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Zlatunich, Nichole. "Prom Dreams and Prom Reality: Girls Negotiating “Perfection” at the High School Prom*." Sociological Inquiry 79, no. 3 (August 2009): 351–75. http://dx.doi.org/10.1111/j.1475-682x.2009.00294.x.
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Davis, Martin. "Sex and the mathematician: The High School Prom Theorem." Games and Economic Behavior 66, no. 2 (July 2009): 600. http://dx.doi.org/10.1016/j.geb.2009.04.002.
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Norman, Shelley Marie, Tamsin Ford, William Henley, and Robert Goodman. "A comparison of parent reported outcome with experience of services." Journal of Children's Services 11, no. 2 (June 20, 2016): 157–69. http://dx.doi.org/10.1108/jcs-04-2015-0015.
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Purpose – Routine outcome monitoring (ROM) is currently seen as a key driver for service improvement at individual, team and service level. The purpose this paper is to explore the relationships between a patient (parent) reported outcome measure (PROM), a practitioner reported outcome measure, and a patient (parent) reported experience measure (PREM). Design/methodology/approach – A cohort of 302 primary school-age children was recruited and followed for one year from consecutively accepted referrals to three teams within two English Child and Adolescent Mental Health Services (CAMHS). Parents completed the Strengths and Difficulties Questionnaire (a PROM) and practitioners completed the Clinician Global Assessment Scale at baseline, six and 12 months; parents completed the Experience of Services Questionnaire (a PREM) at six and 12 months. Findings – PROM and practitioner reported outcome measure data suggested poor clinical outcome in terms of symptoms, impact and levels of functioning but were accompanied by PREM evidence of high levels of satisfaction. There was an unexpectedly low correlation ( < 0.2) between both measures of outcome and satisfaction. Originality/value – This paper fulfils a need to explore the relationships between different outcome measures to contribute to the understanding of ROM its validity.
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McLeod, Tamara Valovich, Nicholas Hattrup, and Hayley J. Root. "PATIENT REPORT OUTCOME MEASURE USE FOR CONCUSSION AMONG HIGH SCHOOL ATHLETIC TRAINERS." Orthopaedic Journal of Sports Medicine 8, no. 4_suppl3 (April 1, 2020): 2325967120S0024. http://dx.doi.org/10.1177/2325967120s00240.
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Background: Recent recommendations suggest incorporating patient-report outcome measures (PROMs) into concussion assessment batteries. Utilizing PROMs provides information on the patient’s perspective and how the concussion may influence the patient’s health status. Past studies evaluating PROM use among athletic trainers (ATs) found varying practices and barriers to implementation. However, there is limited data on use of PROMs in managing concussion among adolescent patients. Hypothesis/Purpose: To describe the use of PROMs as part of concussion assessment and treatment practices of ATs working in middle and high school settings. Methods: An online survey regarding concussion treatment perceptions and practices was distributed to a convenience sample of 5000 ATs through the NATA Survey Research Program. The survey included personal and institutional demographics, healthcare provider access and referral practices, perceptions of concussion treatment, clinical practice characteristics of concussion treatment and PROM use. The survey was pilot tested and validated in a sample of ATs prior to distribution. Analysis of the PROM section was conducted using descriptive statistics (percentages, frequencies) for this study. Results: The survey was accessed by 304 ATs (6.1% access rate) and completed by 153 ATs (58.3% completion rate). Of those, 27.2% (n=57) were employed in the middle school or high school setting and were analyzed for this study. Just over half of respondents had <10 years of experience (52.7%, n=30). Only 35.1% (n=20) of ATs reported they use PROMs as part of their clinical management of concussion. Of those who use PROMs, 75% (n=15) indicated that they use them always or almost always. The most commonly used generic PROMs were the Short Form 12 or 36 (25%, n=5) and Patient Reported Outcomes Measurement Information System (25%, n=5) and the most common specific PROMs were the Headache Impact Test (45%, n=9) and Dizziness Handicap Inventory (15%, n=3). Figure 1 shows the level of self-reported confidence of those utilizing PROMs. Barriers for PROM use included it being too time consuming (24.6%, n=14/57), lacking a support structure (15.8%, n=9/57), and not familiar with PROMs (14%, n=8/57). Close to one-fourth (22.8%, n=13/57) of respondents would be willing to use PROMs, but lacked time. Conclusion: While the use of PROMs is recommended in the evaluation and treatment of adolescent athletes, just over one-third of ATs providing care to these patients, use PROMs. Educational efforts for ATs should look to increase their familiarity and confidence when using PROMs for concussion while suggesting strategies to incorporate PROMs into practice. [Figure: see text]
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Tinson, Julie, and Peter Nuttall. "Performing the high-school prom in the UK: Locating authenticity through practice." Journal of Marketing Management 27, no. 9-10 (August 2011): 1007–26. http://dx.doi.org/10.1080/0267257x.2011.560888.
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Cannon, Stephen. "Patient outcomes in orthopaedic surgery." Bulletin of the Royal College of Surgeons of England 90, no. 6 (June 1, 2008): 192–93. http://dx.doi.org/10.1308/147363508x317318.
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Until a short time ago an orthopaedic surgeon could be forgiven for thinking that a PROM was an attractive stretch of land found in many a seaside resort or perhaps an over-hyped end-of-term event at an American high school. However, the day of the patient-reported outcome measure is now with us – and justifiably so. I think that it is only by truly measuring outcomes that we can receive an informed 360-degree appraisal of our efforts.
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Pompper, Donnalyn, and Kathryn Crandall. "The Erotic-Chaste Dialectic and the New Southern Belle Code at the High School Prom: Feminine Gender Role Stress across Ethnic and Socio-Economic Factors." Journal of Popular Culture 47, no. 5 (October 2014): 937–51. http://dx.doi.org/10.1111/jpcu.12180.
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Meyer-Hoffman, Gretchen Iman. "Finding Fran." American Journal of Islam and Society 18, no. 4 (October 1, 2001): 140–43. http://dx.doi.org/10.35632/ajis.v18i4.1986.
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Finding Fran is a memoir of two women, once best friends, who take verydifferent paths. The author is now a feminist history professor and her highschool friend, Fran, is Noura-a Muslim living in Egypt Banner looksback on their lives to find out what led one to feminism and the other toIslam. Unfortunately, while Banner offers many interesting insights into thelives of both women, she never fully answers this fundamental question.The book is divided into four parts. Part I, "My Story (1944-1952),"explores Banner's family history as well as her life up Wltil high school. Shetraces the lives of various family members in order to discover how theyaffected her childhood and her outlook on life. In the second part, "Fran &Me (1952-1956)," Banner tells the story of their high school friendship.It is a friendship of two smart and artistically talented girls, who are oftenbold and passionate in a time and place that glorified passive, femininewomen. Together they navigate the seemingly esoteric system of footballplayers and prom queens without ever really belonging to that system.In college they separate, Banner to UCLA and Fran to Stanford. This isthe beginning of their two different paths. Banner takes to academia andfeminism, while Fran is drawn to the various spiritual movements of the1960s. These years are covered in the third section, "Passages (1956-1982)." Banner includes chapters on their college life and the yearsimmediately following, and then delves into her life as an academic and afeminist.The last section covers Fran/Noura's life between 1967 and 1990. Shestudies Zen and other spiritual movements, such as the Gurdjieff system. Inlate 1960s, she moves to a commune in New Mexico. There she discoverswesternized Sufi practices that have been cut from their Islamic base. Hercontinuing quest leads her to study Islam. She eventually becomes aMuslim and a member of a traditional Sufi order. Later, she studies in SaudiArabia, and currently, she residues in Egypt.In keeping with the personal nature of the book, Banner includes acollection of photographs ranging from old family snapshots to the twowomen together in high school in 1956 and again in Egypt in 1992. Muchof Banner's analysis comes in the prologue and the epilogue. She alsoincludes detailed notes for each chapter ...
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Ulya, Amaliy Atul, and Amaliy Atul Ulya. "Konsep Pendidikan Islam Holistik Prof. Dr. Tuty Alawiyah serta relevansinya di Era Millenium." LITERASI (Jurnal Ilmu Pendidikan) 11, no. 2 (December 30, 2020): 139. http://dx.doi.org/10.21927/literasi.2020.11(2).139-149.
