Academic literature on the topic 'Former model C school'
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Journal articles on the topic "Former model C school"
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Rubin, Joshua D. "Searching for Certainty: Rugby and Male Identity in a Former Model C School." Safundi 14, no. 2 (2013): 135–60. http://dx.doi.org/10.1080/17533171.2013.776752.
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Hiss, Amy, and Amiena Peck. "“Good schooling” in a race, gender, and class perspective: The reproduction of inequality at a former Model C school in South Africa." International Journal of the Sociology of Language 2020, no. 264 (2020): 25–47. http://dx.doi.org/10.1515/ijsl-2020-2092.
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AbstractAfter the first democratic elections in 1994 in South Africa, many Model C schools were opened for Black, Coloured and Indian learners. Model C schools that used to cater solely for White female learners had now entered the democratic period, and while the Cape Town Model C school in our study swiftly became populated with Black middle-class female learners, little was known of other transformations on the ground. In 2016, a protest by Black female learners quickly found favour on Twitter. They claimed that differentiated racialised treatment was directed at them and enshrined in the school’s Code of Conduct (COC). In order to investigate these claims, we employ an intersectional discourse analysis to investigate the 2015 COC prior to the protest, as well as the post-protest 2017 COC. Drawing on theories of social reproduction, cultural capital, symbolic violence and habitus, we endeavour to show how Black learners’ embodied capital and lack of cultural capital ensured their inability to be accommodated at the school. We investigate the outcomes of the COC in terms of empowerment, as measured by equitable school access, and the reproduction of inequality, indicated by the implementation of “school rules” directed at Black female learners whilst maintaining the status of the dominant (White) group of middle-class students. We conclude that analysis of the COC reveals an attempt at cultivating a particular White middle-class womanhood through the guise of “good schooling”.
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Grobler, B. R., K. C. Moloi, and Judy Loiusa Ayres. "Investigating the Management of Diversity in Former Model C Schools in Gauteng." Journal of Social Sciences 53, no. 1 (2017): 45–56. http://dx.doi.org/10.1080/09718923.2017.1395987.
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Niklanovic, Mirjana, Tomka Miljanovic, and Tijana Pribicevic. "A model of interdisciplinary teaching of ecology in the high school." Archives of Biological Sciences 66, no. 3 (2014): 1291–97. http://dx.doi.org/10.2298/abs1403291n.
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In this paper, we present the results of pedagogical studies of biology lectures in a high school. The subject Ecology is realized in the second year of high school during 14 classes employing an interdisciplinary approach (correlation of terms from Biology, Geography, Chemistry, Physics and Mathematics) in an experimental (E) group and compared to traditional classes in a control (C) group. Students from the E group achieved significantly better success in the final test (70.60 points average) and retest (57.60 points average) than students from the C group (51.80 points at final test and 40.60 points at retest). These results point to the greater efficiency of the model of interdisciplinary teaching of ecology in relation to the traditional approach and we recommend the former to be more utilized in biology classes.
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Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.
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<p>The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.</p>
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Mashkina, Olga Anatolevna. "Shaping a new model for school teachers training in modern China." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2013): 108–23. http://dx.doi.org/10.51314/2073-2635-2013-3-108-123.
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Chinese Institutes for teachers’ training with its special characteristics different from classical higher schools formed at the 30th of XX c. Being isolated closed system it failed to reorganize in accordance with new social-economic demands of changing Chinese society during the reforms оf the end of XX c. The article analyzes factors that condition the appearance of new variable forms of teachers’ training in modern China.
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Lombard, BJJ (Kobus). "Reasons why educator-parents based at township schools transfer their own children from township schools to former Model C schools." Education as Change 11, no. 1 (2007): 43–57. http://dx.doi.org/10.1080/16823200709487152.
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Fletcher, Edward C., and James L. Moore. "Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040030.
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Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.
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Soldaat, Leza J. "More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa." Journal of Educational and Developmental Psychology 9, no. 1 (2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.
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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation &ndash; with regards to their relationships with learners &ndash; contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment &ndash; faced by women teachers.
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García Bacete, Francisco J., Victoria Muñoz Tinoco, Ghislaine Marande Perrin, and Jesús F. Rosel Remírez. "Stability of Peer Acceptance and Rejection and Their Effect on Academic Performance in Primary Education: A Longitudinal Research." Sustainability 13, no. 5 (2021): 2650. http://dx.doi.org/10.3390/su13052650.
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The objectives of this study were to analyze the evolution of peer relationships and academic performance and the effect of the former on the latter in primary education, differentiating between positive and negative relationships. To this end, the likes and dislikes received by each student from his/her classmates were measured at four time points between first and sixth grades, as well as the marks given by their teachers in the subjects of mathematics and Spanish language. One-hundred-sixty-nine students (52.7% girls) from 10 classes of five public schools participated in this study. To verify the objectives, we used a complex structural equation model, obtained from a combination of two autoregressive models (AR, one for social preferences and another one for academic performance), two multi-trait multi-method models (MTMM, one for acceptances and rejections and another one for academic performance in mathematics and Spanish language), and an effects model of social preferences on academic performance. This study confirms: (a) The stability of both peer relationships and academic performance throughout childhood; (b) the stable influence of social relationships on academic performance; and (c) the importance of considering acceptance and rejection differentially. This work reveals the failure of the school to address initial disadvantages, and it provides guidelines for early and inclusive interventions.
