Journal articles on the topic 'Former model C school'

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”.

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.

<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>

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.

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.

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 – with regards to their relationships with learners – 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 – faced by women teachers.

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.

The disparity in the socio-economic status of South Africa has forced the government to adopt a funding policy for public secondary schools. The policy is based on funding schools considered to be poor because they are in poverty-stricken communities. Most of these schools lack infrastructure, and physical and financial resources to be run successfully, while the former Model C schools have adequate resources. In this article I advocate for equitable funding for all learners, and the role played by the school governing body (SGB) in the management of funds is also identified. Semi-structured interviews were conducted with 6 members of the SGB from 2 secondary schools in the Vhembe district of the Limpopo province, South Africa. The participants who were purposefully sampled were 2 SGB chairpersons, 2 treasurers and 2 secretaries. The findings suggest that the SGBs were aware of their financial management roles but did not execute their roles effectively. They lacked the knowledge and skills to perform their roles. The SGBs require mandatory training from the Department of Education. It is also suggested that a qualified financial management expert is included in the membership of every SGB.

This research was aimed to reflect the form of K.H. Ahmad Dahlan’s educational ideas in schools. The kind of this reasearch was qualitative with multi sites approach. Reasearch was conducted at MTs Muhammadiyah 2 and Muhammadiyah 1 Vocational School – Trenggalek.The object of this research was the form of K.H. Ahmad Dahlan’s educational ideas whereas the subject was all the schools administrators. Data were collected through deep interview, documentation and observation techniques. Data validity was tested with; credibility, transferability, and confirmability. Data analysis model was interractionally each other; data reduction, data presentation, conclusion withdrawal, and verification. The research result were; first, at MTs Muhammadiyah 2, the form of K.H. Ahmad dahlan’s educational ideas covered: Muhammadiyah values, such as (a). TBC eradication, worry attitude towards the improvement of fundamentalist religious culture in the society (LDII), (b). Willingness to sacrifice attitude grown by the school founders’ core team, organizers, and administarators; (c). The spirit of dakwah and dedication for the nation and the religion. Second, at Muhammadiyah 1 Vocational School, it covered (a). Charity effort movement for all (rahmatan lilalamin); (b). Amar maruf nahy munkar was formed in the construction of all field of life, (c). Working was the spirit of movement organization.

Purpose The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic. Design/methodology/approach This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes. Findings The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree. Originality/value The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.

150 Years of the Folk High School- Books around a JubileeBy Hans HenningsenWith the book »Rødding Folk High School 1844 - 1994«, Käthe Z. S. Pedersen and John Pedersen have provided an interesting contribution to the history of the folk high school. Thanks to Chr. Flor, the man behind the initiative to establish the school, Rødding Folk High School became an attempt to realize Grundtvig’s folk high school ideas from the 1830s more than any other school in the first hundred years of the folk high school movement. Among successive principals at Rødding it was above all Sofus Høgsbro who tried to continue Flor’s socially oriented line, but came up against difficulties from several sides. After the war in 1864, the principal and teachers decided to carry on the school at Askov, north of the new border.Another publication from the jubilee year is »Knowledge and Spirit - Ask Folk High School 1869 - 1994« by Thorkild C. Lyby, Doctor of Divinity. After the national disaster in 1864 folk high schools sprang up everywhere, some of them sustained, first and foremost, by the need of the peasants for education and social and political equality, others also by the revivals and the educational ideas of Grundtvig and Kold. The schools that were named after Lars Bjømbak, Viby near Aarhus, belonged to the first category. The »Bjømbak« schools did not have the spirit of the time on their side, as the Grundtvigians had. But politically, the »Bjømbak«s were more class-conscious than the Grundtvigians.The goal was the uprising of the peasantry. As this goal was gradually being approached, the justification for this type of folk high school disappeared. The Association of Folk High Schools in Denmark celebrated the jubilee with a publication by Professor Gunhild Nissen, Doctor of Pedagogics: »Challenges to the Folk High School«. The main view is that the folk high school, which should concern itself with universal matters, was hampered by the alliance with the peasantry and allowed itself to be restricted culturally by the Christian world picture as determined by the revivals. The folk high school proved incapable of opening up towards the young people of modem urban culture, and it failed when the democratic wave of the 60s included the question of student influence, which for example showed itself in the Askov controversy around 1970, which is dealt with in detail in the book.An important post-war innovation within the folk high school was Krogerup Folk High School, established in 1946. This is the subject of the book »Hal Koch and Krogerup Folk High School«, written by the former Minister of Economic Affairs, Poul Nyboe Andersen. Krogerup was a modem attempt to create a folk high school on the immediate inspiration of Grundtvig’s folk high school model. But Krogerup turned out to be a disappointment to its founder and first principal, Professor of Theology Hal Koch.In the political associations and youth organizations that Hal Koch had appealed to, tbe belief in the importance of a national community spirit and the enthusiastic faith in dialogue as the mainstay of democracy did not for long survive the War and the Occupation.However, nothing has contributed more than Hal Koch’s Krogerup work to the transplantation of Grundtvig’s idea of the dialogue and the national community feeling to the modem democratic society.