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<p><em>Prof. Dr. Tuty Awawiyah is a female scholar as well as educational thinker who succeded establishing and managing Pesantren-based schools starting form kindergarten, the elementary school, junior high school, the senior high school until the college. The Purpose of this paper is to add insight and treasure about the concept of holistic Islamic education of Prof. Dr. Tuty Alawiyah and its relevance in the Millenium Era. Based on reseach and literature review that have been done, Islamic holistic education can be interpreted as education that is able to answer the problems of education faced in the word of education di the millennium era, for Islamic holistic education is education that shapes something in a whole way, therefore it becomes a very large unity that any other exithing combination. In can be concluded that, some holictic Islamic Education concept form Prof. Dr Tuty Alawiyah are very relevant so it needs to be discussed and they will appropriate as a quide in the millennium Era. </em></p><p><em> Keyword: Tuty Alawiyah, Education, Millennium Era.</em></p>
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Cutumisu, Nicoleta, Issouf Traoré, Marie-Claude Paquette, Linda Cazale, Hélène Camirand, Benoit Lalonde, and Eric Robitaille. "Association between junk food consumption and fast-food outlet access near school among Quebec secondary-school children: findings from the Quebec Health Survey of High School Students (QHSHSS) 2010–11." Public Health Nutrition 20, no. 5 (November 24, 2016): 927–37. http://dx.doi.org/10.1017/s136898001600286x.
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AbstractObjectiveWe investigated the association between junk food consumption at lunchtime (JCL) and fast-food outlet access near school among secondary-school children in Quebec.DesignA geographic information system database was used to characterize the food environment around a sub-sample of 374 public schools in which 26 655 students were enrolled. The outcome variable was JCL during the previous week, dichotomized into low JCL (none or once)v. high JCL (twice or more). Access to fast-food outlets near school was assessed using an existing database of fast-food outlets in Quebec. Covariates included student (age, sex and self-rated perceived health), family (familial status and parental education) and school (urban/rural status and deprivation) variables. Hierarchical logistic regression models were employed for analyses using PROC GLIMMIX of SAS version 9.3.SettingProvince of Quebec, Canada.SubjectsWe used data from the Quebec Health Survey of High School Students (QHSHSS) 2010–11, a survey of secondary-school Quebec students.ResultsExposure to two or more fast-food outlets within a radius of 750 m around schools was associated with a higher likelihood of excess JCL (OR=1·50; 95 % CI 1·28, 1·75), controlling for the characteristics of the students, their families and their schools.ConclusionsThe food environment surrounding schools can constitute a target for interventions to improve food choices among secondary-school children living in the province of Quebec. Transforming environments around schools to promote healthy eating includes modifying zoning regulations that restrict access to fast-food outlets around schools.
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Kobayashi, Taketo. "Orienteering in Geography Education in Japanese High School." Proceedings of the ICA 2 (July 10, 2019): 1–8. http://dx.doi.org/10.5194/ica-proc-2-63-2019.
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<p><strong>Abstract.</strong> Orienteering, a map activity, has been described as effective in learning geography in school education. When dealing with orienteering in school education, it is learning outdoors different from ordinary classroom lessons. Also, the environment surrounding school education differs from country to country. From this, it is important to show the practice of orienteering in school education in each country. In this research, I described the practice of orienteering in geography education of Japanese high schools in the following three viewpoints. The three viewpoints are the significance of orienteering in geography education, learning system of orienteering in geography education, examples of orienteering in geography education at school. The main points are as follows. <ol> <li>The skills given by orienteering are the basis of map learning and field learning in geography education.</li> <li>Learning system of orienteering is related to the map learning and field learning perspective, such as related to the map-scale linked with place.</li> <li>Orienteering practice in regular geography class at school grounds is the core, and good learning effect can be obtained. After this, orienteering can be expanded in a wide variety of directions.</li> </ol></p>
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Platonova, Yana, Galina Deryabina, and Maxim Knyazev. "Development features of moving abilities of 8–11 grade school students." Tambov University Review. Series: Humanities, no. 183 (2019): 102–11. http://dx.doi.org/10.20310/1810-0201-2019-24-183-102-111.
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The problems of modernization of Russian education pose new requirements for the physical education organization in secondary schools, and are aimed at finding new approaches, concepts, and technologies for the physical education of the young generation. The real volume of motor activity of middle and high school students does not provide full and harmonious physical development and strengthening the health of the growing generation. In this regard, a major prob-lem of today is the low level of physical preparation of secondary schools students. A significant decrease in moving activity explains the low level of physical qualities manifestation, including the strength capabilities of school students and flexibility. A mandatory and integral component of physical education lessons at school is the measurement of the level of physical fitness of school students. To this end, testing is conducted that determines the dynamics of the physical fitness of students and the process of physical education effectiveness in general. The theme of the revival of the All-Russian physical education and sports Ready for Labour and Defence complex is also relevant among school students, as it includes the normative basis for physical education, and is considered as an aspect of determining the level of physical fitness of school students. We present the results of exercises on flexibility and strength performed by 8–11 grade school students. We reveal relevant issues of accordance of physical fitness level of school students with the regulatory requirements of the All-Russian physical education and sports complex “Ready for Labour and Defence”.
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Choiriyah, Nurul, and Abdul Hayyie Al-Kattani. "Islamic Guidance And Counseling Concept For Family Life Readiness Among High School Teenagers." Prophetic Guidance and Counseling Journal 1, no. 1 (June 10, 2020): 35. http://dx.doi.org/10.32832/pro-gcj.v1i1.2918.
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<p align="center"><em>This article explains the concept of Islamic guidance and counselling to help high school students build readiness for marriage and having family life. Marriage and family life readiness is one of aspects in Competency Standards of Independence (SKK) that must be achieved by students at high school level.This concept is similar to the phases and tasks of adolescent development which begin to enter the early adult development phase. The researchers did not find any particularly studies that discuss the concept of Islamic guidance and counseling to help marriage readiness and family life for high school students. Despite the fact that the theme is important to be discussed for further elucidation,the problems eventuates among adolescents, such as premarital sex. The research is conducted by library research method. To support information requirements, researchers also conduct document observations and in-depth interviews with marriage counselor in Religious Affairs Office (KUA), high school principals, as well as high school guidance counselor and school counselor. The concept of guidance and counselling answers the need and solutions to the problems of adults at the high school level. This also helps to understand family life responsibilities and functions, the concept of reproductive health, what appropriate sexual behaviour is, family norms and relationships between family members.</em></p>
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Batani, Dimitri, and Alan J. Wootton. "Guest Editors' Preface: The International Conference on Ultrashort High-Energy Radiation and Matter." Laser and Particle Beams 22, no. 3 (July 2004): 197. http://dx.doi.org/10.1017/s026303460422300x.
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The International Conference on “Ultrashort High-Energy Radiation and Matter” has been held in Villa Monastero, Varenna, Italy, during October 7–10, 2003. The conference has been jointly organized by the “Piero Caldirola” International Centre for the Promotion of Science and International School of Plasma Physics, Milan, Italy, and by the FEMTO Programme of the European Science Foundation (chaired by Prof. Charles Joachain of the University of Bruxelles).
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Piasecki, Bartosz, Ewa Mojs, Anna Sudoł, and Włodzimierz Samborski. "Project “Equalizing opportunities – raising competence of children with disabilities”." Journal of Medical Science 84, no. 2 (June 30, 2015): 129–31. http://dx.doi.org/10.20883/medical.e28.
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The project will enable the use of the Tomatis therapy for children with central auditory processing disorders and the introduction of a proprietary curriculum preparing children to learn English in primary school – based on the method that streamlines the auditory analysis, on the proprietary language integration CDs used in the Tomatis method and on individual educational and therapeutic lessons with the teacher. The curriculum will be developed in the course of research under the guidance of prof. UM dr hab. Ewa Mojs from the Poznan University of Medical Sciences. The leader of the consortium implementing the project is the Foundation for Local Activity. The innovation has a high potential for implementation. Applicants to begin with estimate ultimately the ability to implement the program in the first year in 350 schools with the right equipment.
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Dorigo, Adna Suelen, Allison Anjos, Ana Claudia Castro Marcato, Dayane Pires, Letícia Rocha Gonçalves, Luis Adriano Anholeto, Luiza Rieder Cholak, et al. "Projeto Primeiros Passos na Ciência: Rompendo barreiras sociais e estreitando laços entre a comunidade acadêmica e o Ensino Médio público." Revista Brasileira de Extensão Universitária 11, no. 1 (March 13, 2020): 47–59. http://dx.doi.org/10.36661/2358-0399.2020v11i1.10768.
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No presente trabalho, visamos ampliar discussões acerca das diferentes faces da interação Universidade-Escola, com base na apresentação de relatos de experiências sobre o Projeto Primeiros Passos na Ciência e em reflexões teóricas sobre o contexto universitário, motivadas pela prática vivenciada. O projeto em questão foi desenvolvido por alunos de pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) da UNESP, Campus de Rio Claro-SP em parceria com a Escola Estadual Prof. Marciano de Toledo Piza, de ensino médio, da cidade de Rio Claro, estado de São Paulo. Este projeto teve o objetivo de introduzir o aluno do Ensino Médio no cotidiano da pesquisa universitária na área de Biologia Celular e Molecular, com a expectativa de promover a aproximação destes alunos com o desenvolvimento do conhecimento científico e o ambiente universitário. Com a realização desse projeto, a Universidade teve a chance de adentrar no contexto dos alunos de Educação Básica, mais especificamente do Ensino Médio público. Esses novos conhecimentos podem criar a possibilidade de um futuro diferente, com mais conhecimentos científicos e instigando a reflexão a partir da rotina da Universidade e seu contexto. A experiência resultou na divulgação científica, no contato do aluno do Ensino Médio com o método científico e toda a técnica e objetividade que dele derivam, ampliando os laços comunidade-universidade.