Dissertations / Theses on the topic "Former model C school"
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Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.
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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.
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Smulders, Heidi. "An exploration of the interaction between integration and discipline in a former model C school in East London." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002570.
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Educators work in dynamic contexts which reflect the social and political circumstances of the time. Since the African National Congress was elected to govern in 1994, educators working in former Model C schools have been particularly affected by changes in the law regarding education. The South African Schools Act of 1996 prohibited discriminating in any way against learners applying for admission to schools. This has resulted in cultural and racial integration occurring at all former Model C schools. The use of corporal punishment in schools was also prohibited in 1996. This study attempts to obtain an understanding of the interaction between integration and discipline which was identified at a particular Model C school in East London. It also aims to obtain educators' understandings of the challenges of integration and discipline at this school. Following an in-depth pilot study of the school's detention records for 1998, twenty-two out of sixty educators at the school participated in the research by responding to written questionnaires. It is argued that two different approaches to integration are presently used by educators. These are identified and discussed, namely assimilatory education and multicultural education. The need for consistency between educators in their approaches to integration and discipline is also addressed.
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Sithole, Kateko Lucy. "The use and analysis of African languages in the former Model C schools : A case study." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1119.
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Thesis ( M.A. (African languages)) --University of Limpopo, 2013<br>The study discovered that above mentioned situation has hardly changed English in the in the school under review is fill medium of instruction of the majority of learners,power
of Afrikaans. A major recommendation of the study is that African languages should be introduced as medium of infraction for African language speakers in all former model school
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Liphapang, Maphoka Christina. "Inclusive education in the South African context : analysing how cultural diversity is accommodated in five former model c schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/90.
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Thesis (Phd.) - Central University of Technology, Free State, 2008<br>This study investigates whether five former Model C schools in Bloemfontein are inclusive of diverse cultures found among their learner population. In apartheid South Africa segregation on the basis of racial and cultural difference was policy. Therefore, post apartheid legislation and policies, coupled with the fact that inclusion is not always understood or welcomed where people are used to segregated systems necessitated this investigation.
The study was qualitative in nature and Buskens-Meulenberg’s Free Attitude Interview (FAI) was used as a main source of data collection. Principals of the five former Model C schools that formed part of this study and three university students who are former Model C schools learners were interviewed using open ended questions. It was important to employ the Free Attitude Interview because it meant the interviewees were free to talk about anything they felt like, as long as it was within the framework of the starting question. Secondly, it allowed for reflection on the dominant discourse and also gave a voice to the dominated discourse.
To arrive at the findings data was analyzed and interpreted using Fairclough’s Textual Oriented Discourse Analysis (TODA). This method of analysis allowed the researcher to look not only at the text of the interviews but also at their discursive practices. The following findings emerged from the data analysis.
The general finding from the data collected from both the principals and students was that these schools expected learners from diverse cultural backgrounds to adapt to the existing ‘school culture’ which is white middle class. The curriculum delivery, staff provisioning, and everything within the schools was found to reflect ‘white middle class culture’. The interviews from both the principals and students indicated that instead of being inclusive of all learners these schools go out of their way to assimilate children from other cultures especially black children. While this is the case it is also clear that the two groups of respondents view this differently. To the white school principals this is an accepted and normal way consciously encouraged and promoted. On the other hand this is a sore point to the black students which led them to feel that they did not belong in these schools and left them with feelings of alienation. I therefore argue that in spite of the rhetoric endorsing equity, redress, justice and respect for difference including cultural diversity, little has changed in terms of educational outcomes. Young black children who go to these former Model C schools still face exclusionary practices despite the fact that these schools have been open to all racial groups and they are physically there.
While I have taken care not to generalize from the findings, – since this was never the intention of the study - I nevertheless drew the conclusion that these schools are actually not inclusive of learners from diverse cultural backgrounds. Adhering to the ‘ethos’ of the school and thereby maintaining the status quo seems to be the main objective of the schools (principals). In-fact black learners in these schools continue to experience exclusion and explicit racism. The study concludes that power structures in these schools – management and governance -, curriculum and the way it is delivered and all other activities within the school are used to reinforce domination of the learners from cultural backgrounds other than that of the school.
From the findings the study recommend that for these schools to be truly inclusive of learners from diverse cultural backgrounds the Department of Education should take a leading role in ensuring that transformation takes place in these schools and they become inclusive of all learners. For this nation to be a true rainbow nation the Department of Education should not leave the transformation of these schools to the School Management Teams and Governing Bodies.
Recommendations on what schools themselves can do to ensure that they accommodate, acknowledge and reflect cultural diversity and as such are inclusive of all learners are also given. Furthermore suggestions for relevant future research, based on the findings are made.