The goal of this study was to assess hybridizations conducted among pedagogical models (PMs) from 1st to 12th grade (six–18 years) in physical education (PE). Research articles selected were found through Web of Science, Medline, Scopus, SportDiscus (EBSCO), ERIC (ProQuest) and Google Scholar databases. The keywords associated with PMs (e.g. models-based practice and sport education (SE)), hybridization (e.g. hybrid), PE and educational levels (e.g. middle school) were used in different combinations. The articles were selected using the following criteria: (a) peer-reviewed studies in international journals indexed in JCR/Scopus; (b) PM hybridizations; (c) quantitative and/or qualitative methods and findings; (d) school context research; and (e) published in English or Spanish. 20 articles were identified as being of moderate/high quality. Results showed that the PMs used in the hybridizations determined the outcomes, and these were grouped in two major categories: (a) game-related skills (physical/motor and cognitive domains), which included game understanding and tactical–technical skills; and (b) psychosocial variables (social and affective domains), which included psychological, social and personal development. The combination of SE and sport initiation models favoured the first category, while the hybrid models which included cooperative learning and/or teaching for personal and social responsibility favoured the second one. There seems to be an advantage for hybrid over isolated PM implementation, because the former can promote outcomes in many different domains, overcoming the constraints of single PMs. Teachers’ commitment, training and experience of PMs were key features for a successful hybridization.

This study aims to develop a construct of an instrument of character education evaluation model in MTs in the area of former Pekalongan residency. It is a development research using Borg and Gall model with the number of samples involving 64 students for a limited test and 292 students for a large-scale test, as well as 8 teachers. The sampling technique used disproportionate stratified random sampling. To find out the number of samples, the Slovin formula was used. Meanwhile, data collection was done by distributing questionnaires and observations. The data were analysed using a quantitative and qualitative descriptive analysis technique. To improve the validity and reliability of the instruments, a CFA was done through the Lisrel 8.5 program. The instrument construct so that a fit model is obtained, seen from the following indicators: (a) Chi-Square, the value obtained = 789,9; (b) GFI, the value obtained = 0.83; (c) RMSEA, the value obtained = 0,071. The judgment for face validity and content validity in the model is good (0.73), while construct validation with CFA shows that all variables appear to have a factor load value of (λ) > 0.30. The estimated reliability of the model instrument using the Cronbach Alpha formula has met the minimum standard index, which is above 0.7. The empirical character education evaluation model has been declared feasible in the implementation test on the users


 The current research aims to identify the (effective Onmodj Fryer in acquiring the concepts of material sociology at the fifth-grade elementary students), formed the research sample of 85 students from fourth grade literature students at the School of basic emerald of the General Directorate for Educational Baghdad's Rusafa / second. For the academic year (2016-2017).
 I chose the researcher randomly Division (b) to represent the first experimental group and number (42) students, and Division (c) to represent the second experimental group and number (43) students. Find the two sets of students was rewarded before starting experience in a number of statistical variables, namely, (chronological age measured in months and the level of intelligence and educational attainment of the parents). Then try researcher adjust the number of extraneous variables that may affect the variables followers, and select the first quarter and the second from the textbook taught in the experiment, formulas (20) behaviorally target in light of the overall objectives and content of scientific material, and offered a group of professionals and arbitrators, and then prepared Researcher plans exemplary in teaching the material-specific experience, using the model Fryer for the students of the experimental group, the traditional way (normal) for the control group students, and presented to a group of arbitrators and experts in teaching methods and measurement and evaluation, and studied two groups of research himself. The researcher developed a test to gain concepts in social studies material consists of (20) items of multiple choice.

<p>Novel has its own richness which is worth exploring. It has many kinds of subject discussions. The subject of frustration is chosen based on Fantine, the most influential woman character in this novel. From her life, frustration as a psychological effect appears. The discussion is not only in literary discussion, but it is also used as teaching material as the tool to complete the need of literary teaching among senior high school students. The data consist of every sentence or conversation which reveal Fantine’s thought, feeling, or behavior. They are collected by reading the novel empirically and analyzed by using flow model by Miles and Huberman (1994). The findings of the study show that (a) Fantine’s evidences of frustration are anxiety, anger and aggression, apathy and depression, cognitive trouble, health disruption, and physical appearance. (b) Fantine’s causes of frustration are unpredictable incident, uncontrolled incident, incident which challenges human limitation, and internal conflict. (c) Fantine’s defense mechanisms are suppression, formed reaction, displacement, and denial. (d) And then summarize of Fantine’s story is used as teaching reading material by putting it in lesson plan which uses curriculum 2013.</p>

The personality characteristics of children and adolescents explained by the Big Five model have been studied much less than the personality characteristics of adults. One of the rare self-assessment personality instruments for the preadolescent and adolescent age is the Big Five Questionnaire for Children (BFQ-C). The aim of this study is an evaluation and presentation of the latent structure and some psychometrical characteristics of the BFQ-C in the Serbian language. The sample consisted of 881 participants (54% female) who attended the final grades of primary and the initial grades of secondary schools (M=14 years, SD = .99). The original model, previously addressed across different cultures and languages, was tested through CFA. The hypothesized model did not obtain satisfactory fit indices. Following these results, the sample was randomly divided into two datasets. We opted for further exploration of the Serbian version of BFQ-C's latent structure and the development of its shorter version. The final result is the 29-item questionnaire solution (SBFQ-C-29), with loadings on five factors with satisfactory internal consistency, homogeneity, and adequacy, consistent with the previous studies addressing different cultures and languages.

Perspectives dealing with the study of gender and mathematics have failed generally to move beyond the individual/society divide. The contradictory nature of subjectivity and the operation and interpenetration of power and knowledge have not been taken into account. This article is based on the post-structuralist framework. The work of Walkerdine, which highlights the processes within the classroom which allow girls to succeed in mathematics but never actually be successful, is of interest. The methodology used is that of discourse analysis which makes clear both the positionings available to the participants as well as the power relations formed. The sample was drawn from a top-achieving Std 8 Higher Grade class in an affluent Model C school. This represents a theoretically salient sample as the literature points to ‘gender differences’ being most pronounced in the upper levels of mathematics education. The analysis clearly highlights the double-bind within which girls find themselves in the mathematics classroom. The apparent equality of opportunity and non-sexism is counteracted by the positioning of girls as hard working but without natural flair in mathematics. The characteristics that make it possible to achieve in mathematics are ascribed to males. The resistance to this powerful ‘disciplinary technology’ is the invoking of the feminist discourse.

Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

<p>At the emergence of democracy in South Africa the government corrected linguistic imbalances by officialising eleven languages. Prior to that only English and Afrikaans were the recognised official languages. The Black population had rejected the imposition of Afrikaans as the medium of instruction. However, such rejection did not mean the adoption of indigenous languages as media of instruction; instead English was supposedly adopted as a unifying language among linguistically diverse Africans. Such implicit adoption of the English language has created a stalemate situation in the development of African languages to the level of English and Afrikaans. Although there is a widespread desire to promote indigenous languages to the level of being media of instruction, the desire is peripheral and does not carry the urgency that characterised the deposition of Afrikaans in the 1976 uprisings. On the other hand this paper argues that the hegemony of English language as a colonial instrument carries ambivalence in the minds of Black South Africans. Through ethnographic thick description of two learners, this hegemony is illustrated by the ‘kind’ of English provided to most Black South African learners who do not have financial resources to access the English offered in former Model C schools. The paper concludes that Black South Africans do not only need urgency in the promotion and development of indigenous languages, but further need to problematize, in addition to the implicit adoption of English language, the quality of the language they have opted. The paper therefore suggests that this is possible through a decolonised mindset.</p>

This study aims to examine how educational models create religious atmosphere in schools. This research is a concrete effort to find the right pattern to realize a religious environment in an academic context. This study uses a qualitative research approach with case study design. While the subjects in this study included a number of school principals, former principals, deputy principals, teachers and students of 4th State High School of Malang. The techniques used in data collection in this study include observations to obtain data about various teaching and learning activities, and religious activities as well as the religious atmosphere in schools as well as in-depth interviews. The implementation of religious activities in the school, which was originally "top down", was then developed to "bottom up". Through this approach, it turns out that it can bring peace, peace and increase brotherhood, unity, and friendship between leaders, employees, teachers and students. Besides, the religious atmosphere in the school is running dynamically. How to create a religious atmosphere, among others, through various types of progammed religious activities, both of Islamic and non-Islamic. In addition, school leaders use a personal approach both to students and to students' families.

Student health advocates (SHAs) are high school students who, under the supervision of the school nurse, provide health education and health promotion activities to other students via a peer education model. This 3-year follow-up study explored how the SHA experience influences career choice and attitudes of the participants. It also examined what motivates students to become SHAs, the benefits and drawbacks of SHA participation, how SHA involvement influenced career plans, and how SHAs perceive the role of the school nurse. Study results indicate that this innovative health education/promotion experience offered an opportunity for SHAs to express their interest in health and enhanced their sense of belonging, meaningful involvement, connection to learning, and caring relationships in the school setting.