Palavras-chave: Educação; Extensão; Vivência; Experimento Científico
Project First Steps in Science: breaking social barriers and strengthening ties between the academic community and public high schools
Abstract: In the present study, we intend to expand the discussion about different approaches of the University-School interaction, based on the presentation of an account of experiences with the First Steps in Science Project and theoretical reflections on the University context motivated by the lived experience. The project in question was developed by graduate students in Biological Sciences (Cell and Molecular Biology) at UNESP, Rio Claro/SP (Brazil), in partnership with Escola Estadual Prof. Marciano de Toledo Piza a public high school in the city of Rio Claro, State of São Paulo. This project had the objective of introducing high school students to the routine of university research in the area of Cell and Molecular Biology, with the expectation of promoting the approximation of these students with the development of scientific knowledge and the university environment. With the realization of this project, the University had the opportunity to better understand the primary education context of the students, specifically within public high schools. This new knowledge can create the possibility of a different future, with more scientific properties and instigating the reflection from the routine of the University and its context. The experience resulted in scientific dissemination, high school students' contact with the scientific method, and all the technique and objectivity derived from it, expanding community-university ties.
Keywords: Education; Extension; Experience; Scientific Experiment
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Fargher, Mary. "GIS Maps as Powerful Curriculum Artefacts." Proceedings of the ICA 2 (July 10, 2019): 1–7. http://dx.doi.org/10.5194/ica-proc-2-29-2019.
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<p><strong>Abstract.</strong> Maps have always been central to high quality geography education. Recent developments in web GIS have opened up new potential for teachers using GIS maps as powerful curriculum artefacts. Curriculum artefacts are resources that have signature meaning for teaching and learning. This paper argues that the use of GIS maps as curriculum artefacts can significantly enhance geography teaching and learning in schools. To illustrate this line of argument, a GIS curriculum artefact constructed in ESRI ArcGIS Online is critically evaluated using Maude’s typology of powerful geography knowledge as an analytical framework. The analysis identifies a number of educational benefits of using GIS maps as curriculum artefacts in school geography via a GeoCapabilities approach. The paper concludes with recommendations for the future geography curriculum development with GIS map artefacts in schools.</p>
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Sutin, Sutin, and Hasbi Indra. "Islamic Career Guidance for Increasing Career Insight of Junior High School Students." Prophetic Guidance and Counseling Journal 1, no. 1 (June 2, 2020): 13. http://dx.doi.org/10.32832/pro-gcj.v1i1.2915.
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<em>This research is based on the phenomenon of adolescents still in the period of identity search. Teenagers are also still confused in determining their future careers. Adolescent career choices are usually still unstable influenced by the environment and parents. The main problem formulation in this research is the preparation of an effective Islamic career guidance program to increase career insight of students. The purpose of this study is the establishment of an effective Islamic career guidance program to increasing career insight of junior high school students. With this program students are expected to know the potential that exists in him so that he can determine his career in the future. The research method used is qualitative research with the type of field research and Focus Group Discussion (FGD) method. This research was conducted at SMP Sekolah Alam Bogor and SMP N 5 Kota Bogor. The results of this research islamic career guidance program for junior high school students refer to the four program components namely basic services, responsive services, specialization services and individual planning and system support services.</em>
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MASUYAMA, Kiyoto, and Yoshiak ABICO. "Surveying for high school students department in civil and irrigation engineering especially for construction qualification." Journal of Construction Management, JSCE 7 (1999): 119–28. http://dx.doi.org/10.2208/procm.7.119.
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Boriollo, Marcelo Fabiano Gomes, Edvaldo Antonio Ribeiro Rosa, Wagner Luis de Carvalho Bernardo, Reginaldo Bruno Gonçalves, and José Francisco Höfling. "Electrophoretic protein patterns and numerical analysis of Candida albicans from the oral cavities of healthy children." Revista do Instituto de Medicina Tropical de São Paulo 45, no. 5 (October 2003): 249–57. http://dx.doi.org/10.1590/s0036-46652003000500003.
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The aim of this research was to evaluate the protein polymorphism degree among seventy-five C. albicans strains from healthy children oral cavities of five socioeconomic categories from eight schools (private and public) in Piracicaba city, São Paulo State, in order to identify C. albicans subspecies and their similarities in infantile population groups and to establish their possible dissemination route. Cell cultures were grown in YEPD medium, collected by centrifugation, and washed with cold saline solution. The whole-cell proteins were extracted by cell disruption, using glass beads and submitted to SDS-PAGE technique. After electrophoresis, the protein bands were stained with Coomassie-blue and analyzed by statistics package NTSYS-pc version 1.70 software. Similarity matrix and dendrogram were generated by using the Dice similarity coefficient and UPGMA algorithm, respectively, which made it possible to evaluate the similarity or intra-specific polymorphism degrees, based on whole-cell protein fingerprinting of C. albicans oral isolates. A total of 13 major phenons (clusters) were analyzed, according to their homogeneous (socioeconomic category and/or same school) and heterogeneous (distinct socioeconomic categories and/or schools) characteristics. Regarding to the social epidemiological aspect, the cluster composition showed higher similarities (0.788 < S D < 1.0) among C. albicans strains isolated from healthy children independent of their socioeconomic bases (high, medium, or low). Isolates of high similarity were not found in oral cavities from healthy children of social stratum A and D, B and D, or C and E. This may be explained by an absence of a dissemination route among these children. Geographically, some healthy children among identical and different schools (private and public) also are carriers of similar strains but such similarity was not found among other isolates from children from certain schools. These data may reflect a restricted dissemination route of these microorganisms in some groups of healthy scholars, which may be dependent of either socioeconomic categories or geographic site of each child. In contrast to the higher similarity, the lower similarity or higher polymorphism degree (0.499 < S D < 0.788) of protein profiles was shown in 23 (30.6%) C. albicans oral isolates. Considering the social epidemiological aspect, 42.1%, 41.7%, 26.6%, 23.5%, and 16.7% were isolates from children concerning to socioeconomic categories A, D, C, B, and E, respectively, and geographically, 63.6%, 50%, 33.3%, 33.3%, 30%, 25%, and 14.3% were isolates from children from schools LAE (Liceu Colégio Albert Einstein), MA (E.E.P.S.G. "Prof. Elias de Melo Ayres"), CS (E.E.P.G. "Prof. Carlos Sodero"), AV (Alphaville), HF (E.E.P.S.G. "Honorato Faustino), FMC (E.E.P.G. "Prof. Francisco Mariano da Costa"), and MEP (E.E.P.S.G. "Prof. Manasses Ephraim Pereira), respectively. Such results suggest a higher protein polymorphism degree among some strains isolated from healthy children independent of their socioeconomic strata or geographic sites. Complementary studies, involving healthy students and their families, teachers, servants, hygiene and nutritional habits must be done in order to establish the sources of such colonization patterns in population groups of healthy children. The whole-cell protein profile obtained by SDS-PAGE associated with computer-assisted numerical analysis may provide additional criteria for the taxonomic and epidemiological studies of C. albicans.
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Lassila, M., T. Nordström, T. Hurtig, P. Mäki, E. Jääskeläinen, E. Oinas, and J. Miettunen. "School success in childhood and subsequent prodromal symptoms and psychoses in the Northern Finland Birth Cohort 1986." Psychological Medicine 50, no. 6 (April 23, 2019): 948–55. http://dx.doi.org/10.1017/s0033291719000825.
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AbstractBackgroundLow IQ is a risk factor for psychosis, but the effect of high IQ is more controversial. The aim was to explore the association of childhood school success with prodromal symptoms in adolescence and psychoses in adulthood.MethodsIn the general population-based Northern Finland Birth Cohort 1986 (n = 8 229), we studied the relationship between teacher-assessed learning deficits, special talents and general school success at age 8 years and both prodromal symptoms (PROD-screen) at age 15–16 years and the occurrence of psychoses by age 30 years.ResultsMore prodromal symptoms were experienced by those talented in oral presentation [boys: adjusted odds ratio (OR) 1.49; 95% confidence interval 1.14–1.96; girls: 1.23; 1.00–1.52] or drawing (boys: 1.44; 1.10–1.87). Conversely, being talented in athletics decreased the probability of psychotic-like symptoms (boys: OR 0.72; 0.58–0.90). School success below average predicted less prodromal symptoms with boys (OR 0.68; 0.48–0.97), whereas above-average success predicted more prodromal symptoms with girls (OR 1.22; 1.03–1.44). The occurrence of psychoses was not affected. Learning deficits did not associate with prodromal symptoms or psychoses.ConclusionsLearning deficits in childhood did not increase the risk of prodromal symptoms in adolescence or later psychosis in this large birth cohort. Learning deficits are not always associated with increased risk of psychosis, which might be due to, e.g. special support given in schools. The higher prevalence of prodromal symptoms in talented children may reflect a different kind of relationship of school success with prodromal symptoms compared to full psychoses.