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Mthatyana, Andisiwe Tutula Zinzi. "How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?" Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013262.
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The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
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Canham, Toni Misty Kyla. "Black ex-model-C school learners’ experiences of racial microaggressions." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30494.
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In post-Apartheid South Africa, the ongoing salience of race has proved problematic, with many of these racial disputes being circulated widely on social media platforms. Much focus, energy, and emotional investment in these instances of overt racism, against which South Africa still struggles, exemplify the racialized society we live in today. While these instances of explicit racism are heavily focused on, more subtle forms of racism seem to go unnoticed in our day-to-day lives. These subtle forms of racism are called racial microaggressions. Operating within a social constructionist framework, this qualitative study utilized purposive
sampling to investigate racial microaggressions experienced by Black1 participants from previously Model-C schools. The focus groups conducted were analysed by means of a thematic analysis, which yielded eight main themes, namely, the second-class citizen; patronizing ascriptions of intelligence; #HandsOffMyCrown; the invisibilization of race andprivilege; morphing bigotry or innocent preference?; under-representations of Black staff and learners; cultural assimilation; and knowledge in the blood. While some of these findings coincide with themes from American and European research (for example, patronizing ascriptions of intelligence, the invisibilization of race and privilege, and the second-class citizen), certain themes appear to be unique to the South African setting. Studies should ideally be carried out across historically white high schools around South Africa to obtain a
more representative sample from which to collect data.
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Nadeau, Roger. "Study of the Influences of a High School Career Exploration Program on the Adult Professional Lives of Former Program Participants." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/270.
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This phenomenological study documented the influences of a high school career exploration program, Experience-Based Career Education (E.B.C.E.), on the professional lives of nine adults who are former program participants. E.B.C.E. was an experiencebased, student-centered program that helped students develop long-term career goals and then reassessed those goals based on community-based, externship experiences. The findings in this study indicate that the utilization of John Dewey’s experiencebased, student-centered philosophy, the basis for E.B.C.E., effectively enhanced the learning process. The study's data, which was gathered exclusively through an Internet focus group session and follow-up email questions, documented the long-term influence of E.B.C.E. on program participants at Ellen Martin High School, a school that admitted only honors students in a large city in the South. E.B.C.E. participants from Ellen Martin High School participated in the Program for the last two years of high school. Program participants discovered their career interests and researched their career options while learning job skills and life skills during their junior year of E.B.C.E. Their non-paid externships, during their senior year of E.B.C.E., helped students learn how they might fit into the adult work world. Study participants developed life guides/philosophies, such as the importance of responsibility, commitment, dedication, and hard work. Adult mentors played an important role in the lives of the E.B.C.E. students, both personally and professionally and several study participants have maintained contact with their former E.B.C.E. mentors. These mentoring experiences helped E.B.C.E. participants develop a sense of confidence about their abilities in the adult world. They have maintained this sense of confidence in their present profession. Most of the study's participants experienced flow, a condition linking high challenges to feelings of enjoyment, self-worth, and ongoing development, based on their successfully meeting challenges. Some of these challenges were purposely placed in the paths of students to test them while they participated in E.B.C.E. The positive feelings about overcoming challenges, in the adult work world led E.B.C.E. students to seek higher level challenges and this recursively upward pattern of seeking higher challenges has led them to continue seeking higher challenges in their professional lives.
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Alborough, Clare Louise. "Designing social identities : a case study of a primary school theatrical performance by Zulu children in an English ex-model C school." Thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6718.
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This multimodal case study investigates the discourses that emerge in a theatrical performance, constructed and performed by a group of grade seven, Zulu speaking students as a representation of themselves. The performance was set in an ex-model C primary school in Kwa-Zulu Natal and reflects the tensions between the students' identities that are located in the different fields of home, school, traditional settings and urban settings. The study is qualitative in nature, with the performance text being a participatory, creative, multi modal, joint-construction involving the participants and the researcher. The performance was structured so that each scene represents one of the participants' social fields. The analysis of the performance follows this structure and explores the way discourses and identities emerge from the Traditional, Home, School and Urban scenes of the performance. The study draws on the New London Group's Multiliteracies theory, using the concepts of discourse, identity, interest and design, as well as drawing on Bourdieu's notions of field and capital. The study makes use of social semiotic analysis, drawing particularly from Kress and van Leeuwen's visual grammar, to explore the multi modal nature of the performance, analysing the linguistic mode alongside those of the visual, the gestural and the spatial. The study attempts to be consistent with the multimodal nature of the performance and so presents the data through photographs, sketches and video clips integrated with the written text. The study alms to amplify the participants' voice through the richness of their representation. It attempts to contest the notion that marginalised people are powerless in the face of hegemonic discourses, asserting rather that there is always agency.
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Morreira, Kirsten Lee. "Social change, class formation and English : a study of young black South Africans with "Model C" school backgrounds." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11241.