The role of Teachers has been transformed in recent years due to the increasingly complex educational demands and responsibilities that come from the students’ families. The aim of the present study was to investigate how Elementary School Teachers in Brazil and Uruguay perceive and evaluate the demands they receive from families, and how prepared they think they are to face this reality. A qualitative, exploratory and transcultural method was used, based on the technique of Focal Groups, with one group being conducted in Brazil (10 participants) and anther one in Uruguay (9 participants). In both groups, participants were women, with experience in public and private schools. Data were treated using the Content Analysis technique and results pointed out two main themes: Academic Formation and Family Demands. The analysis showed several similarities in the relationship between family and school in daily practice - both in Brazil and Uruguay - especially regarding the Teacher’s role. It was observed that Teachers still face some challenges in set out their roles for themselves and the families. Teachers have also shown they have insufficient resources to work with the diversity of family demands and it is possible to think that they would benefit from spaces of reflection and sensitivity development, in order to better discriminate these demands. Thus, it may be said that it is necessary to inaugurate a deep discussion about what it means to form Teachers to work with families.ResumoO papel dos professores tem se transformado nos últimos anos devido às demandas e responsabilidades educacionais, cada vez mais complexas, que derivam das famílias de seus alunos. O objetivo deste estudo foi investigar como os professores de ensino fundamental do Brasil e Uruguai percebem e avaliam as demandas que recebem das famílias e o quão preparados se sentem para enfrentar essa realidade. Foi utilizado método qualitativo, exploratório e transcultural, a partir da técnica do Grupo Focal, sendo conduzido um grupo no Brasil (10 participantes) e um no Uruguai (9 participantes). Em ambos os grupos, os participantes foram mulheres, com experiência nas redes pública e privada. Os dados foram tratados a partir da técnica de Análise de Conteúdo e os resultados apontaram dois temas principais: Formação Acadêmica e Demandas das Famílias. A análise evidenciou inúmeras semelhanças na relação que a família e a escola estabelecem na prática diária - tanto no Brasil quanto no Uruguai - especialmente no que diz respeito ao papel docente. Observou-se a dificuldade dos professores em delimitar seu papel para si e para as famílias. Os professores também se mostraram com poucos recursos para trabalhar com a diversidade de demandas familiares e é possível pensar que eles se beneficiariam de espaços de reflexão e desenvolvimento de sensibilidade para poder discriminar essas demandas. Assim, pode-se dizer que é necessário inaugurar uma discussão profunda sobre o que significa formar os professores para o trabalho com as famílias.ResumenEl papel de los docentes se ha transformado en los últimos años debido a las exigencias y responsabilidades educativas cada vez más complejas que derivan de las familias de sus alumnos. El objetivo de este estudio consistió en investigar cómo docentes de educación primaria de Brasil y Uruguay perciben y evalúan las demandas que reciben de las familias y cuán preparados se sienten para enfrentar esa realidad. El diseño fue cualitativo, exploratorio y transcultural, utilizando la técnica de Grupo Focal, siendo uno brasileño (10 participantes) y uno uruguayo (9 participantes). En ambos grupos los participantes fueron mujeres, con experiencia tanto en la red pública como privada. Los datos fueron tratados con Análisis de Contenido y los resultados apuntaron a dos grandes temas: Formación Académica y Demandas de las Familias. El análisis permite comprobar innumerables semejanzas en la relación que familia y escuela establecen en la práctica cotidiana tanto en Brasil como en el Uruguay, sobre todo en lo que se refiere al rol docente. Se observa la dificultad que las docentes expresaron en cuanto a delimitar su papel frente a si mismas y frente a las familias. También las docentes se mostraron con pocos recursos para trabajar con la diversidad de las demandas familiares y es posible pensar que se beneficiarían de espacios de reflexión y desarrollo de la sensibilidad para poder discriminar tales demandas. Así, se puede decir que se necesita abrir una discusión profunda sobre lo que significa formar a los docentes para el trabajo con las familias. 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Familia y educación familiar: conceptos clave, situación actual y valores. Madrid: Narcea, 2008, 208p. GONDIM, Sonia Maria G. Grupos focais como técnica de investigação qualitativa: desafios metodológicos. Paidéia: Cadernos de Psicologia e Educação, Ribeirão Preto, v. 12, n.24, 149-161, 2003. URL: http://www.scielo.br/pdf/paideia/v12n24/04.pdf HAINES, Shana J. et al. Fostering family school and community school partnerships in inclusive schools. Using practice as a guide. Research and Practice for persons with severe disabilities, v.40, n.3, 227-239, 2015.HILL, Nancy E.; TAYLOR, Lorraine C. Parental school involvement and children’s academic achievement. Current Directions in Psychological Science, Georgia Institute of Technology, v.13, n.4, 161-164, 2004.HORNBY, Garry; LAFAELE, Rayleen. Barriers to parental involvement in education: an explanatory model. Educational Review, London, v.63, n.1, 37-52, 2011.INSTITUTO NACIONAL DE EVALUACION EDUCATIVA. Informe sobre el estado de la Educación en Uruguay 2015-2016. Montevideo: INEED 2017.KOUTROUBA, Konstantina et al. An investigation of Greek teachers’ views on parental involvement in education. School Psychology International, v.30, n.3, 311-328, 2009. URL: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.977.7897&rep=rep1&type=pdfLONDOÑO, Laura Victoria; RAMIREZ, Luz Ángela. Construyendo relación familia-escuela: consideraciones a partir de la intervención interdisciplinaria en el Colegio Bello Oriente en Medellín, Colombia. Revista Virtual Universidad Católica del Norte, Colombia, n.36, 193-220, 2012. URL: http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/375/712LÓPEZ LARROSA, S. La relación familia-escuela. Guía práctica para profesionales. Madrid: CCS, 2009.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente ¿Cómo se aprende a enseñar? Madrid: Narcea, 2010, 170p.MARCONDES, Keila Hellen B.; SIGOLO, Sílvia Regina R. L. Comunicação e envolvimento: possibilidades de interconexões entre família-escola? Paidéia, Ribeirão Preto, v.22, n.51, 91-99, 2012. URL: http://www.scielo.br/pdf/paideia/v22n51/11.pdfMARTÍNEZ CERÓN, Ginés. Sombras y luces de la relación familia y escuela. En: Escudero Muñoz, Juan Manuel et al. (Eds.) Sistema educativo y democracia. Madrid: Octaedro, 2005, 168p.MORGADO, Beatriz; JIMENEZ-LAGARES, Irene; GONZÁLEZ, María del Mar. Ideas del profesorado de primaria acerca de la diversidad familiar. Cultura y Educación, Fundación Dialnet-España, v.21, n.4, 441-451, 2009.MORGAN, David L. Focus groups as qualitative research. California: Sage Publications, 1997, 88p.OLABUÉNAGA, José Ignácio R. Metodologia de la investigación cualitativa. Bilbao: Universidad de Deusto, 2012, 344p.OLIVEIRA, Dalila Andrade A. Reestruturação do trabalho docente: precarização e flexibilização. Educação e Sociedade, Campinas, v.25, n.89, 1127-1144, 2004. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-73302004000400003&lng=en&nrm=iso&tlng=ptOLIVEIRA, Cynthia B. E.; MARINHO ARAÚJO, Claisy M. A relação família-escola: intersecções e desafios. Estudos de Psicologia, Campinas, v.27, n.1,99-108, 2010. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-166X2010000100012&lng=en&nrm=iso&tlng=ptPAULA, Andréia Cristina R. R.; NAVES, Marisa L. de P. O estresse e o bem-estar docente. Revista Educação Profissional, Rio de Janeiro, v.36, n.1, 61-71, 2010.PERERA, Héctor; BERTONI, Elba; CONTERA, Cristina. Modelos de formación docente en Uruguay. Estudios de três casos. Educação, Porto Alegre, v.57, n.3, 461-486, 2005. URL: http://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/427/323PERRENOUD, Philippe. Diez nuevas competencias para enseñar. España: Grao, 2004, 168p.PERRENOUD, Philippe. La formación del profesorado: un compromiso entre visiones inconciliables de la coherencia. Revista Interuniversitaria de Formación del Profesorado, Espanha, v.68, n.24/2, 103-122, 2010. URL: http://aufop.com/aufop/uploaded_files/articulos/1279237044.pdfPETRICONE CHIARILLI, Francesco. La familia de origen del docente: estilo educativo y aspectos relacionados con su ejercicio profesional. En.: RÍOS GONZÁLEZ, Jose Antonio. (Ed.) Personalidad, madurez humana y contexto familiar. Madrid: CCS, 2009, 1114p.POLONIA, Ana da C.; DESSEN, Maria Auxiliadora. Em busca de uma compreensão das Relações entre família e escola. Psicologia Escolar e Educacional, Maringá, v.9, n.2, 303- 312, 2005. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572005000200012&lng=en&nrm=iso&tlng=ptRÍOS GONZÁLEZ, Jose Antonio. La educación como contexto interactivo: el encuentro familia-centro educativo. En: RÍOS GONZÁLEZ, Jose Antonio. (Ed.) Personalidad, madurez humana y contexto familiar. Madrid: CCS, 2009, 1114p.RIVAS, Sonia; UGARTE, Carolina. 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Barcelona: Editorial Grào, 2003, 155p. WAGNER, Adriana; TRONCO, Cristina; ARMANI, Ananda B. Introdução – Os Desafios da Família Contemporânea: Revisitando Conceitos. En.: Wagner, Adriana e cols. (Eds.) Desafios Psicossociais da Família Contemporânea: pesquisas e reflexões. Porto Alegre: Artmed, 2011, 208p.