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Ivanišević, Milan. "Utjecaj Bečke oftalmološke škole na početke suvremene oftalmologije u Hrvatskoj." Acta medico-historica Adriatica 18, no. 2 (2021): 337–54. http://dx.doi.org/10.31952/amha.18.2.7.
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The founder of the Vienna School of Ophthalmology was Prof. Dr. Georg Joseph Beer, who founded the First University Eye Clinic in the Vienna General Hospital in 1812. Prof. Ferdinand von Arlt led it for 27 years from 1856 to 1883. As the First Eye Clinic became too small, the Second University Eye Clinic was founded in 1883 at the same hospital in Vienna. Since 1885 it had been led for 30 years by Prof. Ernst Fuchs. Many well-known ophthalmologists were leading those Viennese eye clinics. However, Arlt and Fuchs were the main representatives ofthe Vienna School of Ophthalmology, which was always characterised by the high standards in the diagnosis and therapy of eye diseases. Many Croatian ophthalmologists were educated by them or their students, and later they established eye departments in the major cities in Croatia and transmitted acquired knowledge and experience. The first eye departments in Croatia were formed at the turn of the 19th and 20th century. The First University Eye Clinic in Croatia started to work in Zagreb in 1923. Our ophthalmologists transmitted the organisation of the clinics as they existed in Vienna, and that was the matrix form of all European clinics at that time. Therefore, the tradition of the Vienna School of Ophthalmology was passed on to the next generations. The paper also gives short biographies of Viennese and Croatian ophthalmologists and their mutual relations in education and work.
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Kamil, Islamiah, Meiliyah Ariani, and Umar Islamil. "ACCOUNTING SOFTWARE TRAINING FOR VOCATIONAL SCHOOL STUDENTS IN THE REGION OF TANGERANG – BANTEN PROVINCE." ICCD 1, no. 1 (December 20, 2018): 493–95. http://dx.doi.org/10.33068/iccd.vol1.iss1.72.
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In workplaces, the use of accounting software in business processes is not something new, while most vocational high school graduates still do not understand the use of accounting software. Students who take accounting major, generally have received detailed accounting lessons, but some others are still studied manually. For this reason, trainings are held for Vocational High School students using the methods of: (1) counseling: delivering material in the form of theory. (2) Question and answer; to provide opportunities for participants who still have unclear understanding; (3) Demonstration, in the form of basic accounting material training (basic accounting process manually); (4) Transaction Analysis Practices, and preparation of Financial Statements using Accurate Accounting software. Trainees were students and teachers of Annurmaniayah Vocational School and Budi Mulya Vocational School, Tangerang Banten, and the training was held in the Accounting Laboratory of the Faculty of Economics, University of Prof. Dr. Moestopo (Beragama), on Saturday, March 25, 2017.
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Chmielewski, Witold. "Profesor Marian Walczak (1923–2020)* In memoriam." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 187–97. http://dx.doi.org/10.14746/bhw.2020.42.12.
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Presenting Prof. Marian Walczak’s achievements concentrated on the field of Polish Teachers’ Union and the history of education. The presentation of Prof. Marian Walczak’s biography and achievements in all fields of his rich academic activity, especially in the scope of the history of Polish Teachers’ Union, underground teaching, the activity of high schools and education as well as the martyrdom of Polish teachers during the Nazi occupation. Moreover, the results of the professor’s research into the history of Polish education after WWII have also been presented. The achievements of Prof. Marian Walczak were significant. He is remembered by posterity for his activity in the history of Polish Teachers’ Union and the history of education in the 20th century.
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Tabe, Toshimitsu, and Koji Ohnishi. "A trial map and GIS class on junior high school with university collaboration in Yokohama, Japan." Proceedings of the ICA 1 (May 16, 2018): 1–3. http://dx.doi.org/10.5194/ica-proc-1-109-2018.
Full textAbstract:
On the new curriculum of high school in Japan, geography will be compulsory subject in Japan from 2022. The indexes of new high school geography as compulsory subject will be 1. Using of maps and GIS, 2. Understanding of the world and International collaboration: Life and culture, issues of world, 3. Disaster prevention and ESD: natural environment and disaster, and construction of ideal society. The instruction of the GIS will be one of the issues for social studies teachers in the new curriculum. The aim of this study is to make the utilize map and GIS education content through trial class in junior high school. Trial class was done on Tsurugamine junior high school in Yokohama city with university and Yokohama city school board collaboration. In the trial class, the teacher indicated the old and new topographical maps to students and asked them to consider the characteristics of the area and the land use change. Transparent sheets overlaying is useful this activity. Transparent usage indicated the GIS function of overlay. It is good activity for students to understand the function of GIS. After the considering land use changes, they considered the future of their town. The several unused lands are spread in this area. Students present their opinions how to develop them. The important thing to carry out map and GIS class through neighborhood area is preparation of adequate maps. For this preparation, collaboration with university geography stuffs or undergraduate students are effective.
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Atmarizon, Diki, Novita Efendi, and Sherly Franchisca. "Implementing Authentic Assessment in the 2013 Curriculum by English Teachers of Modern Boarding High School." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 1 (May 28, 2020): 26–42. http://dx.doi.org/10.25217/ji.v5i1.617.
Full textAbstract:
This article aimed to express the implementing authentic assessment in the 2013 curriculum by English teachers of Prof. Dr. Hamka Padang Modern Boarding High School. The illustration enclosed the kinds of authentic assessment, the implementation and the problems encountered by the English teachers. The subjects were two English teachers and 36 students. Observation checklist, questionnaire sheet and interview guideline were used as the research instruments. This is descriptive research and analyzed by qualitatively. The results showed that kinds of authentic assessment implemented by the two English teachers were oral interview, observation, writing sample, project, constructed-respond item and performance by score 45,55% with “poor category”. Although they have maximized their effort, they did not do better on the preparing, scoring, and reporting. Then, lack of time, knowledge and difficult to find appropriate material were still being problems encountered by the English teachers in implementing of the authentic assessment.
Keywords: Authentic Assessment, 2013 Curriculum, English Teachers
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LUBIS, Risnawati, and Yessy Yanita SARI. "EVALUATION OF THE ROLE OF PRINCIPAL LEADERSHIP IN IMPROVING TEACHER MOTIVATION." JKP | Jurnal Kepemimpinan Pendidikan 1, no. 1 (December 5, 2018): 35–50. http://dx.doi.org/10.22236/jkpuhamka.v1i1.3426.
Full textAbstract:
Evaluation of Principal's Leadership Role in Improving Teacher's motivation at Yayasan Al Hidayah Lebak Bulus, South Jakarta. Thesis. Educational Administration Study Program. School of Postgraduate Study University of Muhammadiyah Prof. Dr. HAMKA. August 2016. The purpose of this research was to obtain information and evaluate the effectiveness of Principal's Leadership Role at Junior High School and Vocational High School Al Hidayah in increasing motivation and expected to contribute in running the leadership wheel of the principal. The method used is a qualitative method with a discrepancy evaluation model (DEM). The approach used is a qualitative approach. Data collection techniques by observation, interviews, and FGD (forum group discussion). The results of this evaluation concluded that the Principal's Leadership Role had not run in accordance with the principal's leadership standards in carrying out its role. Many aspects and focus of evaluation require improvement and improvement to achieve maximum results in terms of Principal’s Leadership Role in carrying out its roles and functions. This research recommends to all parties involved to optimize the leadership role of the head of the school in carrying out their duties and functions optimally for the progress of the school or foundation.
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Razak, Noor Zainab Abdul, Nur Ashikinbinti Abdul Gani, and Nur Hazirah Che Ithnin. "Reading Metacognitive Strategies Employed by ESL Learners." IRA International Journal of Education and Multidisciplinary Studies 12, no. 3 (September 29, 2018): 61. http://dx.doi.org/10.21013/jems.v12.n3.p2.
Full textAbstract:
This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.
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Palomäki, Johanna, Martta Kerkelä, Marjo-Riitta Järvelin, Peter Jones, Graham Murray, Tanja Nordström, Sebastian Therman, and Juha Veijola. "M29. SPECIFIC SYMPTOMS IN ADOLESCENCE PREDICT PSYCHOSIS IN THE NORTHERN FINLAND BIRTH COHORT 1986." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S145. http://dx.doi.org/10.1093/schbul/sbaa030.341.