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Includes bibliographical references.<br>This study is based on interviews and recorded word-lists from 44 young (under 25) black South Africans who have been educated in the former white school system, studying at the University of Cape Town. It considers their life experiences, particularly as regards their schooling. It also investigates their attitudes to language, both English and their ‘home languages’, as well as analysing their accents, and attempts to find correlations between accents and attitudes. It first provides an overview of how this demographic is represented in the literature and the media, and then examines the history of black education in the country in order to explain why a ‘white school’ background and accent have become desirable now that they are attainable. Thus it shows how black education was for decades made deliberately inferior to white, so that the ‘opening’ of schools to all races in the early 1990s meant that those black parents who could afford it sent their children to the former white schools.
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Oscsodal, Peter B. D. "Perspectives of school counselors compared with the comprehensive school counseling-guidance model of Gysbers and Henderson: A qualitative study of a school counseling-guidance program (Norman C. Gysbers, Patricia Henderson)." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Full textBooks on the topic "Former model C school"
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Jorgensen, Pamela A. A manpower model for determining "C" school requirements. 1987.
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Report of the speeches and proceedings at the inauguration of the Normal School in Charlottetown, P.E. Island, on Wednesday, the 1st of October, 1856: His Excellency Sir Dominick Daly, Knight, Lieut. Governor, &c. &c., in the chair, as reported by R.B. Irving, Esq., under the direction of the Committee of Management. E. Whelan, 1985.
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Salud Universal en el Siglo XXI: 40 años de Alma-Ata”. Informe de la Comisión de Alto Nivel. Organización Panamericana de la Salud, 2019. http://dx.doi.org/10.37774/9789275320778.
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[Introducción]. Con motivo de los 40 años transcurridos desde la Declaración de Alma-Ata, el 11 y 12 de diciembre de 2017 la Organización Panamericana de la Salud (OPS) convocó en Quito el Foro Regional “Salud Universal en el Siglo XXI: 40 años de Alma-Ata”. Como parte de este movimiento regional la Directora de la OPS, la Dra. Carissa F. Etienne tomó la iniciativa de crear una Comisión de Alto Nivel, denominada “Salud Universal en el Siglo XXI: 40 años de Alma-Ata”, presidida por la Dra. Michelle Bachelet y el Embajador Sr. Néstor Méndez, y conformada por un grupo interdisciplinario de expertos regionales. Entre ellos había representantes de la comunidad, la academia y actores políticos, como ex ministros de salud y líderes de sindicatos y movimientos de diferentes grupos sociales. El objetivo de la Comisión fue elaborar recomendaciones para la Directora de OPS que permitieran hacer efectivo el derecho a la salud de las personas, entendido como un derecho humano fundamental, a partir del análisis de los avances y los desafíos que tienen los sistemas de salud en la Región de las Américas. El presente documento refleja el posicionamiento de la Comisión en torno a la Atención Primaria de Salud (APS) y la búsqueda de soluciones para hacer efectivo el derecho a la salud, además del enfoque utilizado para orientar el debate, el análisis y las recomendaciones sobre cómo garantizar este derecho. El documento se basa en los reportes elaborados por cinco grupos temáticos: a) modelo de atención de salud, b) modelo institucional, c) modelo de financiamiento, d) salud y protección social y e) recursos humanos de salud, los cuales están disponibles como anexos a este informe. Estos grupos temáticos fueron liderados por los miembros de la Comisión, y reunieron a un gran número de expertos académicos y movimientos sociales de diferentes países de la Región. La Comisión presenta diez recomendaciones para lograr la salud para todas y todos en la Región de las Américas en el contexto del siglo XXI. [Introduction]. To mark the 40th anniversary of the Declaration of Alma-Ata, the Pan American Health Organization (PAHO) convened the Regional Forum “Universal Health in the 21st Century: 40 Years of Alma-Ata” on December 11-12, 2017, in Quito, Ecuador. As part of this regional movement, PAHO Director Dr. Carissa F. Etienne convened a High-Level Commission: Universal Health in the 21st Century: 40 Years of Alma-Ata, chaired by Dr. Michelle Bachelet and Ambassador Néstor Mendez, and made up of an interdisciplinary group of regional experts, including representatives from communities and academia, as well as political actors, such as former health ministers, trade union leaders, and representatives of different social movements. The objective of the Commission was to develop recommendations for the PAHO Director on how to give effect to the right to health as a fundamental human right, based on an analysis of the progress and challenges faced by health systems in the Region of the Americas. This document reflects the Commission’s position regarding primary health care (PHC), the search for solutions to ensure the right to health, and the approach taken in discussions, analysis, and recommendations on how to guarantee this right. It is based on reports prepared by the five thematic groups addressing: a) health care model, b) institutional model, c) financing model, d) health and social protection, and e) human resources for health (see annexes to the present report). The thematic groups were led by members of the Commission, bringing together a great number of academic experts and social movements from different countries in the Region. In this report, the Commission presents 10 recommendations for achieving health for all in the Region of the Americas in the 21st century.