<p>A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (<em>N</em> = 8) and quantitative (demographic and outcome variables for students (<em>N </em>= 164)<em> </em>who completed the program between 2007-2009)<em> </em>data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school.</p>

Having its origin in a successful mapping technique, the Fock–Tani formalism, the corrected [Formula: see text] model [Formula: see text] retains the basic aspects of the [Formula: see text] predictions with the inclusion of bound-state corrections. Evaluation of the decay amplitudes has been performed for open-flavor strong decays in the light meson sector. The bound-state corrections introduce a fine-tuning for the former [Formula: see text] model, in particular, the adjustment of the D/S ratios in b1→ωπ, a1→ρπ and h1→ρπ decays.

The learning model is included in the civilization process of the School. It is as a culture aiming at academic achievement, cultivates attitudes, knowledge and skills of students. The habituation learning model of the pesantren style (Islamic Boarding school) applied by MAS (Islamic Senior High School) Jeumala Amal has successfully increase the school's achievements. Based on the aforementioned data, the researcher needs to do more in-depth research in obtaining detailed information reagarding the model applied so that it is applicable for other schools. This study aims to gain a deeper understanding of the English learning model at MAS Jeumala Amal which applies a qualitative ethnographic method. The data obtained were observation, interviews, field notes and document analysis. The Study revealed that the form of English language learning is designed through a careful planning which integrates two proficiencies, namely functional and communication skills; the former are taught through classroom activities while the latter are trained more in pesantren programs. The student learning models in MAS Jeumala Amal adheres to a behavioristic pattern which emphasizes habituation in language skills through an army method pattern that restrain students based on reward and punishment pattern.

Thalassemias and Other Hemoglobinopathies in Former YugoslaviaThis review summarizes our results on the epidemiology and molecular basis of thalassemias and other hemoglobinopathies in the republics and provinces of the Former Yugoslavia. Over the past 40 years, surveys of more than 37,000 school children and more than 1,600 adults, from all over Former Yugoslavia, except Slovenia, have shown an average incidence of β-thalassemia (β-thal) trait of 1.2%, ranging from 2.9% in the south (Macedonia) to 0.8% in the northwest (Croatia). The frequency of δβ-thal was 0.2%, while that of Swiss type hereditary persistence of fetal hemoglobin (HPFH) was 0.4%. Screening of 12,680 newborns has shown that the frequency of α-thal trait was 1.5%. The molecular basis of the thalassemias in the populations of Former Yugoslavia has been completely defined. More than 700 β-thal chromosomes have been studied and their molecular defect was determined. In the Macedonian population, 16 different β-thal mutations were detected, four of which (IVS-I-110, G→A; IVS-I-6, T>C; IVS-I-1, G>A and codon 39, C>T) accounted for 85% of all β-thal chromosomes. In the Croatian population, 18 different β-thal alleles were detected. Four new mutations [nucleotide (nt) -87, C>A; IVS-II-850, G>C; initiation codon mutation T>C; polyadenylation signal (poly A), AATAAA>AATGAA)] and one new deletion (1605 bp), were characterized. Molecular analyses of DNA from over 50 unrelated cases with δβ-thal have shown that this condition was mainly caused by a 13 kb deletion (Sicilian type); in one family, a deletion of >18 to 23 kb (Macedonian-Turkish type), and in another, a deletion of 148 kb (Yugoslavian type of εγδβ-thal) of the β-globin gene complex, were discovered. Molecular analyses of α-thal from Former Yugoslavia revealed the following defects: the -20.5, -17.5 and -3.7 kb deletions, a 5 nt deletion, and Hb Icaria [α142, Term→Lys (TAA>TCA in α2)]. The incidence of abnormal hemoglobins (Hbs) in Former Yugoslavia was 0.3%. Five different α chain variants in 16 families, 16 different β chain variants in 61 families, one δ chain variant in one family, two types of Hb Lepore in 122 families and two γ chain variants, have been characterized.

The objectives of this research is to know the pattern of causal relationships inter-variables on the decision-making empirical model in Vocational High School (SMK). The decision-making empirical model in Vocational High School, consisting of variables: (a) the adequacy of Information and Communication Technology (ICT), (b) the benefits of using information systems, (c) the ethics in decision making, (d) the contribution of school and social environments, (e) the intentions of behaviour, and (f) the patterns of decision-making. Relation between variables was tested statistically using path analysis. The results of the research are as follows. The varian explained by each variable is mathematically formulated in: ZY = 0.134 A + 0.141 B + 0.102 C + 0.486 D + 0.193 E. The most dominant effect for direct effect is D to E has ρDE = 0,47 and the correlation coefficient = 0,709.

Penelitian ini bertujuan untuk menghasilkan pedoman evaluasi IBSQ dan mendeskripsikan: (1) kriteria model evaluasi pengelolaan pondok pesantren yang baik; (2) efektivitas penggunaan model evaluasi pengelolaan pondok pesantren; dan (3) pengelolaan pondok pesantren. Metode penelitian yang digunakan yaitu research and development (R & D). Subjek penelitian yaitu pimpinan, pengelola, ustaz, santri dan alumni Pondok Pesantren Al Falah Sidoharjo Sragen, Pondok Pesantren Assalaam, dan Pondok Pesantren Al Muayyad Surakarta. Hasil penelitian menunjukkan bahwa telah dihasilkan sebuah model evaluasi yang dapat mengevaluasi pengelolaan pondok pesantren yang terdiri dari lima buah buku dengan kriteria: (1) karakteristik instrumen dalam model IBSQ: (a) memiliki format yang baik; (b) memenuhi substansi model evaluasi; (c) memiliki tingkat validitas konstruk yang dapat diandalkan; (d) memiliki tingkat reliabilitas yang tinggi; (2) model IBSQ memiliki tingkat efektivitas yang baik; (3) pengelolaan setiap pondok pesantren secara nyata terjadi perbedaan: (a) pengelolaan di Pondok Pesantren Al Falah masih sangat tradisional dengan bukti kegiatan administrasi masih manual; (b) pengelolaan di Pondok Pesantren Assalaam sudah memanfaatkan IT sebagai sarana dalam menjalankan pengelolaan; (c) pengelolaan di Pondok Pesantren Al Muayyad masih campuran antara manual dan berbasis komputer.Kata kunci: model evaluasi, pengelolaan, pondok pesantren DEVELOPING THE EVALUATION MODEL OF ISLAMIC BOARDING SCHOOL MANAGEMENTAbstractThe study was to generate the IBSQ evaluation guidelines and to describe: (1) the criteria of good evaluation model for the Islamic Boarding School management; (2) the effectiveness of using the evaluation model for the Islamic Boarding School management; and (3) the management of Islamic Boarding School. The method that was used was the research and development (R&D). The subjects in the study were the leaders, the managers, the ustaz, the students and the alumni of Al Falah Islamic Boarding School Al Falah Sidoharjo Sragen, of Assalaam Islamic Boarding School and of Al Muayyad Surakarta Islamic Boarding School. The result of the study showed that there had been an evaluation model that might evaluate the Islamic boarding school management and the evaluation model consisted of five books with the following criteria: (1) the IBSQ evaluation model had the following characteristic instruments: (a) having a good format; (b) meeting the substances of an evaluation model; (c) having reliable level of construct validity; and (d) having high level of reliability; (2) the IBSQ evaluation model had a good level of effectiveness; (3) there had been actual differences in each Islamic boarding school: (a) the management in the Al Falah Islamic Boarding School was still very traditional. It was indicated by manual administration; (b) the management in Assalaam Islamic Boarding School had benefitted the information technology as the tools in performing managerial tasks; and (c) the management in the Al Muayyad Islamic Boarding School used a combination between the manual and the computer-based way.Keyword: evaluation model, management, Islamic boarding school

Indian children's perceptions of their own competency in different domains of school functioning as well as in the general area of self-worth were examined using the Perceived Competence Scale of Harter (1982). Six hundred Indian school children, comprising 75 boys and 75 girls from each of Stds 2 to 5, were tested. In addition, their teachers were asked to complete a similar form reflecting their perceptions of the children's competencies. Teacher assessments were obtained for 138 randomly selected children. The major results indicated that (a) the children perceived their competencies to be higher in the cognitive and social domains than in the physical and general self-worth areas; (b) their perceptions varied less across the standards tested in the latter domains than in the former; and (c) there were significant correlations between the perceptions of teachers and children. The results are discussed in terms of their practical and educational implications.

Abstract:
 The aim of the current study is to investigate the effect of a suggested model RW based on constructivism on Palestinian EFL secondary school students' writing skill performance. The sample consisted of (87) female students divided into two groups; a control group 43 and an experimental group 44 students. The researchers used quasi-experimental design of two purposefully assigned, randomly-chosen groups with pre and post tests for each. Different statistical tests included in the Statistical Package for the Social Sciences (SPSS) were used to analyze the data collected while answering the study questions and testing the hypotheses. The results showed that there were statistically significant differences at (? ? 0.05) between the experimental group and the control group in relation to the writing skills in favor of the former. Also, the effect size of using the model based on constructivism was significantly large on students' writing skills. The researcher strongly recommended using the suggested model RW in teaching writing skill for the EFL secondary school students.

Substantive findings show: First, the model of leadership inheritance of each dzurriyyah; charismatic, managerial, and transcendent-transformative, by: a) introducing their regeneration to the guest who visitingIslamic boarding school, b) oblige potential alumni settled in Islamic boarding school environment, c) developing managerial leadership model,d) determining regulation and policy of Islamic boarding school through transcendent approach. For maintain the sustainability of two Islamic boarding school, the leadership model used byKiai is keeps the dzurriyyah line, with priority; a) sons, b) dzurriyyah directly, c) the nearest immediate offspring, and d) the nearest indirect offspring. Second, the inheritance model in maintain the quality of knowledge of kiai, based on the principles including: a) maintainingthe continuity of teacherswith their predecessors, b) maintaining the continuity of place where the study of his predecessors, c) building, perfecting, and developing Islamic boarding school institution. Third, the networking model in Islamic boarding schoolinstitution by several ways involve:a) build strategic places such as hotels in Makkah, restaurants, establish relationships with various state ministries, and maintain the heritage of Islamic boarding school, b) build a place for community service and empowerment such as gas stations, fishing boats, a mediator of tobacco farmers with PT Gudang Garam, and establish relationships with Islamic boarding school’s givers.

Abstract. Quantitative palaeoclimate reconstructions provide data for evaluating the mechanisms of past, natural climate variability. Geometries of former mountain glaciers, constrained by moraine mapping, afford the opportunity to reconstruct palaeoclimate, due to the close relationship between ice extent and local climate. In this study, we present results from a series of experiments using a 2-D coupled energy balance–ice flow model that investigate the palaeoclimate significance of Last Glacial Maximum moraines within nine catchments in the central North Island, New Zealand. We find that the former ice limits can be simulated when present-day temperatures are reduced by between 4 and 7 °C, if precipitation remains unchanged from present. The spread in the results between the nine catchments is likely to represent the combination of chronological and model uncertainties. The majority of catchments targeted require temperature decreases of 5.1 to 6.3 °C to simulate the former glaciers, which represents our best estimate of the temperature anomaly in the central North Island, New Zealand, during the Last Glacial Maximum. A decrease in precipitation of up to 25 % from present, as suggested by proxy evidence and climate models, increases the magnitude of the required temperature changes by up to 0.8 °C. Glacier model experiments using reconstructed topographies that exclude the volume of post-glacial ( < 15 ka) volcanism generally increased the magnitude of cooling required to simulate the former ice limits by up to 0.5 °C. Our palaeotemperature estimates expand the spatial coverage of proxy-based quantitative palaeoclimate reconstructions in New Zealand. Our results are also consistent with independent, proximal temperature reconstructions from fossil groundwater and pollen assemblages, as well as similar glacier modelling reconstructions from the central Southern Alps, which suggest air temperatures were ca. 6 °C lower than present across New Zealand during the Last Glacial Maximum.

This peer review analyzes the monograph published in Ukraine by Professors N. P. Lebedik and V. F. Morgun “The creation of full-time hub school as an educational complex". The work continues the traditions of the graduates of Poltava School of Pedagogy A. S. Makarenko, V. A. Sukhomlinsky, I. A. Zyazyun. The book offers the original variant of the model of an educational complex “A Full-time Boarding School”, and describes the normative legal, organizational-methodological and diagnostic approaches towards creation of such schools. The book is characterized by elaboration of all aspects of the school life: from detailed description of schedule to the options of school menu. The novelty of the proposed model consists in the following: a) the original unchangeable schedule of classes for the school day; b) nonstandard variants of organization of extended activities; c) models of combining different types of educational institutions; d) authorial outlook upon the arrangement of pedagogical activity in the cognate pedagogical systems. Particular attention deserves the proposed comprehensive diagnostics of social maturity of students as the integral indicator of school performance. Special place is held by description of the original health-saving invention of one of the authors – anti-scoliosis desk for either sedentary or standing work.

We examined a yearlong collaboration between researchers and school personnel (general education teachers of grades K-3 and special education teachers) focused on implementing a school-based model for preventing reading difficulties. The purpose was to provide opportunities for teachers to reflect on their current reading instruction and to consider ways to alter or extend it. Teachers were introduced to practices to enhance phonological awareness and the alphabetic principle, fluency, comprehension, and student progress monitoring through four interconnected professional development components: (a) presentations by experts on each of three reading related topics, (b) ongoing bimonthly teacher study teams, (c) teacher examination and analysis of student progress data, and (d) in-class support for implementing instructional enhancements. Findings revealed changes in: (a) teachers’ perceptions and understanding of reading practices, particularly the importance of ongoing student progress monitoring; and (b) student gains in reading.

A theoretical model of academic motivation consisting of (a) academic self-efficacy, (b) purposefulness and intentionality, and (c) support through school counseling for autonomous learning was explored with 346 high school juniors. Regression analysis indicated academic self-efficacy and utilization of school counseling to be significant predictors of academic motivation after controlling for previous school performance. A second regression analysis supported the premise that students who are more optimistic about their future and perceive fewer impediments to future goals will be more likely to use school counseling services. Recommendations for school counseling practice and research are discussed.

I offer my former experiences coping with adolescent cancer as evidence to warrant my exploration into coping as a narrative and performative matter of identity. I articulate coping as performative and narrative apperception, wherein the act of coping can be a performative act reflexively tethered to narrative identity, and entrenched in sociocultural constructs. I argue that (a) a cancer diagnosis and cancer narratives are language in action; (b) there is a liminal and uncertain state of all cancer patients, and adolescent patients in particular; and (c) narratives and their discursive structures create, and are created by, performed actions, narratives, and identities.

The bottleneck of a production line is a machine that impedes the system performance in the strongest manner. In production lines with the so-called Markovian model of machine reliability, bottlenecks with respect to the downtime, uptime, and the cycle time of the machines can be introduced. The two former have been addressed in recent publications [1] and [2]. The latter is investigated in this paper. Specifically, using a novel aggregation procedure for performance analysis of production lines with Markovian machines having different cycle time, we develop a method for c-bottleneck identification and apply it in a case study to a camshaft production line at an automotive engine plant.