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Abstract Background A number of psychological symptoms have been found to predict psychosis. Many studies have found no specificity to separate symptoms predicting non-psychotic psychiatric disorders from those predicting psychotic disorders. Prodromal symptoms are non-specific problems often preceding frank psychosis. Previously prodromal symptoms have been studied mainly retrospectively or in high-risk clinical populations. We were able to conduct prospective study comparing adolescent symptoms predicting non-psychotic psychiatric disorders and psychotic psychiatric disorders. Methods Members of the Northern Finland Birth Cohort 1986 were asked to fill in PROD-screen questionnaire at age 15–16 years. PROD-screen includes 21 items both measuring positive prodromal symptoms, negative prodromal symptoms and general symptoms. We were able to follow 5,368 participants using Finnish Hospital Discharge Register detecting new hospital treated mental disorders till 30 years. Results Subjects who developed psychosis had significantly more commonly positive and negative symptoms than subjects without psychiatric disorder or subjects who developed non-psychotic disorder. When comparing separate symptoms in those having psychiatric hospital treatments, we found three positive symptoms and three negative symptoms predicting specifically psychotic disorders. After adjusting for confounders, the symptoms predicting psychosis were: Difficulty in controlling one’s speech, behavior or facial expression while communicating, Difficulties in understanding written text or speech heard, Feelings, thoughts or behaviors that could be considered weird or peculiar. Three of the negative symptoms also predicted psychosis: Difficulty or uncertainty in making contact with other people, Lack of initiative or difficulty in completing tasks, Difficulties in carrying out ordinary routine activities (at least one week). Discussion In this large prospective population sample both positive and negative symptoms in adolescence associated specifically with development of first episode psychosis compared to hospital treated non-psychotic disorders. This finding is in line with the other prospective general population follow-up studies. The main contribution of our study to the literature is that we had the possibility to compare the subjects who developed clinically real hospital-treated psychosis not only to healthy comparison subjects but also to subjects who developed non-psychotic psychiatric disorder.
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Baggio, Ricardo, Pablo Botta, Florencia Di Salvo, Sebastián Klinke, Griselda Narda, Griselda Polla, Graciela Punte, Adriana Serquis, Daniel Vega, and Diego Lamas. "Argentinian Association of Crystallography: IYCr activities and 10th anniversary." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1306. http://dx.doi.org/10.1107/s2053273314086938.
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"The history of Crystallography in Argentina is very rich, probably starting with the pioneer work of Prof. Ernesto Galloni in the decade of the `40s. Thanks to Prof. Galloni, the National Committee of Crystallography was founded in 1958 and recognized by the IUCr in 1960. This committee organized several scientific meetings and was in good contact with the Ibero American Crystallography Group during about 35 years. After some crisis in the late `90s, some young crystallographers decided to reorganize the activities and form the Argentinian Association of Crystallography (AACr), which was finally founded on October 30th, 2004, on the occasion of the ""National Workshop on Crystallography"" held in Villa Giardino, Province of Córdoba. Therefore, in the International Year of Crystallography, the AACr is also celebrating its tenth anniversary. The regular annual events of the AACr are a scientific meeting, a school on Crystallography and a workshop. This year, they will be held in Mar del Plata (Province of Buenos Aires) in the period of October 27th-Novembre 7th. In addition, many other academic activities such workshops or postgraduate courses are being organized in the whole country. It is worth to remark the School on Fundamental Crystallography to be held in La Plata, followed by an Agilent-UNESCO-IUCr OpenLab in La Plata and Buenos Aires, in April-May. Moreover, taking into account that Crystallography is a field that needs more promotion in our country, the AACr decided to propitiate several educational and dissemination activities. They include a national crystal growing contest, promotion of Crystallography in high and primary schools through the National Fairs of Science of the Ministry of Education, dissemination talks for different audiences, exhibitions, etc. Acknowledgements: The AACr thanks all the crystallographers that are working hard in these activities: G. Echeverría, O. Piro, S. Suárez, M. Saleta, D. Tobía, R. Carbonio, G. Aurelio, J. Pedregosa, F. Doctorovich, S. Conconi, L. Baqué, F. Napolitano, S. Alconchel, C. Alvarez, A. Ares, C. Bernini, S. Brühl, M. Dailoff, M.A. Foi, M. Harvey, M.S. Lassa, S. Montoro, E. Pannunzio Miner, etc."
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'Aqilah, Fuzna Nur, and Endin Mujahidin. "The Effectiveness Of The Profetic Gestalt Approach (G-Pro) To Improve Student Tolerance." Prophetic Guidance and Counseling Journal 1, no. 1 (June 10, 2020): 22. http://dx.doi.org/10.32832/pro-gcj.v1i1.2917.
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<p align="center"><em>This research is a profetic Gestalt study (G-Pro) in improving the religious tolerance of students in IBN ' AQIL High School. The purpose of this study is to increase the religious tolerance of high school students by using an IT-based Gestalt profetic (G-Pro) guidance and counseling approach. This research uses a quantitative approach with the experimental quation method. The design of the research used is pretest-posttest design of the Nonequivalent group. The population of this study was 110 students at Senior High School (SMA) IBN ' AQIL. Research samples were taken 60 people from the population. A tool for measuring a poll. The data analysis used in this study is quantitative and inferential descriptive analysis. The results of the study known that the G-Pro approach to improving religious tolerance for students in SMA ibn ' Aqil is known Thitung > this (4,826 > 1,980), so it can be stated that there is a significant influence of religious tolerance of students on Group experiments and control groups or it can be said that groups of students given the approach of Gestalt profetic (G-Pro) guidance and counseling are better than those of the control group.</em></p>
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Beamer, James E. "Using Puzzles to Teach the Pythagorean Theorem." Mathematics Teacher 82, no. 5 (May 1989): 336–39. http://dx.doi.org/10.5951/mt.82.5.0336.
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One of the aims of a mathematics prog- gram is to familiarize the students with the Pythagorean theorem. The result, stated algebraically, is c2 = a2 + b2. Stated geometrically, the Pythagorean theorem refers to squares drawn on the three sides of a right triangle. The theorem states that the square drawn on the longest side has exactly the same area as that of the other two squares combined. Is it possible systematically to dissect the two smaller squares into pieces that will cover the larger square? The answer to this question is the focus of this article, which offers sugges-tions about how the Pythagorean theorem can be introduced to students in the middle school years. Enrichment challenges in the form of proofs suitable for high school geometry students are also included. Finally, three proofs of the Pythagorean theorem based on careful analysis of the puzzles are discussed. Senior high school students can be asked to prove that the pieces actually fit and to use this tessellation as a starting point to provide an alternative proof of the theorem.
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Hiramoto, Machiko, Toru Morihara, Yoshikazu Kida, Tomoyuki Matsui, Yoshikazu Azuma, Kazuya Seo, Tetsuya Miyazaki, et al. "Hip, Trunk, and Shoulder Rotational Range of Motion in Healthy Japanese Youth and High-school Baseball Pitchers." Progress in Rehabilitation Medicine 4 (2019): n/a. http://dx.doi.org/10.2490/prm.20190009.
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Villar-Aldonza, Adriano, and Borja Gambau-Suelves. "La desigualdad educativa, ¿son los programas de refuerzo la solución? Evidencia empírica del impacto a nivel intracentros." Revista de Investigación Educativa 38, no. 2 (July 1, 2020): 379–96. http://dx.doi.org/10.6018/rie.394511.
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El diferente ritmo de aprendizaje entre el alumnado es, y ha sido, un problema tanto para el profesor como para la comunidad educativa y académica en su conjunto. Entre las políticas públicas dirigidas a corregir esta problemática destacan dos: el agrupamiento del alumnado con base en sus capacidades-tracking- y, más recientemente, los programas de refuerzo extraescolares. En este trabajo se evalúa el impacto que, sobre la desigualdad educativa, tuvo un programa de refuerzo implantado de manera voluntaria en los institutos españoles entre 2005 y 2012: el plan PROA. Como medida de aproximación a la desigualdad educativa se ha empleado la brecha en términos de resultados existente entre los alumnos de un mismo centro, así como el índice de desigualdad de Gini. Los resultados obtenidos, a partir de la técnica de Propensity Score Matching, señalan que la aplicación del programa no redujo las diferencias en términos de puntuación entre el alumnado, de igual modo que no aumentaron las calificaciones medias en lectura en aquellos centros que decidieron participar en el programa. The need to cater to the different learning pace of students still remains a frequent problem for both teachers and the academic community. Among the public policies aimed to solve this problem, two stand out: the grouping of students based on their abilities -tracking- and, more recently, the extracurricular reinforcement programs. This paper evaluates the impact that the PROA, a reinforcement program implemented on a voluntary basis by different High Schools in Spain between 2005 and 2012, had on educational inequality. To measure educational inequality, the gap in terms of results between the students of the same school has been used, as well as the Gini inequality index. The results obtained, which are based on the Propensity Score Matching technique, indicate that the implementation of this program did not bridge the gap in terms of marks between students. They also suggest that average reading scores did not increase in those schools that decided to participate in the program.