Book chapters on the topic "Former model C school"
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Feldhoff, Tobias, and Falk Radisch. "Why Must Everything Be So Complicated? Demands and Challenges on Methods for Analyzing School Improvement Processes." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_2.
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AbstractIn the recent years, awareness has risen by an increasing number of researchers that we need studies that appropriately model the complexity of school improvement if we want to increase our knowledge about school improvement substantially and to close the identified research gaps within this field (Feldhoff T, Radisch F, Klieme E, J Educ Admin 52(5):565–736, 2014; Hallinger P, Heck RH, School Effect School Improv 22(2):149–173, 2011; Sammons P, Davis S, Day C, Gu Q, J Educ Admin 52(5):565–589, 2014). So far, respective quantitative studies, that appropriately consider those complexities, have hardly been realized because of the high efforts of current methods and costs involved (Feldhoff T, Radisch F, Bischof LM, J Educ Admin 2(54):209–240, 2016). It is, therefore, apparent to look for new, innovative methods that can adequately take into account the complexity of school improvement. For a reasonable search and selection of innovative methods, it is necessary to describe the systematic complexity of school improvement and the resulting requirements for the methods in more detail. This is a central goal in this chapter. For this reason, we present our framework of complexity. We then formulate questions that will prompt the reader to reflect critically upon the methods in general and especially in this volume.
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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.
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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
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Ngulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.
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Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.
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Papadimitropoulos, Vangelis. "The Reformist Commons." In The Commons: Economic Alternatives in the Digital Age. University of Westminster Press, 2020. http://dx.doi.org/10.16997/book46.c.
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Within ‘The Reformist Commons’, the author establishes the views of a wide range of reformist theorists. This reformist approach to the commons combines liberal, social democratic, socialist and revolutionary elements in multiple variants. In the context of Benkler’s three basic future scenarios for the commons the author goes onto critically engage with the work of a number of thinkers who have further argued for the autonomisation of commons-based peer production in such models as the green governance (David Bollier and Silke Helfrich) and collaborative commons (Jeremy Rifkin) and platform cooperativism (Trebor Scholz) . Also discussed are Bauwens and Kostakis’s model of open cooperativism incorporating the ecological model of Design Global Manufacture, cosmolocalism and a partner state abetting commons-based peer production, Adam Arvidsson and Nicolai Peiterson’s ‘productive publics’ and digital distributism (Douglas Rushkoff). The author concludes with Erik Olin Wright’s arguments for how institutional space might be freed up for strategic action towards a commons-orientated transition. Wright’s perspective, the author argues offers the most holistic political alternative by integrating the self-instituting power of the people into a strategic pluralism based on multiple pathways of social empowerment, embodied in a variety of structural transformations. This may function as an institutional multi-format for the various reformist approaches advocated by the other thinkers.
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Wagner, Petra. "Time students spend working at home for school: A hierarchical model analysis." In C-crcs Volume I BOOK. Cognitive-crcs, 2013. http://dx.doi.org/10.15405/book.10.
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Rock, Tracy, and Tina L. Heafner. "The Professional Development School." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch011.
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This chapter examines the differences and similarities in learning outcomes between the two espoused approaches to service-learning in teacher education: an elementary school service-learning approach called the teachers as leaders of change model and a high school service-learning approach named the tutoring for change model. The purpose in comparing both models is to highlight the distinct learning outcomes that are associated with the manner in which service-learning is structured. Given the benefits of service-learning, the authors contend that service-learning in the PDS context has the potential to improve the overall quality of teacher preparation. However, benefits vary depending on the model organization. The authors describe structural differences in the models as three thematic outcomes: a) reasons for valuing, b) likelihood of future implementation, and c) attitudes on community participation. They recommend that decisions regarding program goals be aligned early in PDS organizational planning to effectively embrace unique service-learning benefits.
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Rock, Tracy, and Tina L. Heafner. "The Professional Development School." In Professional Development Schools and Transformative Partnerships. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch014.
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This chapter examines the differences and similarities in learning outcomes between the two espoused approaches to service-learning in teacher education: an elementary school service-learning approach called the teachers as leaders of change model and a high school service-learning approach named the tutoring for change model. The purpose in comparing both models is to highlight the distinct learning outcomes that are associated with the manner in which service-learning is structured. Given the benefits of service-learning, the authors contend that service-learning in the PDS context has the potential to improve the overall quality of teacher preparation. However, benefits vary depending on the model organization. The authors describe structural differences in the models as three thematic outcomes: a) reasons for valuing, b) likelihood of future implementation, and c) attitudes on community participation. They recommend that decisions regarding program goals be aligned early in PDS organizational planning to effectively embrace unique service-learning benefits.
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Burlingame, Leslie j. "Conservation in the Monteverde Zone: Contributions of Conservation Organizations." In Monteverde. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195095609.003.0016.
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Monteverde is renowned among tropical biologists, conservationists, and ecotourists for its cloud forests, quetzals, and Golden Toads. These forest ecosystems have been preserved while many other rain forests in Latin America have been destroyed for agriculture, wood products, and development. Initially, the area was preserved because it was nearly inaccessible; it remains protected because of dedicated efforts by local inhabitants, the development of effective grassroots organizations, and funds and expertise from the international scientific and conservation communities. In this chapter I document the development and contributions of grassroots conservation organizations that promote conservation practices and thinking. Four organizations preserved forested areas that now constitute the Monteverde Reserve Complex (see Fig. 1.7): (a) Bosqueterno, a reserve and organization formed by the Quaker settlers to protect their watershed; (b) the Monteverde Cloud Forest Preserve (MCFP) managed by the San José-based Tropical Science Center (TSC); (c) Bosque Eterno de los Niños (Children’s Eternal Forest; BEN), whose land was acquired by the Monteverde Conservation League (MCL); and (d) the Santa Elena High School Cloud Forest Reserve (SER) established by the local high school (colegio). Other activities discussed in this chapter are efforts to (1) protect reserve areas, (2) protect forest fragments outside the reserves and create corridors to link forested areas, (3) reforest and rehabilitate damaged land, (4) develop environmental education at all levels, (5) develop complementarity and cooperation among organizations, and (6) establish projects in sustainable development. These topics are linked with the growth of scientific knowledge and the development of ecotourism in the zone. The thesis of this chapter is that conservation organizations emerged as a series of responses to newly perceived environmental needs and opportunities. I identify successes and failures of conservation efforts by organizations in the Monteverde Zone and the factors responsible for them, analyze problems that have been or need to be resolved, and determine the extent to which institutional developments in the Monteverde Zone may serve as models in conservation and sustainable development for other areas.
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"Physiocracy: the first economic model A. Eighteenth-century France and the Physiocratic school B. The Physiocratic model C. The significance of Physiocracy in the history of social science." In The History and Philosophy of Social Science. Routledge, 2002. http://dx.doi.org/10.4324/9780203423226-6.
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Rossi, Marianna. "Verso la fondazione della Scuola Superiore di Commercio." In Venezia 1868: l’anno di Ca’ Foscari. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-294-9/003.
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At the end of the Austrian domination, the city of Venice lived in a critical situation characterized by an elevated rate of poverty and a dramatic lack of trades. In the years between 1866 and 1868, aiming to improve the Italian commercial activities and to restore the city to its former glory, a group of venetian delegations supported the establishment of a ‘Scuola superiore di commercio’ in Venice, that was officially founded in 1868. The School was realized in order to become a national and european model of high studies, educating students on the field of economics and commerce and introducing them at the careers as experts, consuls or professors. Through the articles published on the Gazzetta di Venezia in 1868, the essay retraces a complete report of the most important events and negotiations that brought to the opening of the School.
Conference papers on the topic "Former model C school"
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Kisworo, Bagus, and Yudi Siswanto. "Cyber School Model Learning Evaluation on Kejar Paket C in Campus PKBM." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.6.
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Wilson, Mark. "Keynote: Rethinking measurement for accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.
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The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer’s (2021) definition of ‘accountable assessment’ – as ‘actionable information for improving classroom instruction’ – then this narrow conceptualisation must be extended. In this presentation, I will posit a simple model that reflects the simple one-test context described above, and then elaborate on it by adding in a) a framework for design of the assessments that is keyed to educational interpretation, b) further rounds of data collection that can indicate changes in a student’s underlying ability, and c) provision for varied assessment modes that will allow for i) classroom-independent tasks that operate at the summative and meso levels, and ii) classroom-dependent tasks that operate at the micro level. The former are designed to provide a basis for triangulating student responses across different contexts, and the latter are designed to closely track the variation of student performance over time in a classroom instructional context. This framing will be exemplified in a in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and arithmetic. The different levels of data collection will be instantiated by two different pieces of software, which operate at the micro level and the meso/summative levels respectively.
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Suzuki, Osamu, and Atsuo Nishihara. "A Novel Electronics Cooling System Using Water Heat Pipes Under Freezing Conditions." In ASME 2003 International Electronic Packaging Technical Conference and Exhibition. ASMEDC, 2003. http://dx.doi.org/10.1115/ipack2003-35098.
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A novel electronics cooling system that uses water heat pipes under an ambient temperature range from −30°C to 40°C has been developed. The system consists of several water heat pipes, air-cooled fins, and a metal block. The heat pipes are separated into two groups according to the thermal resistance of their fins. One set of heat pipes, which have fins with higher thermal resistance, operates under an ambient temperature range from −30°C to 40°C. The other set, which have lower resistance, operates from 0°C to 40°C. A prediction model based on the frozen-startup limitation of a single heat pipe was first devised and experimentally verified. Then, a prediction model for the whole-system was formulated according to the former model. The whole-system model was used to design a prototype cooling system, and it was confirmed that the prototype has a suitable cooling performance for an environmentally friendly electronics cooling system.
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Pătrașcu, Alexandra. "Motivation of high school students - factor in the formation of geography specific skills in the context of scientific thinking." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p91-95.
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The purpose of this article is to highlight the most important aspect aimed at the formation of geography-specific skills in high school students, namely the motivation to learn in the context of the current health crisis. Currently, learning geography is based on the independent work of the student, according to the current methodology, as a result the student becomes his own teacher following the formation of his personality. In the first part of the article we mentioned the perception of learning motivation, in a school context current , by defining according to some authors, and in the second part the role of motivation in the formation of geographical skills in high school students. In this context, the teacher is the main agent of change in the education system, it is a model of learning for students, a model of motivation for all types of learning and the determining element in forming the geographical skills of students inside and outside the school. It must have a different approach depending on the situation and the motivation problems of the students which are diverse and different.
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Flores Miranda, Margarita Beatriz. "Proposal for a systemic process: Managing the creative abilities of students pursuing the architectural studio at mexican universities." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3644.
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“Education´s goal is the ability to master life with self-creative forces, in order to achieve something good and beautiful.” Götze, C. (1898). Das kind als Künstler Projects at Mexican schools of architecture often focus on conventional issues of dimension and function; in a country with the largest number of students in the architectural discipline there is an existing disinterest in the appropriation of knowledge, exploration of complexity, and expression of ideas. Such a disinterest calls for the evolution of architectural education. This research proposes it is possible to manage the creative forces of individuals. A working model composed of distinct components will be generated to stimulate areas related to artistic development. In preparation, essential components of the model have been extracted by analysis from the Bauhaus Preliminary Course developed by Johannes Itten, considering its influence on sequential tutors as well as its moment of historic implementation (1918-1923). The objective is to transform Itten´s pedagogy by means of a systemic design process focusing on the development of creative skills. The first methodological approach has been extracted from three of Itten’s thematic fields, each structured by a set of common elements: principle, objective, common material, exercises, and phases (Fig. 1). The sets are related according to their role in the development of talent as a means to discern and reveal artistic character: - BEING UNDER CONSTRUCTION: A physical-soul-spiritual unity that incorporates artistic education through exercises for awakening the body and intellectual harmonization (Fig. 1a). - BALANCED COMPOSITION: Refinement of the senses through intuitive analysis of artistic structures and a critical drawing of reality (Fig. 1b). - CONTRAST: The art of objectivity through the study of opposites: feeling-thinking, intuition-intellect, expression-construction (Fig. 1c). A responsible party, acting as structural element, directs the capacities stimulated within the group and materialized by cohesive exercises, guiding students to define an authentic trajectory: - FAMILIARIZATION: Understanding the bases. - EXPERIMENTATION: Articulation of new configurations. - APPROPRIATION: Creation from the unknown. - OPERATION: Execution in real-time. - REDIRECTION: Return to the origin to adjust and resume. By asserting the student is the center of his or her unique working model the implementation of this method in architectural studios allows for the assignment of any creative exercise and is suitable for all levels of investigation.DOI: http://dx.doi.org/10.4995/IFDP.2016.3644
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Justice, Karleine M., Ian Halliwell, and Jeffrey S. Dalton. "A Simple Thermal Model of Bearings With Transient Effects." In ASME Turbo Expo 2010: Power for Land, Sea, and Air. ASMEDC, 2010. http://dx.doi.org/10.1115/gt2010-23537.
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In thermal management, system-level models provide an understanding of interactions between components and integration constraints — issues which are exacerbated by tighter coupling in both real life and simulation. A simple model of the steady-state thermal characteristics of the bearings in a two-spool turbofan engine has been described in previous work [1], where it was compared with a more comprehensive tribology-based simulation. Since failure is more likely to occur during transient rather than steady-state operating conditions, it is important that transient behavior is also studied. Therefore, development of models capable of capturing transient system-level performance in air vehicles is critical. In the current paper, the former simple model is used for the generation of a method to replicate the transient effects of heat loads within the lubrication system of a gas turbine engine. The simple engine model that defined the lubrication system is representative of a twin-spool, mid-size, high bypass ratio turbofan used in commercial transport. In order to demonstrate the range and versatility of the parametric heat load model, the model is now applied to the transient operation of a low-thrust unmanned aerial vehicle (UAV) engine, similar to that found on the Global Hawk. There are five separate bearings in the oil loop model and four separate oil sump locations. Contributions to the heat load calculations are heat transfer through the bearing housings and friction caused by station temperatures and shaft speeds, respectively. The lubrication system has been simplified by applying general assumptions for a proof-of-concept of the new transient parametric model. The fuel flow rate for the fuel-cooled oil cooler (FCOC) is set via the full authority digital electronic control (FADEC) in the transient engine model which is coupled to the parametric heat load model. Initially, it is assumed that total heat transfer from the bearings to the oil correspond to oil temperature changes of 150–250°F (83–139°C). The results show that successful modeling of the transient behavior on the thermal effects in the bearings of a gas turbine engine using the MATLAB/Simulink environment have been achieved. This is a valuable addition to the previous steady-state simulation, and the combined tools may be used as part of a more sophisticated thermal management system. Because it is so simple and scalable, the tool enables thermal management issues to be addressed in the preliminary design phase of a gas turbine engine development program.
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Ma, Shan, Wuli Chu, Haoguang Zhang, Lanpan Li, and Jinhua Lang. "Impact of Vortex Produced by a Novel Curve-Micro Vortex Generator on Secondary Flow in Compressor Cascade." In ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-63948.
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The performance of compressor cascade is considerably influenced by secondary flow. An extensive experimental study of vortex generator (VG) applied on axial compressor was conducted by many scholars, in order to control these effects. Particularly, MVG is one of the hot researches in present to restrain secondary flow. On the foundation of research experience finished by the former scholars, a new Curve-micro vortex generator (C-MVG) was proposed in this paper. In order to investigate the effect of C-MVG on secondary flow in low-Mach number cascade, the present was carried out on a high-loaded axial compressor cascade with incoming flow of Ma<0.3. The experiment of baseline was conducted at a low speed (incompressible) cascade wind tunnel. The C-MVGs were placed on the end-wall at a distance of 7% chord length ahead of passage and a pitch distance of 26 mm from the leading edge of suction side. 8 cases with different spacing and θVGs were calculated. The height of all the C-MVGs were 5 mm and each case was comprised of 3 vanes. At design and stall incidence angle (−1 deg and 8 deg), the total pressure loss coefficient averaged by mass-flow (Loss) in the outlet was analyzed with numerical method of k-omega turbulence model. Different combinations of C-MVGs were compared. Results show that the Loss in 140% axial chord length (Ca) after leading edge was increased on design condition. At 8 deg incidence angle, all cases could delay the inception of separation and decrease loss. The case VGθ3 showed the highest loss reduction benefit of 7.3%, which indicated that C-MVGs could control the large separation area effectively.
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Pritchard, Ewan, and Richard R. Johnson. "Technical Performance Modeling of Hybrid and Plug-In Hybrid Electric School Buses Using ADVISOR." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79530.
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The hybrid electric vehicle is changing the automotive market at an impressive rate. While not as highly publicized, the transit bus market is being transformed at an equally great rate. As these markets move forward, the school bus market remains largely unchanged. As an unchanged market, there is still the opportunity to optimize a hybrid vehicle platform for school buses. This study models an existing class C school bus and investigates the potential of both series and parallel hybrids to reduce fuel consumption and emissions. The primary focus of this study is to investigate the potential benefits of adding an electric grid interconnection to hybrid electric school buses, allowing them to add to the hybrid potential to a pre-charged battery pack. These vehicles are known as plug-in hybrids. The school bus models shown in this paper were generated in a Matlab/Simulink-based program developed by NREL called ADVISOR. ADVISOR is used by vehicle manufacturers as a tool to experiment with different vehicle configurations. In this study both a generic series hybrid and a generic parallel hybrid are generated and used in both charge-sustaining and charge-depleting scenarios with varying sizes of battery packs to increase the “grid energy.” The results of each model are presented by fuel economy and emissions reductions taking into account the power plant emissions and electricity costs. The results of the study show that by adding a plug-in connection to existing hybrids, significant savings can be achieved, both in fuel costs and in overall emissions. By analyzing the emissions at the power plant level and at the vehicle level we show that emission of NOx, Particulate Matter and Carbon Dioxide can all be reduced while saving on fuel costs. This study also shows that some models of traditional hybrid can be operated as plug-in models with little or no change to the system to gain significant benefit from the initial charge.
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Hao, Wang, Tian Cong, Zhou Shiliang, Liu Yu Yuan, and Shahroze Ahmad. "Reliability Analysis of the Automatic Control System of Reactor Power in Nuclear Power Plant Based on DFM." In 2016 24th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/icone24-60833.
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Instrumentation and control (I&C) system is central nervous system of nuclear power plant (NPP), so its reliability is very important for the safety of NPP. Now Digital I&C system (DICS) is widely used in NPP, its reliability should be analyzed more carefully due to the more complex interaction among its components than analog I&C system. The interaction among DICS can be divided into type I and type II. The former is the interaction among sensor failure, controller failure and actuator failure, the latter is the interaction among hardware\software components of DICS. Limited by static Boolean logic, traditional fault tree is hard to model the dynamic interaction among DICS, so dynamic modelling method is required. In this paper, Dynamic flowgraph methodology (DFM) is used for reliability analysis of a subsystem of NPP DICS, namely APC (Automatic Power Control System). The proposed dynamic flowgraph modelled type I and type II interaction among APC and reliability of APC is assessed via inductive and deductive analysis. In the inductive analysis, three basic events (user defined combination of states) are considered, which includes sensor failure, SRB failure and master\checker processor failure, and the sequence of events caused by these basic events are tracked. In the deductive analysis, top event (combinations of possible system parameters and/or component states) is defined as actual control rod position is lower than demanded, and four combinations of basic events are tracked according to occurrence probability of their corresponding event.
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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." 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.04.01.
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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01