ABSTRACT Cronobacter spp. are opportunistic human pathogens that cause serious diseases in neonates and immunocompromised people. Owing to their biofilm formation on various surfaces, both their detection and their removal from production plants constitute a major challenge. In this study, food samples were randomly collected in Austria and examined for the presence of Cronobacter spp. Presumptive isolates were identified by a polyphasic approach. Five percent of the samples were positive for C. sakazakii and 2.4% for C. dublinensis. Individual growth of the isolates was characterized based on lag time, growth rate, and generation time. During an incubation period of 6 to 72 h, biofilm formation of 11 selected isolates was quantified under model conditions by a crystal violet staining assay with 96-well plates with different carbon sources (lactose, glucose, maltose, sucrose, and sodium acetate) and NaCl levels and under variable temperature and pH conditions. Biofilm formation was more pronounced at lactose concentrations between 0.25 and 3% compared with 5% lactose, which lead to thinner layers. C. sakazakii isolate C7, isolated from infant milk powder, was the strongest biofilm producer at 10 mM Mg2+ and 5 mM Mn2+, 0.5% sodium acetate, at pH levels between 7 and 9 at 37°C for 24 h. C. sakazakii strain C6 isolated from a plant air filter was identified as a moderate biofilm former and C. sakazakii strain DSM 4485, a clinical isolate, as a weak biofilm former. Based on PCR detection, genes bcsA, bcsB, and bcsG encoding for cellulose could be identified as markers for biofilm formation. Isolates carrying bcsA and bcsB showed significantly stronger biofilm formation than isolates without these genes (P < 0.05), in strong correlation with the results obtained in the crystal violet assay. Further investigations using confocal laser scanning microscopy revealed that extracellular polymeric substances and glycocalyx secretions were the dominating components of the biofilms and that the viable fraction of bacteria in the biofilm decreased over time.

In 1993 the Massachusetts Department of Public Health (MDPH) began defining essential components of school health service programs, consistent with the public health model. The MDPH designed and funded the Enhanced School Health Service Programs to develop 4 core components of local school health services: (a) strengthening the administrative infrastructure; (b) promoting health education, including tobacco control activities; (c) linking school health services with health care providers; and (d) implementing management information systems. Funds were appropriated in 1992 from the tobacco excise tax. With additional funding appropriated in 1999 and 2000 from the Tobacco Settlement Fund, these school nurse–managed programs have increased in number. The goal is to develop a statewide system of high-quality school health service programs responsive to the specific needs of students in each community. To be effective, these programs must be recognized as essential components of the primary health care delivery system serving children.

The purpose of this study was to gain insight into the experiences of former college football players upon exiting intercollegiate careers. The qualitative methodology of in-depth, dialogic interviewing was employed. Participants were 7 former NCAA Division I-A collegiate football players who completed their eligibility within the last 3 years and who were at least 8 months removed from collegiate competition. These participants were not under contract with any professional teams at the time of their interviews. Findings centered around the following themes: (a) the transition from high school to elite-level college football, and the change in the relationships participants had with their coaches; (b) the learning of behavior not positively transferable to the “real world”; (c) the power and control issues surrounding the major college football setting, and the manner in which participants perceived, and responded to, being controlled; and (d) the ways participants were experiencing posteligibility life.

Prior literature on the use of character strengths suggests that both deficiencies and excesses in the use of strengths can be problematic. While most school-based training in character strengths tends to focus on the former issue, an example is provided of a school-based program offered by the Mayerson Academy in partnership with the VIA Institute on Character that does not focus on deficiency but rather celebrates enhancing one’s own personal key strengths. This program, entitled Thriving Learning Communities, will be implemented in 42 Cincinnati public schools this year. It aims to motivate students, as well as educators, to perform at their highest levels through encouraging increased use of character strengths. We provide an overview of the program and discuss how it may be modified by the teacher to offer a more nuanced perspective on character strengths within a gifted student population. Specifically, within a gifted classroom setting, we discuss ways in which educators can encourage gifted students to understand the importance of balancing their strengths and effectively matching their use of strengths to the situation. In addition to focusing on the use of signature or top strengths, we suggest a program that would aid gifted students in deciphering when it is most and least appropriate to use top strengths, through a dial-up/dial-down framework for targeted strength use.

Many countries strongly rely on deradicalization path to solve terrorism catastrophe. However, they mostly still focus on the terrorists themselves and lack of attention to the people around them particularly their children. While in some local to the international cases of terrorism, children have involved actively in those acts. This article delivers a significant instance on how to avert the new generation of terrorism particularly from the kinship path. This article focuses on an Islamic boarding school or pesantren (Al-Hidayah) run by a former terrorist (Al-Ghazali) with the main purpose is deradicalization program towards the terrorists’ children. This article is based on the field research, the collecting of the data using depth interview as the primer data and exposure some references as the secondary data. This article found that deradicalization towards terrorist’s children is better under the education platform or pesantren, because it provides two things; firstly, children can gain their right to reach the education after they were marginalized even excluded from their former school. Secondly, it becomes a new home for the children where support the way to apply deradicalization program through the formal model (within the class) and informal model (out the class). There are four significant prograsm that Al-Hidayah pesantren applied namely a green school, life skill, tahfiz class, and trauma healing. Generally, it is success as a curative and preventive action. Although the pesantren receives some financial supports from the government and some other parties, it still struggles to raise more funds to provide free education for its student.

According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.

<p class="apa">The current study investigates educational decision-making in the former Soviet Republic of Georgia. The focus is on decisions concerning issues of school governance decentralization/recentralization in the period of 2003-2012. The research draws on in-depth interviews with over 20 top decision-makers, and an extensive review of legal documents, relevant research and media reports to gain a better understanding of decision-making practices in a newly democratized state. Two theoretical foundations are employed: the Multiple Streams model of decision-making and Electoral Connection. The research largely supports the Multiple Streams theory and expands the theory of Electoral Connection to fit the political setting of a post-soviet state. Among other findings, the research shows that decisions concerning school governance recentralization were primarily election-driven.</p>

The adsorption and diffusion of CO2 in phenolic resin carbonizates prepared at final carbonization temperatures of 500, 600, and 700 °C were investigated at 20 °C and pressures of 6 to 130 kPa. The experimental data were compared with theoretical dependences obtained by numerical solution of differential equations set up based on the occluded gas model and on the model of diffusion through a pore network. The former model, which assumes that the diffusion is driven by the concentration gradient of the gas dissolved in the solid, was found to fit the experimental data better than the latter model.