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Pudłocki, Tomasz. "Konferencja naukowa poświęcona pamięci Prof. Andrzeja Gawrońskiego (Przemyśl, 1 kwietnia 2016 r.)." Studia Historiae Scientiarum 15 (November 24, 2016): 381–85. http://dx.doi.org/10.4467/23921749shs.16.016.6159.
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The author gave to print the report of the scientific “Andrzej Gawroński (1885–1927) - a linguist and scholar.” It was organized by the Society of Friends of Science in Przemyśl, Juliusz Słowacki High School No. 1 in Przemyśl as well as the Podkarpackie Center for Teacher Education Przemysl Chapter on April 1, 2016. The meeting was devoted to different aspects of life and scientific work of one of the world's most famous linguists - professor of oriental philology Krakow and Lviv universities, also briefly lived in Przemysl. Materials from the session will be published in The Przemyśl Yearbook issue Literature and Language.
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Duarte, Ronaldo G. "Cartography teaching and the development of spatial thinking in Brazilian geography textbooks." Proceedings of the ICA 1 (May 16, 2018): 1–7. http://dx.doi.org/10.5194/ica-proc-1-32-2018.
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Spatial thinking has been recognized as closely related to tools of representation (NRC, 2006) and the maps have been widely pointed out as crucial for the development of that kind of reasoning. Furthermore, the scientific com-munity dedicated to the field of the spatial thinking has been asserting that the abilities encompassed in such a complex cognition can and must be fostered in school. Considering these groundwork, our research focused on the decision to assess the effectiveness of the contribution for the development of student’s spatial thinking, provided by the questions found in Brazilian middle school geography textbooks. The main concern was the proficiency regarding cartographic language.<br> To assure the possibility of comparing our results with some other investigations we decided to use a methodology that was strongly based on the Taxonomy of Spatial Thinking, designed by Injeong Jo and Sarah Bednarz (2009).<br> Counting on those powerful tools we analyzed 6.884 questions in the three most adopted geography textbooks sets in Brazilian middle schools (6th, 7th, 8th and 9th grades). For the purpose of enlarging the number of books and countries to be compared, we have also evaluated 2.073 questions that are present in a French geography textbook set edited for the same grades. Using the taxonomy enabled us not only to evaluate if the questions demanded or not the use of the spatial thinking by the students. It also showed us the three general levels of reasoning involved, allowing to discern between low, intermediate and high levels of spatial thinking.
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Gimenes de Sena, Carla Cristina Reinaldo, and Barbara Gomes Flaire Jordão. "Evaluation of adapted books and the use of Tactile Cartography at public schools in the State of São Paulo, Brazil." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-47-2018.
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Brazil adopts an educational inclusion policy, which is based on the insertion of students with special needs in the elementary and high school. In the State of São Paulo, Brazil, visually impaired students, who attend public schools, receive books adapted for blind and low sighted individuals, so they can participate on Geography classes. This paper presents the results of the analysis of the enlarged material adapted to braille used at the elementary school. The analysis was based on the principle of the graphical semiology developed by ALMEIDA (2015), which discusses the use of alternative materials in order to represent areas, lines and dots with different heights, textures and shapes. The results were obtained through interviews, surveys and evaluation of teachers and students, who somehow experience the specificities of the visually impaired students daily. We observed that the adapted books do not bring all information contained in the original versions of the books and some of the exercises are not presented. Furthermore we could notice that the teachers and other students do not have any level of proficiency in understanding braille, which can hamper the interaction between visually impaired and the other students. After the observations, we adapted 22 maps using colored materials and handcraft techniques taking in-to account the different needs of the low sighted audience. The materials used are easy to be found and purchased, since they have a low cost. Using this alternative material we achieved a learning that was representative to all students and to the teachers, providing the socialization of the acquired knowledge.
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Toineno, Fespy oristo. "SOCIAL SOLIDARITY OF STUDENTS IN STATE SMA KUPANG CITY." Advances in Social Sciences Research Journal 6, no. 11 (November 17, 2019): 136–43. http://dx.doi.org/10.14738/assrj.611.7291.
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SOCIAL SOLIDARITY OF STUDENTS IN STATE SMA KUPANG CITY
Fespy O. Toineno, S.Pd, Prof. Dr. Muhammad Akhyar, M.Pd, Prof. Dr. Nunuk Suryani, M.Pd
Email: 1 fespyoristo@yahoo.com, 2 makhaliya@yahoo.com, 3 nunuk_suryani_uns@yahoo.com
History Education Postgraduate Program, Sebelas Maret State University Surakarta
ABSTRACT
Social solidarity is the togetherness of individuals or groups that arise from moral feelings and shared beliefs that are reinforced by shared emotional experiences. Durkheim in Maliki said, there are two social solidarity namely mechanical solidarity and organic solidarity. Mechanical solidarity is an individual's awareness in carrying out social life based on the foundation of identity among its members. Whereas organic solidarity is an awareness developed on the basis of social cohesion through different solidarity models within the class of its members.
This research uses descriptive qualitative method, research location in the city of Kupang. Data collection is done through library research, observation, in-depth interviews, and documentation techniques. The informants in this study were students of the State Senior High School in Kupang. Data analysis techniques used in this study were by means of data collection, data reduction, data presentation and drawing conclusions.
The results showed that organic social solidarity was quite prominent in students. In the process of student social interaction, organic solidarity is more prominent. This is seen through one of the student activities in the learning process such as the division of study groups. The behavior of choosing friends according to liking, emotional closeness is very prominent. While the division of student roles is going well, but individuality or competition in groups and competition with other groups of students is inevitable.
Keywords: Solidarity, Social, Students, Schools
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Marcelino, Angélica de Cássia Gomes, Rita de Cassia Cavalcanti Porto, and Angela Ninfa Mendes de Andrade Cabral. "Reforma do Ensino Médio: retrocesso nas políticas educacionais brasileiras | High School Reform: Setback in Brazilian Educational Policies." Revista de Educação PUC-Campinas 25 (February 13, 2020): 1. http://dx.doi.org/10.24220/2318-0870v25e2020a4586.
Full textAbstract:
O presente artigo é um ensaio que tem por objetivo refletir o contexto da reforma do Ensino Médio, implantada no Brasil por meio da Lei n°13.415/2017 e os seus impactos na formação docente, visando levantar discussões, estudos, diálogos e evidências que possam levar à reflexão acerca das políticas de formação dos professores vinculadas ao modelo de gerenciamento empresarial que vem sendo recentemente aplicado à educação. Constata-se, neste estudo, que essas políticas reformistas não estão comprometidas com a luta dos trabalhadores da educação e não propõem uma qualidade social. A reforma do Ensino Médio é vista neste estudo como um mecanismo de reprodução quando analisada à luz dos referenciais teóricos de Bourdieu e Passeron. Apontam-se, ainda, encaminhamentos que busquem o fortalecimento das estratégias de resistência dos profissionais docentes e a constante luta em prol do compromisso com as classes populares e/ou com quem precisar fazer uso da Educação Pública brasileira. A pesquisa se inspira na investigação temática, embasada em Freire, que se caracteriza pela leitura e análise crítica da realidade, bem como pela elaboração de propostas de ação, considerando que as políticas de formação docente deverão partir das necessidades dos educadores e da leitura crítica da realidade, a fim de que estes possam construir uma trajetória emancipatória, num processo permanente de reflexão-ação-reflexão.
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Marcelino, Angélica de Cássia Gomes, Rita de Cassia Cavalcanti Porto, and Angela Ninfa Mendes de Andrade Cabral. "Reforma do Ensino Médio: retrocesso nas políticas educacionais brasileiras | High School Reform: Setback in Brazilian Educational Policies." Revista de Educação PUC-Campinas 25 (January 16, 2020): 1. http://dx.doi.org/10.24220/2318-0870v25n0a4586.
