exclusion from School The way ahead." Educational Psychology in Practice 14, no. 1 (1998): 26–31. http://dx.doi.org/10.1080/0266736980140104.

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Hayden, Carol. "Responding to exclusion from school in England." Journal of Educational Administration 41, no. 6 (2003): 626–39. http://dx.doi.org/10.1108/09578230310504625.

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Dissertations / Theses on the topic "Exclusion from school"

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Bracher, David. "Pupil exclusion from school : an organisational perspective." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288557.

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Stirling, Margaret. "Conservative Government policy and exclusion from school, 1988-1996." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/66541/.

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This thesis is about the relationship between exclusions from school and market forces in education. Through a series of interviews with groups of practitioners, conducted in a city authority between 1988 and 1996, the research looks at the effect of Conservative Government policy which introduced market force mechanisms into education via a programme of legislative reform; it focuses on the significant relationship between Conservative education policy and changes in the number and nature of school exclusions. The early chapters develop the theoretical argument which the research presents: establishing policy provenance, identifYing themes dominant in policy discourse and describing the legislative mechanisms which carry policy. A short chapter drawing on broader based research, outlines the national picture. Chapter Five introduces the field research, stating the questions addressed by the thesis, explaining and justifYing the research methods employed. The remaining chapters present and discuss the evidence. Drawing on the concerted 'voices' of front line practitioners the evidence shows what is happening to school exclusions. Respondents reveal attitudes that underpin decisions determining the exclusion process, showing which pupils are more likely to be excluded. Relating the evidence to the discursive themes developed in the early chapters the thesis seeks to understand why there has been an increase in exclusions from school with the implementation of Conservative policy. The themes of 'standards' 'choice' and 'diversity' in education, run as strands throughout the thesis. Issues which, when considered in relation to the empirical research which reports on the practical experience of children and young people excluded from school, raise searching questions about the efficacy of policy in the concluding chapter. The research engages both theoretically and empirically with the debate on whether the equitable distribution of educational resources and accessing of opportunities should be primarily desert-based or needs-based. It considers the meaning of school exclusion as a process of marginalisation, showing how disempowerment is invested in the implementation of policy. The thesis shows the standard of education this group of pupils have received and the extent of educational autonomy that these pupils and their parents have been able to exercise, - commenting on the efficacy of the policy of a Government that held power for eighteen years and developed a programme of radical reform that continues to have a profound effect upon all state educated children.

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Rendall, Susan Elizabeth. "Factors relating to exclusion from school : a systematic approach." Thesis, Birkbeck (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342291.

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Lång, Sara. "Exclusion from Education a Matter Beyond School : A study of girls’ experiences of exclusion from education in Uganda." Thesis, Uppsala University, Department of Social and Economic Geography, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-123076.

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King, Sarah. "Permanent exclusion from school : the views of pupils and parents." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3745/.

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This small-scale qualitative study focused on the experiences of five pupils who had been permanently excluded from mainstream secondary schools in a large shire county in England. Each pupil was interviewed, as was one of their parents in order to better understand the process of permanent exclusion from school. The three research questions were: What are young peoples' views of their exclusions? What are the parent(s)/carer(s) views of the exclusions? What are pupils and parents perceptions about what needs to be done differently to prevent young people being permanently excluded from mainstream schools? The interviews were recorded, transcribed and analysed using thematic analysis. The following themes were identified in the pupil data: 'school', 'peers', 'pupil attitudes and perceptions' and 'family'. For the parent data the themes were: 'school', 'peers', 'individual pupil factors', 'family' and 'parental attitudes and perceptions'. Implications for practice and future research are discussed.

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Hayden, Carol. "Explaining exclusion from primary school: an analysis of the reasons behind the rise in recorded primary school exclusions in the early 1990s." Thesis, University of Portsmouth, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484224.

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Callwood, E. L. "The possible selves of young people who have experienced exclusion from school." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4311/.

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The concept of possible selves (PSs) has been used to facilitate imagined possibilities and future selves (Markus & Nurius, 1986). The voice of children and young people (CYP) who have experienced school exclusion is underrepresented in research. This study aimed to address that gap in knowledge for three young people, utilising PSs. The future hopes and aspirations of each young person were also considered. The young people attended an alternative education provision, following an exclusion from a mainstream school. A social constructionist position was taken and a narrative inquiry approach was adopted. Narrative interviews facilitated co-constructed narratives, from which themes and PSs were interpreted. A multi-layered approach to analysis aimed to enhance knowledge and privilege the young people’s meanings. Social, cultural and power influences were explored within and across the young peoples’ narratives of agency and resistance. Whilst taking a critically reflexive and transparent approach, I acknowledge my own power and influence within the research process. This research raises awareness to the potential challenge encountered from narratives which marginalise and close down possibility for CYP who experience school exclusion. It prompts us to consider how we may generate conditions to facilitate the construction of new PSs to open up new possibilities for young people, enabling them to achieve their hopes and future aspirations. The implications of this study, for my own practice as well as the educational psychology profession, are presented. The value of a narrative approach for research and practice is highlighted.

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Grant, Dennis Anthony. "Exclusion from school as conflict management : differential responses based on ethnicity and gender." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020788/.

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Grassie, Gillean. "The experience of exclusion from school, from the viewpoint of those excluded and the generality of pupils." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24639.

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This thesis explores the experiences of exclusion from the viewpoint of young people in mainstream secondary schools; both those excluded and the generality of pupils. It is set within an international and national context of concern about issues of inclusion and exclusion and at a time of growing recognition of the rights of young people as citizens. Within the thesis a framework of layers of exclusion is developed which suggests that official exclusion for indiscipline is merely the tip of a much larger iceberg of exclusionary pupil experience. This framework identifies internal exclusion, disaffection, social isolation and attendance difficulties as equally significant in the ways they may marginalise pupils. It suggests that continuing concerns about the threat to moral order in society combined with the demands of the educational quasi-market and its legitimate concerns for monitoring and measurement have together diminished present understandings of exclusion. This new model rejects the elision of disruption with exclusion and sets out to challenge assumptions about the impact of different kinds of exclusion on the lives of young people as pupils in school. The study is based in four secondary schools in one urban local authority area, using pairs of low and high excluding schools and focussed on direct contact with male and female pupils aged 13-15 years. The research design is underpinned by a commitment to the value of listening to pupils and a belief in their capacity to make worthwhile contributions to knowledge. There is an equal commitment to the view that accounts of experience are able to make a valid contribution to knowledge. Methods of data collection reflect these methodological considerations and also concerns that many young people in schools have little practice in speaking at length about their own personal experiences and perceptions without this being tied to curricular requirements. The design also recognises that there are few opportunities for pupils to demonstrate selfefficacy in schools and that within this there is a need to explore more closely the complexity in pupil/teacher and pupil/pupil power relations. The design, therefore, is constructed around a series of individual interviews and focus groups with young people which foreground the issues of access and consent and develop new groupwork-based approaches to take account of these important concerns. The findings explore perceptions of power and constructions of discipline. The evidence collected calls into question pervasive assumptions about the distinctions between disrupted and disruptive pupils and reveals much more of the complexity of pupil experience. The findings also raise questions about similarities in pupil experience across different schools. Overall, the young people's reflections on the issues of exclusion raise an urgent set of broader questions about the aims, policy and practice of schools as institutions.

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Dunn, Yo. "New Labour's discourses around exclusion from school 1997-2006 : disguising change and dodging critique." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543960.

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Books on the topic "Exclusion from school"

1

Ann, Cullen Mairi, and Lloyd Gwynedd 1947-, eds. Alternatives to exclusion from school. P. Chapman Pub., 2000.

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2

Sally, Morgan. Exclusion from school: Preventative strategies. Oxford Brookes University, 1996.

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Kearney, Alison, ed. Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7.

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4

Education, Advisory Centre for. Exclusion from school: The 1986 act. Advisory Centre for Education, 1988.

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Strategic alternatives to exclusion from school. Trentham Books, 2009.

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Parsons, Carl. Strategic alternatives to exclusion from school. Trentham, 2011.

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Social class, gender, and exclusion from school. Routledge, 2011.

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Carlile, Anna. Permanent Exclusion from School and Institutional Prejudice. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-182-5.

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Osler, Audrey. Exclusion from school and racial equality: Research report. CRE, 1997.

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Exclusion from and within school: Issues and solutions. SensePublishers, 2011.

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Book chapters on the topic "Exclusion from school"

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Stephenson, Maxine. "Legitimating Exclusion." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_3.

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Kearney, Alison. "What is Exclusion?" In Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7_2.

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Kearney, Alison. "A Study of Exclusion." In Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7_3.

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Kearney, Alison. "Setting the Scene." In Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7_1.

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Kearney, Alison. "How are Disabled Students Excluded from and Within School." In Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7_4.

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Kearney, Alison. "Why are Disabled Students Excluded from and Within School?" In Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7_5.

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Kearney, Alison. "How Can Exclusion Be Reduced and Eliminated?" In Exclusion from and Within School. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-499-7_6.

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Kearney, Alison. "Parent-School Relationships and the Exclusion of Disabled Students from and within School." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_13.

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Tarabini, Aina. "Analysing ESL from the Perspective of Educational Exclusion." In The Conditions for School Success. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02523-6_2.

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Carlile, Anna. "Working Under the Shadow of Permanent Exclusion." In Permanent Exclusion from School and Institutional Prejudice. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-182-5_4.

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Conference papers on the topic "Exclusion from school"

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Durusoy Öztepe, Nagihan, and Çağla Ünlütürk Ulutaş. "Exclusion from Welfare Services in Turkey as a Social Exclusion Form." In International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00762.

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The welfare regime of Turkey is classified in South European Welfare Modal. One of the main characteristics of this regime is lack of the inclusion of entire population. The aim of this presentation is analysing the exclusion of citizens from four main welfare services: health care, education, social security and social assistance. Datas of Turkey Staistics Institution’s (TURKSTAT) 2010 Household Budget Survey are used to examine the population excluded from basic welfare services. This study has found that %13,5 of the population is excluded from health insurance. %8,6 of the population are not completed any school. Furtheremore, %49,8 of theemployees are not under the covereage of social security system. % 3,3 of the population can access to social assistance.

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Yusniawati, Yustina Ni Putu, and Putu Inge Ruth Suantika. "Analysis of Earthquake Preparedness Measures in Students at Elementary School, Denpasar, Bali." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.24.

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ABSTRACT Background: In addition to unsuccessful policies to prepare communities for disaster reduction, the high risk of earthquakes and their harmful consequences indicate that more consideration should be given to social factors in this regard. All community shelters are vulnerable to disasters, especially children, so efforts are needed to determine disaster preparedness factors for elementary school students in Denpasar City. This study aimed to analyzed of earthquake preparedness measures in students at elementary school, Denpasar, Bali. Subjects and Methods: This was a descriptive study conducted at an elementary school in Denpasar from January to September. A sample of 350 elementary school students in Denpasar whose schools have a disaster preparedness school (SSB) program selected by purposive sampling. The inclusion criteria were elementary school students grades 5 and 6 in Denpasar City, who can read fluently and are willing to be research respondents. The exclusion criteria were respondents who refused to be research subjects. The data were collected by 40 questions, where knowledge was 10 items, attitude was 10 items, facilities and infrastructure were 10 items, and IEC was 10 items. The data was analyzed by descriptively Results: The preparedness factors of elementary school students in facing earthquake disasters were still low. There were five earthquake preparedness factors for elementary students in Denpasar, namely (1) experience, (2) knowledge, (3) attitude, (4) facilities and (5) infrastructure, and IEC. The dominant knowledge variable of elementary school students is less than 233 (63.7%), the prevalent attitude variable is negative 244 (64%), the prevalent facilities and infrastructure variable are less than 215 (61.4%), and 300 (85.7%) dominant information and education communication. Conclusion: It is essential to be able to improve these preparedness factors with a variety of continuous education and training for elementary students, and health workers should work together with regional disaster management agency to establish disaster prepared schools in Denpasar City. Keywords: preparedness factors, students, and earthquake Correspondence: Yustina Ni Putu Yusniawati. Institute of Technology and Health, Bali. Jl. Tukad Balian no. 180 Renon Denpasar-Bali. Email: yustinaindrayana@gmail.com. Mobile: 087860000191 DOI: https://doi.org/10.26911/the7thicph.01.24

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Smith, P., P. Nicaise, and V. Lorant. "RF11 Social exclusion of people with mental illness: the widening gap from 1997 to 2013 in the belgian adult population." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.126.

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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.

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Susanti, Nadya, Eti Poncorini Pamungkasari, and Rita Benya Adriani. "Association between Receptive Language Skill and Social Communication Skill among Preschool Children: Evidence from Surakarta, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.101.

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ABSTRACT Background: Receptive language skills are crucial for the development of cognitive and social/emotional skills. Children with social communication problems are at risk of failure in the academic field, difficulty forming friendships, and social exclusion. This study aimed to examine the association between receptive language skill and social communication skill among preschool children. Subjects and Method: This was a cross sectional study conducted in Surakarta, Central Java, in January 2020. A sample of 200 pre-school children was selected by simple random sampling. The dependent variable was social communication. The independent variables were receptive language skill, parenting style, gender, and birth order. The data were collected by questionnaire and analyzed by a multiple linear regression. Results: Good social communication increased with good receptive language skill (OR= 3.21; 95% CI= 0.01 to 0.04; p= 0.002), first birth order (OR= 3.71; 95% CI= 0.79 to 1.47; p<0.001), democratic parenting style (OR= 5.21; 95% CI= 0.09 to 0.20; p<0.001), and female gender (OR= 5.23; 95% CI= 0.89 to 1.97; p<0.001). Conclusion: Good social communication increases with good receptive language skill, first birth order, democratic parenting style, and female gender. Keywords: social communication, receptive language skill Correspondence: Nadya Susanti. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nadyasusanti3@gmail.com. Mobile: 081568222014 DOI: https://doi.org/10.26911/the7thicph.03.101

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Hardilla, Dinda Septiani, Harsono Salimo, and Eti Poncorini Pamungkasari. "THE Effects of Nutrition Status and Breastfeeding on Child Development Aged 3-6 Years: Evidence From Tanjung Jabung Timur, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.88.

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ABSTRACT Background: Good nutrition and adequate stimulation for early learning are estimated as essential components for child development. The purpose of this study was to determine nutritional factors associated with child development aged 3-6 years. Subjects and Method: A cross sectional study was carried out at 25 preschools in Tanjung Jabung Timur, Jambi, Indonesia, from September to October 2019. A sample of 200 children aged 3-6 years was selected by stratified random sampling. The dependent variable was child development. The independent variables were child nutritional status, dietary pattern, exclusive breastfeeding, maternal education, maternal employment, and family income. Child development was measured by early childhood developmental screening. The other variables were collected by questionnaire. The data were analyzed by a multiple logistic regression. Results: Child development improved with good nutritional status (b= 1.86; 95% CI= 0.54 to 3.19; p= 0.006), exclusive breastfeeding (b= 0.58; 95% CI= -0.67 to 1.84; p= 0.363), good dietary pattern (b= 1.55; 95% CI= 0.31 to 2.79; p= 0.014), maternal education ≥Senior high school (b= 2.27; 95% CI= 0.98 to 3.55; p= 0.001), and family income ≥Rp 2,840,000 (b= 1.84; 95% CI= 0.34 to 3.33; p= 0.016). Child development decreased with mother working outside the house (b= -1.31; 95% CI= -2.42 to -0.19; p=0.021). Conclusion: Child development improves with good nutritional status, exclusive breastfeeding, good dietary pattern, maternal education ≥Senior high school, and family income ≥Rp 2,840,000. Child development decreases with mother working outside the house Keywords: child development, nutritional status, exclusive breastfeeding Correspondence: Dinda Septiani Hardilla. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: dindaseptianihardilla15@-gmail.com. Mobile: 082373568987 DOI: https://doi.org/10.26911/the7thicph.03.88

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‘Arub, Lathifah, Eti Poncorini Pamungkasari, and Yulia Lanti Retno Dewi. "Multiple Logistic Regression on the Factors Affecting Exclusive Breastfeeding Practice in Karanganyar, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.89.

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ABSTRACT Background: Breastfeeding peer support helps lactating women to sustain breastfed and reduce cultural barriers. This study aimed to examine the effects of maternal age, maternal education, maternal employment, type of labor, knowledge, attitude, family support, and social capital on breastfeeding practice. Subjects and Method: A cross sectional study was conducted at 25 integrated health posts in Karanganyar, Central Java, from August to September 2019. A sample of 200 lactating mothers with children aged 7-12 months was selected by stratified random sampling. The dependent variable was exclusive breastfeeding. The independent variables were maternal age, maternal education, maternal employment, type of labor, knowledge, attitude, family support, and social capital. The data were collected by questionnaire and analyzed by a multipe logistic regression. Results: Exclusive breastfeeding increased with maternal age 20-34 years (b= 1.96; 95% CI= 0.53 to 3.39; p= 0.007), maternal education ≥Senior high school (b= 1.47; 95% CI= 0.08 to 2.87; p= 0.038), good knowledge (b= 1.73; 95% CI= 0.33 to 3.12; p= 0.015), positive attitude (b= 1.61; 95% CI= 0.28 to 2.94; p= 0.017), strong family support (b= 1.39; 95% CI= 0.13 to 2.65; p= 0.030), and strong social capital (b= 1.34; 95% CI= 0.01 to 2.68; p= 0.049). Exclusive breastfeeding decreased with mothers working outside the house (b= -2.95; 95% CI= -4.37 to -1.53; p<0.001) and sectio cesarean labor (b= -1.57; 95% CI= -3.06 to -0.08; p= 0.039). Conclusion: Exclusive breastfeeding increases with maternal age 20-34 years, maternal education ≥Senior high school, good knowledge, positive attitude, strong family support, and strong social capital. Exclusive breastfeeding decreases with mothers working outside the house and sectio cesarean labor. Keywords: exclusive breastfeeding, bipsychosocial Correspondence: Lathifah ‘Arub. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: lathifah.arub17@gmail.com. Mobile: +625789212539. DOI: https://doi.org/10.26911/the7thicph.03.89

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Vernia-Carrasco, Ana Mercedes. "Competency-based learning: Music education, the great forgotten." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7473.

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Adapting to the European framework in education, without thinking about the approaches of UNESCO, assumed that there was no type of exclusion, neither by subjects nor by profiles, however, we find a clear void regarding the competencies that a professional of music must acquire, in their training and for their employability. Not only in the strictest areas such as the Conservatories, but also in elementary schools and at the University. Our work required the help of professionals from music schools, because current laws do not refer to work in the area of competences, except in some decrees where professional competences are mentioned, or in other cases, where reference is simply made to integrate the basic skills of primary schools. The results were a proposal of basic Competences in music, which could include both conservatories and music schools, regardless of the instrumental specialty, which is a first step to establish a criterion that unifies the criteria for this group of teachers.

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Preložnjak, Barbara. "IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18320.

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The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.

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Shamanna, Jayashree, and Gabriel Fuentes. "Preserving What? Design Strategies for a Post-Revolutionary Cuba." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.30.

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The Cuban Revolution’s neglect of Havana (as part of a broader socialist project) simultaneously ruined and preserved its architectural and urban fabric. On one hand, Havana is crumbling, its fifty-plus year lack of maintenance inscribed on its cracked, decayed surfaces and the voids where buildings once stood; on the other, its formal urban fabric—its scale, dimensions, proportions, contrasts, continuities, solid/void relationships, rhythms, public spaces, and landscapes—remain intact. A free-market Cuba, while inevitable, leaves the city vulnerable to unsustainable urban development. And while many anticipate preservation, restoration, and urban development—particularly of Havana’s historic core (La Habana Vieja)—”business as usual” preservation practices resist rampant (read: neoliberal) development primarily through narrow strategies of exclusion (where, what, how, and why not to build), museumizing Havana as “a city frozen in time.”Seeking a third option at the intersection of this socialist/capitalist divide, this paper describes 4 student projects from THE CUBA STUDIO, a collaborative Integrative Urban Studio at Marywood University’s School of Architecture. Over the course of 16 weeks, students in THE CUBA STUDIO speculated urban futures for a post-revolutionary Havana–strategizing ways of preserving Havana’s architectural and urban fabric in the face of an emerging political and economic shift that is opening, albeit gradually, Cuba to global market forces. And rather than submitting to these forces, the work critically engages them toward socio-cultural ends. Some driving questions were: What kind of spatial politics do we deploy while retrofitting Havana? How will the social, political, and economic changes of an “open” Cuba affect Havana’s urban fabric? What role does preservation play? For that matter, what does preservation really mean and by what criteria are sites included in the preservation frame? What relationships are there (or could there be) between preservation, tourism, infrastructure, education, housing, and public space? In the process, students established systematic research agendas to reveal opportunities for integrated“soft” and “hard” interventions (i.e. siting and programing), constructing ecologies across a range of disciplinary territories including (but not limited to): architecture, urban design, historic preservation/ restoration, art, landscape urbanism, infrastructure,science + technology, economics, sustainability, urban policy, sociology, and cultural/political theory. An explicit goal of the studio was to expand and leverage“preservation” (as an idea, a discipline, and a practice) toward flexible and inclusive design strategies that frame precise architectural interventions at a range of temporal and geographic scales.

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Reports on the topic "Exclusion from school"

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Siebert, Rudolf J., and Michael R. Ott. Catholicism and the Frankfurt School. Association Inter-University Centre Dubrovnik, 2020. http://dx.doi.org/10.53099/ntkd4301.

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The paper traces the development from the medieval, traditional union, through the modern disunion, toward a possible post-modern reunion of the sacred and the profane. It concentrates on the modern disunion and conflict between the religious and the secular, revelation and enlightenment, faith and autonomous reason in the Western world and beyond. It deals specifically with Christianity and the modern age, particularly liberalism, socialism and fascism of the 2Oth and the 21st centuries. The problematic inclination of Western Catholicism toward fascism, motivated by the fear of and hate against socialism and communism in the 20th century, and toward exclusive, authoritarian, and totalitarian populism and identitarianism in the 21st. century, is analyzed, compared and critiqued. Solutions to the problem are suggested on the basis of the Critical Theory of Religion and Society, derived from the Critical Theory of Society of the Frankfurt School. The critical theory and praxis should help to reconcile the culture wars which are continually produced by the modern antagonism between the religious and the secular, and to prepare the way toward post-modern, alternative Future III - the freedom of All on the basis of the collective appropriation of collective surplus value. Distribution and recognition problems are equally taken seriously.

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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.

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