Full textAbstract:
O presente artigo é um ensaio que tem por objetivo refletir o contexto da reforma do Ensino Médio, implantada no Brasil por meio da Lei n°13.415/2017 e os seus impactos na formação docente, visando levantar discussões, estudos, diálogos e evidências que possam levar à reflexão acerca das políticas de formação dos professores vinculadas ao modelo de gerenciamento empresarial que vem sendo recentemente aplicado à educação. Constata-se, neste estudo, que essas políticas reformistas não estão comprometidas com a luta dos trabalhadores da educação e não propõem uma qualidade social. A reforma do Ensino Médio é vista neste estudo como um mecanismo de reprodução quando analisada à luz dos referenciais teóricos de Bourdieu e Passeron. Apontam-se, ainda, encaminhamentos que busquem o fortalecimento das estratégias de resistência dos profissionais docentes e a constante luta em prol do compromisso com as classes populares e/ou com quem precisar fazer uso da Educação Pública brasileira. A pesquisa se inspira na investigação temática, embasada em Freire, que se caracteriza pela leitura e análise crítica da realidade, bem como pela elaboração de propostas de ação, considerando que as políticas de formação docente deverão partir das necessidades dos educadores e da leitura crítica da realidade, a fim de que estes possam construir uma trajetória emancipatória, num processo permanente de reflexão-ação-reflexão.
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Guerri, Annalisa, Giovanna Scapin, and Paola Spadon. "The International School of Crystallography: an example of continuing education." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1274. http://dx.doi.org/10.1107/s2053273314087257.
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2014 has been declared by UNESCO the International Year of Crystallography. Following the declaration, many initiatives have flourished with the intent of spreading the science and culture of crystallography, since among the major objectives of the IYCr2014 are increase of public awareness on the science of crystallography, promotion of education and research in all fields of crystallography and fostering of international collaborations. The International School of Crystallography is an internationally recognized meeting that was started in 1974 by Prof. Riva di Sanseverino, with the similar goals of promoting high level crystallographic education, scientific exchanges and collaborations. In 2014 the school celebrates its 40th year of activity. During these forty years, courses have been held on many different topics addressing all aspects of crystallography, from crystal growth theory to practical applications in drug discovery to the use of cutting edge technologies; students and teachers have been brought together in an environment that fostered high level scientific discussions as well as unique interpersonal relationships. Many of the students moved on to become well known personality in the crystallographic community, while retaining collaborations and friendships started during the School. Through these years the School teaching methods have also evolved, taking advantage of the fast technological progress of the past 10 years or so. The School offers both traditional lectures and practical computer-based workshops, to guarantee the students not only a theoretical background, but also hands-on experiences on applied crystallography. The dedication of the organizers and lecturers, the unconditioned support of the local staff, and the unique location of the School have made it a great success and a very popular meeting for generations of crystallographers.
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Mastoni, Edy. "The Brain Based Learning (BBL) and Intrapersonal Intelligence for Mathematics Learning in Junior High School." Asia Proceedings of Social Sciences 4, no. 3 (April 26, 2019): 17–19. http://dx.doi.org/10.31580/apss.v4i3.815.
Full textAbstract:
Research Highlights
The study proposed two focus studies and results indicated there is a conformity between Brain Based Learning (BBL) and students' intrapersonal intelligence toward characteristics of junior high school mathematics learning. Implementation of Brain Based Learning (BBL) and intrapersonal intelligence in junior high school mathematics learning can improve student’s learning outcomes.
Research Objectives
This research aims to knowing activities of junior high school mathematics learning and to knowing conformity of characteristics between Brain Based Learning (BBL) and intrapersonal intelligence with junior high school mathematics learning. BBL as a learning strategies and intrapersonal intelligence as an internal factors of students must be the main consideration in learning activities, including in this case mathematics learning. Learning is more directed at construction than instruction, which has implications for the role of teachers and students (Reigeluth and Carr-Chellman, 2009). Learning strategies concept is a various types of plans used by the teacher to achieve goals (Silver et al., 2012). In simple terms, this view states that learning strategies are ways to do something in achieving goals. Learning mathematics is learning about the concepts and structure of mathematics and looking for relationships between the two on the material being studied (Bruner, 2009). In the learning activities, learning materials must be adapted to the abilities and cognitive structures of students. Learning material must be related to the concepts that are already owned so that new ideas can be fully absorbed by students (Ausubel, 2012). Learning activities must be gradual, sequential and always based on past learning experiences.
Methodology
This type of research is qualitative descriptive. The approach used is qualitative with descriptive methods and literature studies. Data collection uses documentation studies, observations, and interviews with teachers and students. Data collection was conducted in junior high school of SMP Assahil Lampung Timur in the 2018/2019 academic year. The mathematics teachers and students were included in this study as a respondents. In this study the data analysis used was quantitative descriptive and qualitative descriptive analysis. Quantitative descriptive analysis is used to present and analyze data relating to mathematics learning outcomes over the past three years. Qualitative descriptive analysis is used to interpret and analyze data regarding the learning process of mathematics that has taken place.
Results
The study indicate that mathematics teachers have only used expository learning strategies in learning activities. The expository learning strategy is a form of teacher-centered learning approach. Mathematical learning outcomes are not satisfactory. The Mathematics learning is a learning process that involves active students building mathematical knowledge (Cobb, 2013). In mathematics learning there is a process of developing students' creativity to improve their abilities and beliefs in building knowledge and mastering good mathematics subject matter. The Characteristics of Brain Based Learning (BBL) emphasizes students to play an active role in building the concepts learned (Ulger, 2018). The steps in the BBL learning strategy include creating a learning environment that challenges students' thinking skills (regulated immersion), creates a relaxed learning environment, and creates actual and meaningful learning situations for students (active processing). Intrapersonal intelligence is self-knowledge as intelligence that involves self-awareness or self-sensitivity, thought processes, realizing changes that occur in oneself, involving skills of cooperation and communication both verbally and nonverbally (Alder, 2001). The characteristics of intrapersonal intelligence consist of three main aspects that can be used as benchmarks, namely recognizing oneself, knowing one's own desires, and knowing what is necessary for oneself.
Findings
The results of data analysis, it was found that the learning activities that had taken place so far only used expository learning strategies. The teacher does not apply learning strategies that are in accordance with the internal factors of students in learning mathematics. The literature review show that there is a match between the characteristics of junior high school mathematics material, the characteristics of BBL learning strategies and the characteristics of intrapersonal intelligence. Therefore, the implementation of BBL learning strategies and intrapersonal intelligence in junior high school mathematics learning is very well done to improve student learning outcomes.
Acknowledgement
This study was supported by Universitas Negeri Jakarta and SMP Assahil Lampung Timur, for which thanks to 1) Doctoral Program in Educational Technology, Postgraduate Program at Universitas Negeri Jakarta; 2) SMP Assahil Lampung Timur; 3) Prof. Dr. M. Syarif Sumantri, M.Pd. as the promoter and Prof. Dr. Nurdin Ibrahim, M.Pd. as the co. promoter who has provided guidance to the author.
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Nemati Lima’i, Amir. "A COMPARISON: AMIR ALISHIR NAVA’I THE COUNTERPART OF KHAWAJA NIZAM AL-MULK TUSI OR KHAWAJA RASHID AL-DIN FADLULLAH HAMADANI." ALISHER NAVOIY INTERNATIONAL JOURNAL 1, no. 1 (January 30, 2021): 169–77. http://dx.doi.org/10.26739/2181-1490-2021-1-17.
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Throughout Iran’s1 ancient and long history, the number of people who has become prom-inent in political and cultural activities is not few. Khawaja Nizam al-Mulk Tusi, a prominent politician and minister (Vizier/Divansalar) of the Seljuq era, Khawaja Rashid al-Din Fadlullah Hamadani, the great man in the realm of politics and culture in the Ilkhanid era and Amir Alishir Nava’i, a politician and a cultured man in the Timurid era, are three renowned personalities who have a high profile from the perspective of scholars in history.In addition, a number of schol-ars by comparing the performance of Khawaja Nizam al-Mulk Tusi and Amir Alishir Nava’i in their researches and studies claimed that Amir Ali Sher can be called Khawaja Nizam al-Mulk al-Thani (The second or another Khawaja Nizam al-Mulk
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Bandrova, Temenoujka, Miljenko Lapaine, and Silvia Marinova. "Certificates for High-Quality Cartographic Products." Proceedings of the ICA 2 (July 10, 2019): 1–6. http://dx.doi.org/10.5194/ica-proc-2-7-2019.
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<p><strong>Abstract.</strong> The study is inspired by questions that students and teachers ask during past experiments that the authors have carried out. The users who represent Bulgarian and Croatian schools are invited to evaluate existing maps and draw their own maps. This research focuses on cartographical mistakes and how they impact user’s understanding of the map. We don’t aim to show or explain all cartographic mistakes. The examples are chosen arbitrarily and do not claim to provide an exhaustive list of the problems.</p><p>Online maps which hold a significant market share provide cartographic information in various thematic areas for different kind of users. Producers of all world map platforms try to cover all necessary information in a similar way and do not consider user’s age, cultural, professional and knowledge diversity. Similar behaviour is observed with the production of traditional maps where various cartographic mistakes can be pointed.</p><p>To respond to these observations, Bulgarian and Croatian cartographic associations created rules and conditions under which a cartographic product can receive a Certificate for high-quality map / atlas / other cartographic product.</p>
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Silva, Vanessa Costa Gonçalves, Raquel Martins Fernandes Mota, and Maria Das Graças Campos. "Bullying e Processos de Escolarização: Diálogos e Perspectivas Pedagógicas." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (October 2, 2019): 237. http://dx.doi.org/10.17921/2447-8733.2019v20n3p237-245.
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Os processos de escolarização são marcados por etapas diversas de um desenvolvimento psicossocial, alguns fatos e intervenções podem interferir neste processo significativamente, dentre estes se destaca a violência escolar, como forte elemento que despotencializa os resultados. Como intervir pedagogicamente de modo a prevenir, combater e tratar o bullying é uma das questões levantadas pelo grupo de pesquisa em Humanidades e Sociedade Contemporânea do IFMT e aqui elencada, com o objetivo de perceber as subjetividades no processo e como atuar na perspectiva pedagógica em relação a mesma. Foram pesquisadas sete escolas, entre 2016 e 2018, com questionário diagnóstico sobre bullying e violação dos Direitos Humanos. Apresentam-se alguns resultados da pesquisa e intervenções realizadas, bem como revisão de literatura sobre a atuação pedagógica. Dos 616 estudantes, 121 afirmaram ter sofrido violação de seus direitos no ambiente escolar (21,3%); os mesmos sugeriram várias atividades para combater o bullying, das quais algumas foram realizadas de modo satisfatório. Percebe-se que ao trabalhar no Ensino Médio, o protagonismo jovem é o elemento principal para atuar em prol da preservação dos direitos humanos de um modo geral. Palavras-chave: Ensino. Violência Escolar. Direitos Humanos. Currículo. AbstractThe schooling processes are marked by different psychosocial development stages, some facts and interventions can significantly interfere in this process, among them the school violence stands out as a strong element that deprives the results. How to interfere pedagogically in order to prevent, combat and treat bullying, is one of the questions raised by the research group on Humanities and Contemporary Society of IFMT and here listed, having as an aim of perceiving the subjectivities in the process and how to act in the pedagogical perspective in relation to it. Seven schools were surveyed, between 2016 and 2018, with a diagnostic questionnaire on bullying and human rights violations. Some results of the research and interventions carried out are exhibited, as well as a literature review about the pedagogical performance. From 616 students that answered the questionnaire, 121 reported having suffered a violation of their rights in the school environment (21.3%); they suggested several activities to combat bullying, which ones were carried out satisfactorily. It is noticed that when it is worked in high school, the young protagonism is the main element to act for the human rights preservation in general. Keywords: Teaching. School Violence.Human Rights.Curriculum
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Tchernev, Georgi, Ilia Lozev, Torello Lotti, Uwe Wollina, Serena Gianfaldoni, Claudio Guarneri, Jacopo Lotti, Katlein França, Atanas Batashki, and Anastasiya Chokoeva. "Dermatologic Surgery and Dermatologic Oncology as an Essential Part of the Modern Dermatology in Bulgaria." Open Access Macedonian Journal of Medical Sciences 5, no. 4 (July 18, 2017): 518–20. http://dx.doi.org/10.3889/oamjms.2017.118.
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Dermatosurgery and dermatooncology are an integral part of dermatology as a speciality, and this postulate is strictly respected in a high percentage of European dermatological units. Due to the fact that a number of other specialties interweave with the subject of therapy - the surgical treatment of the patient with skin tumors, the positioning of dermatosurgery as part of dermatology is generally controversial (according to some), and at the same time is often the subject of a number of debates and conflicts. These include maxillofacial surgeons, plastic surgeons, regenerative and reconstructive surgeons, surgical and medical oncologist, etc. The advantages of these specialities are mainly based on good medical practice and good surgical techniques that are applied. In contrast, their disadvantages are based on the lack of good awareness of the initial surgical approach as well as the need for time-adjusted and accurately performed additional surgical interventions which should befurthermore careful scheduled with the relevant oncology units. Losing this thread, in practice, it turns out that we are losing the patients themselves or, looking laconically, we are working with reduced efficiency and effectiveness. Although for the last 15 years the positions of these sub-sectors in Bulgaria had been underdeveloped, a certain ascent has been observed nowadays or from a couple of years ago. This advance is undoubtedly due to the influence of the German Dermatological School, presented by Prof. Dr. Uwe Wollina, Head of Department of Dermatology, Venereology and Allergology in Dresden, Germany, as well as due to other respected representative of the Italian Dermatological School - in the face of Prof. Dr. Torello Lotti, Head of the Dermatology Unit at G Marconi University of Rome, Italy.
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Mazo, L. A., O. F. Miroshnichenko, and E. N. Efimova. "History and modernity of the economy of railway transport in the works of VNIIZHT scientists." VNIIZHT Scientific Journal 80, no. 3 (June 30, 2021): 168–81. http://dx.doi.org/10.21780/2223-9731-2021-80-3-168-181.
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The article reflects the most important areas of work and the contribution of scientists of the Department of Economics and Finance of the JSC “VNIIZHT” (now the scientific center “Economics of Complex Projects and Tariff Formation”) in the development of economic science in railway transport since the foundation of the department in 1944 to the present.Theoretical foundations for measuring the economic efficiency of capital investments and new technology in the national economy were created by the head of the department academician T. S. Khachaturov, and then adapted to the conditions of railway transport by the head of the department Dr. Tech. Sci., prof. A. E. Gibshman, head of the sector Dr. Econ. Sci., prof. N. N. Barkov and their followers. Issues of management accounting, analysis, planning of operating costs, calculating the cost of transportation, calculating the unit costs of measuring transport work are central to the research of the department. Under the scientific guidance of Dr. Econ. Sci., prof. A. P. Abramov in this area of research in the department has developed a large scientific school. In the development of scientific areas for economic incentives and increasing labor productivity and financial management, a great contribution was made by Dr. Econ. Sci., prof. M. M. Tolkacheva. Traditional scientific direction for the department of economics is the improvement of pricing for freight and passenger transportation, and other activities. Theoretical research and practical development since the beginning of the 70s of the last century were conducted under the leadership of Dr. Econ. Sci. A. V. Kreinin, and later — the head of the department Dr. Econ. Sci. L. A. Mazo. Since the mid-80s under the direction of Dr. Econ. Sci., prof. O. F. Miroshnichenko, the issues of the economy of passenger transportation stand out in a separate scientific direction, covering high-speed traffic, costs, marketing, tariffs, reforming the passenger complex.At present, the staff of the research center continues to conduct research in the most important areas of the economy of railway transport, which contribute to the increase in the efficiency and competitiveness of Russian Railways in the transport services market.
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Loreto, Elgion Lucio da Silva, and Karen Costa Soldi. "Romeu Beltrão e o Boletim do Instituto de Ciências Naturais." Ciência e Natura 42 (September 3, 2020): e4. http://dx.doi.org/10.5902/2179460x35029.
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The Bulletin of the Institute of Natural Sciences of the Federal University of Santa Maria was a scientific journal, pub lished between 1962 and 1968. It represented a vehicle for research carried out at the Institute of Natural Sciences of the newly created Federal University of Santa Maria. The articles published addressed mainly the phytogeography and paleontology of the region. The main contributor and mentor of the journal was Prof. Romeu Beltrão, man of multiple interests. He was a doctor, historian, high school teacher, professor, writer, botanist, paleontologist. The pioneering "Bulletin" is discussed within the evolution of research and pos-graduate studies at the university in which it arises. We also discussed the potential of this material to address the Nature of Science, and how scientific development is tied to the social and historical conditions in which it is embedded.
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Wondrak, Stephan. "Development of a Planet Tool for an interactive School Atlas as eBook." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-123-2018.
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The present thesis describes the development of a planet tool for an interactive school atlas using an eBook format. Especially the technical and cartographical capabilities of the open standard ePUB 3 are evaluated. An eBook application with interactive and dynamic 2-dimensional visualizations is developed especially to show whether the re-al-world dimensions and distances in the solar system can be mapped in a cartographical correct and for students easy understandable manner. In the first part of the work, the requirements of the planet tool are evaluated in co-operation with experts. The open standards PDF and ePUB 3 are investigated with regard to the requirements for the development of the planet tool. Another chapter describes in detail all significant steps of the development process for a prototype of the planet tool. A graphic file originally created for print production is prepared and enhanced with interactive features to generate one of the eBook pages. This serves to show a potential workflow for the generation of eBook pages in a cross-media atlas production. All sample pages of the prototype show different layouts and contain the entire spectrum of interactive features and multimedia content of modern eBooks. The sample pages are presented and discussed in an own chapter. The results of the present work aim at answering the question concerning the suitability of the open standard ePUB 3 for the development of a multimedia eBook for high school education.
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 1 (July 24, 2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.
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Dear Readers,
It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief