Academic literature on the topic 'Parent Representatives Action Group'
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Journal articles on the topic "Parent Representatives Action Group"
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Lee, Sang Min, Antoinette Thorn, Susana Contreras Bloomdahl, Jung Hee Ha, Suk Kyung Nam, and Jayoung Lee. "Parent Involvement in School: English Speaking versus Spanish Speaking Families." Spanish journal of psychology 15, no. 2 (2012): 582–91. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n2.38869.
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The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N= 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.
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Kabanova, P. "Cultural and Ethnic Features of Udege People’s Experiences in Extreme Situations." Bulletin of Science and Practice 6, no. 3 (2020): 484–90. http://dx.doi.org/10.33619/2414-2948/52/58.
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This article discusses the definition of an extreme situation, its parameters and features, as well as the impact on the psychoemotional state of a person. The changes that can occur in a person's mental activity, in particular at the cognitive, emotional and behavioral levels, are described under the influence of not only personal factors, but also cultural characteristics, as well as individual life experience. On the example of the Udege ethnic group, ethnicity is considered as a factor of influence on human behavior in an extreme situation. Detailed consideration of this issue allows us to determine the degree of influence of ethnicity on behavior in an extreme situation and pay attention to the need to take into account cultural and ethnic characteristics when performing professional activities by psychologists in an extreme situation. The analysis of research is carried out, which allows us to identify the overall psychological characteristics of the Udege people, which were formed under the influence of cultural and moral - ethnic norms and values characteristic of these representatives of the Tungus-Manchu ethnic group. In particular, the features of ritual actions and rites were considered, as a characteristic of religious beliefs, moral and ethnic bases of interaction between representatives of the ethnic group. Features of everyday life features of gender distribution of roles, bases of marriage relations, bases of child-parent relations and characteristics of education. These features of cultural and ethnic values are considered as conditions that affect a person's behavioral response in an extreme situation and allow us to create a General psychological portrait of the Udege ethnic group, on the basis of which it becomes possible to make assumptions about the possible reactions of Udege people in an extreme situation.
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Flück, Christa, Anna Nordenström, S. Faisal Ahmed, et al. "Standardised data collection for clinical follow-up and assessment of outcomes in differences of sex development (DSD): recommendations from the COST action DSDnet." European Journal of Endocrinology 181, no. 5 (2019): 545–64. http://dx.doi.org/10.1530/eje-19-0363.
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The treatment and care of individuals who have a difference of sex development (DSD) have been revised over the past two decades and new guidelines have been published. In order to study the impact of treatments and new forms of management in these rare and heterogeneous conditions, standardised assessment procedures across centres are needed. Diagnostic work-up and detailed genital phenotyping are crucial at first assessment. DSDs may affect general health, have associated features or lead to comorbidities which may only be observed through lifelong follow-up. The impact of medical treatments and surgical (non-) interventions warrants special attention in the context of critical review of current and future care. It is equally important to explore gender development early and refer to specialised services if needed. DSDs and the medical, psychological, cultural and familial ways of dealing with it may affect self-perception, self-esteem, and psychosexual function. Therefore, psychosocial support has become one of the cornerstones in the multidisciplinary management of DSD, but its impact remains to be assessed. Careful clinical evaluation and pooled data reporting in a global DSD registry will allow linking genetic, metabolomic, phenotypic and psychological data. For this purpose, our group of clinical experts and patient and parent representatives designed a template for structured longitudinal follow-up. In this paper, we explain the rationale behind the selection of the dataset. This tool provides guidance to professionals caring for individuals with a DSD and their families. At the same time, it collects the data needed for answering unsolved questions of patients, clinicians, and researchers. Ultimately, outcomes for defined subgroups of rare DSD conditions should be studied through large collaborative endeavours using a common protocol.
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Luginaah, Isaac, Eleanor Maticka-Tyndale, Wambui Kairi, Janet Wildish, and Chris Brouillard-Coyle. "Extending HIV/AIDS-Prevention Efforts in Kenya: Primary Schools as Community-Based Organizations." Environment and Planning C: Government and Policy 25, no. 3 (2007): 439–56. http://dx.doi.org/10.1068/c1511r.
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The question of whether primary schools in Kenya can take on community-based activities beyond their day-to-day functioning, emerged from a larger HIV/AIDS education and prevention program—Primary School Action for Better Health (PSABH). The methodology involved both quantitative and qualitative approaches. The quantitative component was based on 163 schools, which were involved in the larger PSABH program. Qualitative analysis was based on consultative meetings with twenty key informants and follow-up focus-group discussions with representatives from eight schools involved in community-based activities. The results suggest that in this context schools have strong community ties, with most of them willing to take up community-based organization (CBO)-related activities beyond their day-to-day functioning. Schools were more likely to take on CBO-related activities, such as support for orphans, if they had a higher proportion of female teachers, a school sponsor that was involved in the selection of the head teacher, more Parent Teacher Association meetings, and if HIV/AIDS was incorporated into community festivals. A school's involvement was reinforced if it performed well in the Kenya Certificate of Primary Education examination, if the school's head teacher was committed, and if most of the teachers were from the local community. Despite several challenges, the findings point to the need to take schools seriously in their duty as CBOs which can have a positive impact in mitigating not only the effects of HIV/AIDS, but also other community-development activities in ravaged sub-Saharan African countries. The proposed expansion of PSABH further puts Kenyan schools in a stronger position to be involved in their communities through CBO-related activities.
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Dudareva, A. "Cultural and Ethnic Features of the Experience of the Ossetian Ethnic Group in Extreme Situations." Bulletin of Science and Practice 6, no. 7 (2020): 315–22. http://dx.doi.org/10.33619/2414-2948/56/38.
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This article describes the cultural and ethnic characteristics of the representatives of the Ossetian ethnic group. Moral–ethical foundations of interaction within the Ossetian ethnic group, gender norms in ethnic culture, features of parent–child relationships, specifics of experiencing death and psychological characteristics of representatives of a given people were described. Based on the material studied, assumptions were made regarding possible options for experiencing extreme situations.
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Rowley, Peter, and Paul Taylor. "Involutions in Janko’s simple group J4." LMS Journal of Computation and Mathematics 14 (November 1, 2011): 238–53. http://dx.doi.org/10.1112/s1461157009000540.
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AbstractIn this paper we determine the suborbits of Janko’s largest simple group in its conjugation action on each of its two conjugacy classes of involutions. We also provide matrix representatives of these suborbits in an accompanying computer file. These representatives are used to investigate a commuting involution graph for J4.Supplementary materials are available with this article.
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Zhdanova, A. "Ethno-Cultural and Psychological Features of Azerbaijanians Experiences in Extreme Situations." Bulletin of Science and Practice 6, no. 3 (2020): 491–97. http://dx.doi.org/10.33619/2414-2948/52/59.
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This article describes the cultural and ethnic characteristics of the representatives of the Azerbaijanian ethnic group. Moral–ethical foundations of interaction within the Azerbaijanian ethnic group, gender norms in ethnic culture, features of parent–child relationships, and psychological characteristics of representatives of a given people were described. Also, based on cultural and ethnic features, assumptions were made regarding possible options for experiencing extreme situations.
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Shvets, L. "Ethno-Cultural and Psychological Peculiarities of Lezgin Ethnos Experiences in Extreme Situations." Bulletin of Science and Practice 6, no. 4 (2020): 394–400. http://dx.doi.org/10.33619/2414-2948/53/43.
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This article describes the cultural and ethnic characteristics of the representatives of the Lezgin ethnic group. Moral–ethical foundations of interaction within the Lezgin ethnic group, gender norms in ethnic culture, features of parent–child relationships, and psychological characteristics of representatives of a given people were described. Also, based on cultural and ethnic features, assumptions were made regarding possible options for experiencing extreme situations.
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Uibu, Marko. "“Doctors Just Don’t Care about People!” How Medical Specialists Are Depicted in a Vaccine-Critical Estonian Facebook Group." Folklore: Electronic Journal of Folklore 82 (April 2021): 215–38. http://dx.doi.org/10.7592/fejf2021.82.uibu.
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Vaccine hesitancy as a great health risk is related to trust in healthcare providers’ recommendations and provider-parent interaction. The negative image of doctors and their motives may hinder open communication and trustful relationship. As the role of the internet as a source for health information and emotional support has become significant, social media discussions about health and medicine provide valuable opportunities to observe the formation of critical attitudes towards doctors and medicine. This article examines representations of medical specialists in an Estonian vaccine-critical public Facebook group. On the forum, doctors are depicted as dumb and blind believers who operate in a wrong paradigm and are not able to see the full and accurate picture of “real health”. According to the group rhetoric, doctors’ willingness to help parents and children is limited as they depend on a broader exploitive medical system or Big Pharma. As medical specialists are not trustworthy and do not take any responsibility, parents feel that they must closely control all the actions. The group members believe that it is better not tell the truth to doctors and, if necessary, to threaten them with law enforcement. Many of the forum posts are very emotional, illustrating the heavy burden parents perceive in taking vaccine-related decisions. The ridiculing of medical specialists has an empowering effect on patients to feel more in control. Forum posts emphasize common belonging and shared concerns. Therefore, social media is not only a stage for vaccine information but an active factor contributing to the circulation of meanings and enabling emotional support and community formation.
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Yasenkova, A. "Cultural-Ethnic and Psychological Features of the Chuvash Ethnos Experiences in Extreme Situations." Bulletin of Science and Practice 6, no. 11 (2020): 396–400. http://dx.doi.org/10.33619/2414-2948/60/49.
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This article examines the cultural and ethnic characteristics of the representatives of the Chuvash ethnic group, as well as describes the moral and ethical foundations of interaction within the Chuvash ethnic group, gender norms in ethnic culture, the peculiarities of child-parent relationships and the psychological characteristics of representatives of this people. Based on cultural and ethnic characteristics, a general portrait of the Chuvash was compiled and assumptions were made about possible reactions and experiences in the event of an extreme situation.
Dissertations / Theses on the topic "Parent Representatives Action Group"
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Lin, Ching-Yueh, and 林清月. "An action on the program of parent-child cooking group-Based on filial therapy." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/27cku7.
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碩士<br>台南應用科技大學<br>生活服務產業系生活應用科學碩士班<br>106<br>In this research, The theory Filial Play Therapy was based on Parents-child cook and through the research which developed a five-stage action research circular steps. The research studied that Parents-child does the housework of the kitchen together in the Kitchen. The process of learning how to make good use of the skills of Child-Centered for parents. This research used Action Rrsearch, and built five-stages circular action plan. The first stage was The Family Appearance Observation of Parents-child Cook. The researcher is as the observer to join the research of family of parents-child cooks observation. Thereby, the researcher could understand Filial Play Therapy deeply, and enhanced the skills to grasp the process of parents-child cooks together in their family. Accordingly, it made The Program of Parents-child Cook for Parents Groups.
The second stage is The Program of Parents-child Cook Together for Parents Groups. The main exploration of this program, whether improve the skills effectively to use Child-Centered for parents. In this stage, the researcher found six members, and analyzed with Consensual Qualitative Research after observation and collecting the information on interviewing. As a result:○1after 8 weeks, the participant learned the skills of Child-Centered, and they were good at encouraging and identifying. However, tracking behavior, emotional reaction and limiting skills didn’t use freely.○2We could find the alter course of the participants in the video of cook -together. At the beginning, they vacillate between Adult-Centered and Child-Centered, and then got an epiphany through review the video. Finally, increasing the action of Child- Centered gradually.○3 To review video made the participants search themselves, to experience two-way actions between parent and child moreover, they have a new perspective of the child.○4 The participant used the new parental behavior made them feel the latent energy of alteration of child. ○5All the child was very interested in cooking, in the kitchen in the video.
The third stage is The Parent-Child Cook Together Researcher explores at home (I). Because the researcher would like to probe for the utility of The Program of Parents-child Cook Together for Parents Groups. She was focused on her five-year-old eldest daughter, and put into practice cooking with the child in their kitchen. As the result, the program could implement at home, surely. The researcher and the daughter all got the benefits. The forth stage was The Promotion of Parent-Child Cook Together in the Community. The researcher and the advisor tried to promote Parent-Child Cook Together in the community, Two batches in all, and three hours a batch. The researcher invited 12 pairs of parent-child. In the result of the promotion, whoever, parents or children all like cooking together very much. Parents desire to keep learning Filial Play Therapy. The fifth stage is The Parent-Child Cook Together Researcher explores at home (II), The researcher implements parent-child cook together at home again, and this time she invited her two sons to join the activities. In the result, parent-child cook together could be a part of family life. In addition, the other members in the family, such as grandma and father also change the parental concept in the process.
Accordingly, The research of parent-child cook together studied through five –stage action and circular. It’s not only developed The Program of Parents-child Cook Together for Parents Groups, but also got preliminary implement and effect on the community and family. It could offer to parental education and localization work to consult.
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巫淑君. "An Action Research on Developing a Group for the Adolescents with a Mental-illness Parent- Based on the Adlerian Approach." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/vu87ns.
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碩士<br>國立彰化師範大學<br>復健諮商研究所<br>102<br>The purpose of this study was to develop a group for the adolescents with a mental-illness parent. The research design was based on the Adlerian approach and its main theme was formed as "home, memory, cohesive, I, yearn, and action", with six modules. Participants in this research were four adolescents who lived with their mentally parents in the same community. The action research method was applied in this study, through the cyclic process of plan, action, observation and reflection, the researcher explored the problems and solutions during the action process. Qualitative method for data analysis was used in this study.
Research findings are as follows :
(1) the amendment of this group are: intersperse game-oriented or dynamic activities to facilitate involvement, family experiences of mental disorders need to be prompt gradually for exploration, and written handouts or visual prompt are helpful to increase interaction.
(2) the major execution and concept of this group have constructed as: to establish the group structure, to explore family and environmental lifestyle, to be aware of private logic, fictional finalism and re-orientation
(3) this research encountered 6 major difficulties: tending to have fewer mental link and interaction between members, leaders speaking too much, being difficulties to talk about the family experience of mental illness , finding that members’ self-awareness not enough, members’ integration capacity being poor, and displaying unfinished homework. The researcher has taken thirteen coping strategies in response to these conditions.
In conclusion, the researcher made analysis and discussion based on above findings. Suggestions for practical worker and future research were also provided.
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Da, Silva Genevieve. "A therapeutic model for parents for enhancing the internal locus of control in primary school children." Thesis, 2013. http://hdl.handle.net/10500/10501.
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This study reviews literature regarding the antecedents of locus of control. The
development of locus of control in children is found to be related to parent attitudes,
behaviours and interactions between parents and children. Literature was further
consulted to understand the relationship between parenting and locus of control
development. It was decided, based on continued review of literature, that parent
guidance based on a social cognitive learning approach was a valid therapeutic
model to enhance internal locus of control in children. The parent guidance model
proposed in this study was based on parenting guidelines to enhance internal locus
of control in children. The aim is to bring about transformation of parent attitudes
and behaviours through therapeutic means, which will produce change in the
parent-child relationship. This interaction was expected to lead to enhanced
internality in the child participants.
The empirical study engaged a predominantly qualitative methodology, using an
action research design. The sample consisted of 14 families representing various
racial groups and family structures. Data collection methods included
questionnaires, observation and focus groups to determine the effectiveness of the
proposed therapeutic model. Results showed that group parent guidance based on
a social cognitive learning approach and focussing on development, responsibility,
consistency, home environment, parent style, emotional intelligence, modelling,
discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children.<br>Psychology of Education<br>D. Ed. (Psychology of Education)
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Pepin-LeBlanc, Valérie. "Endeuillés, mais non isolés : création et mise en place d’une intervention de groupe axée sur le modèle de l’aide mutuelle auprès d’enfants endeuillés." Thèse, 2013. http://hdl.handle.net/1866/9928.
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Cette recherche témoigne d'une démarche de recherche-action-participative réalisée auprès d'enfants ayant vécu la perte d'un parent. Elle vise à comprendre l'expérience vécue par les enfants endeuillés d'un parent qui participent à un groupe d'intervention axé sur le modèle de l'aide mutuelle. La réalisation d'une entrevue pré-intervention et une autre post-intervention donnent accès aux perceptions des enfants concernant leur expérience d'endeuillé quant à leurs besoins, mais aussi à leur interprétation de leur réalité. Aussi, l'intervention de groupe utilisée comme méthode d’intervention, et comme méthode de collecte de données reflète la dynamique d'aide mutuelle et son influence sur le vécu des membres autant sur le plan émotif que sur le plan des stratégies adaptatives. Bref, cette recherche en service social, alliant les savoirs pratiques et ceux théoriques, permet de reconnaître que l’aide mutuelle soutient les enfants dans leur réalité d’endeuillés et met aussi l’accent sur le caractère unique de leur deuil respectif.<br>This research presents a participatory action research with parentally bereavement children. The aim of the project is to understand the experience of bereavement from the perspective of a children who participated at a mutual aid based group work intervention model on this process. First, the realisation of pre and post intervention interviews provide insights on the children's experience of bereavement with regards to their needs and also their perception of their own reality. Second, the group, used as an intervention and a data collect tool reflects, the dynamic's of mutual aid and it's influence on what the members are living emotionally as well to plan various adaptation strategies. In summary, this research in social work, which combines practical knowledge and theory, show the uniqueness of children's bereavement process at the same time than the potential for support obtained through mutual aid group work intervention.
Books on the topic "Parent Representatives Action Group"
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Study Group on Affirmative Action. A Report of the Study Group on Affirmative Action to the Committee on Education and Labor, U.S. House of Representatives, 100th Congress, first session. U.S. G.P.O., 1987.
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United States. Congress. House. Committee on the Judiciary. Subcommittee on the Constitution. Group preferences and the law: Hearings before the Subcommittee on the Constitution of the Committee on the Judiciary, House of Representatives, One Hundred Fourth Congress, first session, April 3, June 1, and October 25, 1995. U.S. G.P.O., 1996.
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Anne, Edwards. Improving inter-profesional collaborations: Learning to do multi-agency work. Routledge, 2008.
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Van Dijk, Teun A. Ideology and Discourse. Edited by Michael Freeden and Marc Stears. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199585977.013.007.
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This chapter focuses specifically on the neglected discursive and cognitive dimensions of the theory of ideology, as part of Critical Discourse Studies (CDS). Ideologies are defined as basic shared systems of social cognitions of groups. They control group attitudes (e.g. about immigration, abortion, divorce, etc.) and mental models of group members about specific events and experiences. Polarized (Us versus Them) ideological representations and their categories (identity, actions, goals, norms/values, reference groups, and resources) control all levels of ideological discourse (topics, lexicon, meanings, interaction, etc.). The overall strategy of ideological discourse is the enhancement of Our Good Things, and Their Bad Things, and the Mitigation of Our Bad Things and Their Good Things, at all levels of discourse structure—the so-called Ideological Square. A debate in British Parliament on Asylum Seekers is used as an illustration of the theory.
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1946-, Edwards Anne, ed. Enhancing inter-professional collaborations in children's services: Developing the new inter-professional worker. Routledge, 2008.
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1946-, Edwards Anne, ed. Improving inter-profesional collaborations: Learning to do multi-agency work. Routledge, 2008.
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Improving inter-profesional collaborations: Multi-agency working for children's wellbeing. Routledge, 2009.
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1946-, Edwards Anne, ed. Improving inter-profesional collaborations: Multi-agency working for children's wellbeing. Routledge, 2009.
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1946-, Edwards Anne, ed. Improving inter-profesional collaborations: Multi-agency working for children's wellbeing. Routledge, 2009.
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Buchler, Justin. The Collective Action Problem in Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865580.003.0006.
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The manner in which the House of Representatives passed the Patient Protection and Affordable Care Act in 2010 demonstrated the principles of the unified model and the concept of “preference-preserving influence.” Representative Bart Stupak led a group of pro-life Democrats who threatened to sink the Senate’s unamended version of the bill, which the House needed to pass once Scott Brown won a special election, and Democrats could no longer invoke cloture on a House-Senate reconciliation bill. Any one of Stupak’s group could vote against the bill without causing the bill to fail and had electoral incentives to do so, but each had policy reasons to prefer passage, meaning that they were subject to a collective action problem. Party leadership solved that collective action problem, and without party leadership doing so, the Affordable Care Act would not have passed.
Book chapters on the topic "Parent Representatives Action Group"
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Gouda, Dalia M. "Social Capital and Irrigation Water Management in Kafr al-Sheikh and Fayoum in the 1950s and 1960s." In Social Capital and Local Water Management in Egypt. American University in Cairo Press, 2016. http://dx.doi.org/10.5743/cairo/9789774167638.003.0003.
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This chapter covers the period from the 1950s to the 1960s based on the data collected from in-depth interviews with key informants, villagers, and state representatives as well as from group interviews. The first part identifies the actors of the village field, discusses their ability to exercise social capital functions, social control, and collective action, and examines the main social relationships that permitted the exercise of social capital functions. The second part analyzes the formation and functioning of informal water user groups in Kafr al-Sheikh and Fayoum at the mesqa level, examining the degree of autonomy of the irrigation water management field and the extent of the impact of the village field on irrigation water management in both governorates.
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Mark, Brealey, and George Kyla. "2 Parties and Group Litigation." In Competition Litigation. Oxford University Press, 2019. http://dx.doi.org/10.1093/law-ocl/9780199665075.003.0002.
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This chapter discusses the special considerations that apply to identifying the relevant parties in competition litigation as well as the way that claimants may group together to commence collective proceedings. It first explains private actions in the High Court, with emphasis on the nature of claimant and defendant. It considers the category of claimant under Articles 101 and 102 of the Treaty on the Functioning of the European Union (TFEU) and under the Competition Act 1998, along with the concept of ‘undertaking’, parent companies, subsidiary companies, and sister companies in relation to the defendants. The chapter also examines representative actions in the High Court during group litigation, collective proceedings in the Competition Appeal Tribunal (CAT), and settlement of collective proceedings. Different types of collective settlement are highlighted.
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Magnoler, Patrizia, and Maila Pentucci. "Videos in Teacher Training." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch008.
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What role has video analysis today in activating, supporting and guiding this professional development process? In this chapter, we will try to provide some answers and open up research paths that can provide suggestions for redirecting training and joint-training processes. The use of video-analysis as a tool for self-comparison was found to be vital; it was however decided to not give it an exclusive role, but include it as part of a more complex training device. The interest of the study was aimed at understanding action, in its planning, the contextualised situation, a review of the action and perception of oneself before and after the intervention. The research in question is based on a holistic case study that was selected for its representative nature within the group of teachers in the research-training, and can therefore be defined as an “emblematic case”.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.
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A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.
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Eyre, Anne, and Pam Dix. "The Common Bond." In Collective Conviction. Liverpool University Press, 2015. http://dx.doi.org/10.3828/liverpool/9781781381236.003.0003.
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This chapter discusses how those affected by a disaster often form an extraordinary common bond. Self-help support and action group members say that only with others from 'their' disaster can they open up completely, without fear of judgement, about the most difficult aspects of their experience. The examples in this chapter illustrate the kinds of support groups that grew out of those disasters of the 1980s, including the King's Cross Families Action Group, the Herald Families Association, the UK Families Flight 103, the Marchioness Action Group, the Stairway to Heaven Memorial Trust, and the MV Derbyshire Families Association. There are a number of different options for the structure of family and survivor groups in terms of membership, legal status, and management. Some groups have set up unincorporated associations, while a few have chosen to apply for charitable status. Ultimately, representatives from the groups of the 1980s, as well as individual survivors and bereaved people, went on to form, join, and develop Disaster Action.
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Minta, Michael D. "Race, Ethnicity, and a Theory of Substantive Representation in Congressional Oversight." In Oversight. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691149257.003.0002.
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This chapter outlines the relationship between race, ethnicity, and substantive representation via an in-depth discussion of how racial and ethnic group consciousness operates among black and Latino representatives in Congress. While all members of Congress face the pressure of making the right decisions to increase their chances at reelection, black and Latino legislators, unlike most white legislators, face an additional pressure: they are motivated by a group norm that requires them to engage in collective group action on issues of concern to other blacks and Latinos. White legislators are mainly responsible for being responsive to the constituents in their districts, whereas black and Latino legislators are also expected to represent the interests of all blacks and Latinos nationally. The strategy they pursue of “strategic group uplift” falls at the intersection of their electoral goals and their commitment to advance group interests.
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Bartlett, Leslee, and Carolyn Goodman Turkanis. "An Orientation to Principles-in-Action." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0006.
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As mentioned at the beginning of this book, the key principle for learning as a school community is to build instruction on children’s interests in a collaborative way—learning activities are planned by children as well as adults, and adults learn from their own involvement as they foster children’s learning. Children are natural learners as long as they can be deeply involved in activities which they help to devise and for which they see a purpose—”minds-on” activities. At the OC, children participate in setting their learning goals and deciding how to use their time and resources, with the aid of the adults. Discussion, conversation, and enjoyment are a valued part of the learning process. The children learn not only the academic subjects but also how to make responsible choices for their own learning and how to solve problems ranging from mathematics and writing to interpersonal frictions at recess. The children learn to lead others (including adults) in school activities and to build on their own interests at the same time that they contribute to the learning of others in the classroom. Much of the day is planned flexibly, to build the curriculum around student contributions, staying open to the serendipitous “learning moments” that naturally emerge as interested people discuss ideas and issues and organize projects for children’s learning. Small groups of children work at an activity with a parent volunteer (a “co-oper”), the classroom teacher, or a child who has organized an activity for the others. Most children stay with the same teacher for two years in blended grade-level classes, creating a supportive classroom environment in which people of differing skills and interests contribute to each others’ learning and learn from teaching others. The children plan their day, choosing among some required activities and some optional ones. The whole class also meets several times each day for planning and for whole-group instruction connected with the learning activities. The principles of learning as a community are not easy even for seasoned teachers and co-oping parents to summarize, since they are generally enacted in everyday situations rather than spoken.
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Oleshko, V. F., and E. V. Oleshko. "Social and Legal Aspects of Constructing the Identity of Russians in the Media Discourse." In Mass media as a mediator of communicative and cultural memory. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3074-4.3.
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Reflection on the scientific level of new media practices and systematization of a positive experience is impossible without identifying and describing the problem components and contradictions that characterize the modern information space in Russia or its particular regions. First of all, it determines the fact that the first decades of the 21st century marked the beginning of a new stage in the study of rapidly transforming media systems. Secondly, when studying the impact of these processes on the representatives of modern Russian society as a whole and its groups, the digital revolution assumes that not only the mobilization resources of social theories and actual practices are defined, but also predetermines the formation of a legal framework for the mass media, which must meet the requirements of time and the demands of society. The third part of the monograph “Mass Media as a Mediator of Communicative-Cultural Memory” is devoted to this problem. The legal field of journalism of the digital age and the legal aspect of the identity of Russians are considered in the context of their mutual influence. The axiological context of ethical and philosophical dominance in modern media texts and the analysis of the role of the media in maintaining positive ethnic identity has allowed the authors to consider several problematic nodes of actual practice at various levels of social dynamics. In particular, it has been proved that since it is through culture, as well as through media culture as a special type of culture, that the individual is socialized and society thus largely regulates the behaviour of individuals and groups, the consideration of culture as an Universum opens wide prospects for research into the functioning of journalism as a social institution under the new conditions. The results of the sociological research carried out by the authors testified that professional activity for the overwhelming number of respondents in conditions of active influence of the global network and possibilities of new information technologies became inseparable with personal intentions. They are reflected in their public discourse, the product of a more or less argumentative discussion of a fact, a problem situation, which is based on an openly broadcast text. It has been proved that modern practice allows the public discourse of a journalist, which influences the formation of primarily communicative memory of media audience representatives, to be differentiated into three levels: communicative-event, communicative-containing and communicative-predictive. Today, mass media should be not only an information resource but also a platform (channel, tool) for presenting the whole range of opinions and developing various initiatives of active representatives of this or that societies. Information activities of non-professionals in the media sphere, most often referred to as civic journalism, should in practice become an important factor in the development of conventional (contractual) and communication (dialogue) strategies. At the same time, the mythologization of reality, even via ethnic stereotypes broadcast by some media and bloggers, is a complex and controversial formation that manifests itself specifically at different levels of mass consciousness. It can contribute both to the emergence of new images, different views of reality, and the accumulation of incorrect opinions, false ideas, manifestations of aggression. The result is social, cultural, religious and political myths, sometimes even leading to various antisocial actions. Therefore, it is concluded that professional media activity requires from communicators, along with ethical and legal enlightenment and active life position manifestation, the skills of creative (non-traditional, non-stereotypical) information expression in media texts.
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Montemayor, Aurelio M., and Nancy Feyl Chavkin. "Strategic Partnership for Family Leadership." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3285-0.ch003.
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This chapter shares the organization background, theoretical frameworks, the case example of an Education CAFE model, challenges, and recommendations by the Intercultural Development Research Association (IDRA) from its more than 45 years of ground-breaking work in strategic partnerships focused on family leadership in education. The IDRA Education CAFE (Community Action Forums for Excellence) is a parent group that is rooted in a community-based organization, rather than in a single school. Its sole purpose is to collaborate with schools to improve the success of students in the community. IDRA developed the model through strategic partnerships with schools, families, and communities. It is the central focus of this case study illustrating lessons learned and next steps for successful strategic partnerships for family leadership in education.
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Dumas, J. Ann. "WSIS Gender and ICT Policy." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch034.
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The World Summit on the Information Society (WSIS) was organized by the United Nations (UN) and the International Telecommunications Union to address the need for international policy and agreement on ICT governance, rights, and responsibilities. It convened in two phases: Geneva in 2003 and Tunis in 2005. International representatives of governments, businesses, and civil society raised issues, and debated and formed policy recommendations. The WSIS Gender Caucus (2003) and other civil-society participants advocated for gender equality to be included as a fundamental principle for action and decision making. The voting plenary session of delegates produced the WSIS Declaration of Principles (UN, 2003a) and WSIS Plan of Action (UN, 2003b) in Geneva, with gender included in many of the articles. Two major issues WSIS addressed in Geneva and Tunis were Internet governance and the Digital Solidarity Fund. UN secretary general Kofi Annan established the Working Group on Internet Governance (WGIG) to define Internet and Internet governance to “navigate the complex terrain” (GKP, 2002, p. 6) and to make recommendations for WSIS in Tunis in 2005. WGIG addressed three Internet-governance functions: technical standardization; resources allocation and assignment, such as domain names; and policy formation and enforcement, and dispute resolution. Relevant issues not initially addressed by WGIG included gender, voice, inclusiveness, and other issues rooted in unequal access to ICT and to the decision-making process including governance, now shaping the information society. On February 23, a joint statement on Internet governance was presented in Geneva at the Tunis Prepcom by the Civil Society Internet Governance Caucus, the Gender Caucus, Human Rights Caucus, Privacy Caucus, and Media Caucus on behalf of the Civil Society Content and Themes Group. The statement asserts, “gender balanced representation in all aspects of Internet Governance is vital for the process and for its outcomes to have legitimacy” (WSIS Gender Caucus, 2005a). The Digital Solidarity Fund was proposed at WSIS, and the UN Task Force on Financial Mechanisms for ICT for Development was formed. In the 1990s, official development-assistance (ODA) support declined for ICT infrastructure development. In the new millennium, this decline has been offset by funds to integrate ICT programs into development (Hesselbarth & Tambo, 2005). The WSIS Gender Caucus (2003) statement on financing mechanisms affirmed that ICT for development must be framed as a development issue, “encompassing market-led growth but fundamentally a public policy issue.” Public finance is central to achieving “equitable and gender just outcomes in ICT for development.” This article examines the WSIS political dynamics over the issue of gender equality as a fundamental principle for action in ICT policy. The WSIS civil-society participants, particularly the Gender Caucus, continued to advocate for gender equality as a fundamental principle for action and decision making within the multiple-stakeholder WSIS process of government delegates and private-sector representatives.
Conference papers on the topic "Parent Representatives Action Group"
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Armuth, Andrew, and Nicholas Grider. "Beyond CQI-9: A Customized Approach to CQI-9 and Supplier Management." In HT2021. ASM International, 2021. http://dx.doi.org/10.31399/asm.cp.ht2021exabp0001.
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Abstract The current Automotive Industry Action Group (AIAG) CQI-9 audit process has limited effectiveness to proactively detect heat treatment quality risks in Tier-1 and Tier-2 supply bases. A cross-functional engineering organization developed an improved supplier audit form using CQI-9, National Aerospace and Defense Contractors Accreditation Program (NADCAP), International Automotive Task Force (IATF), and specific internal company standards to distinguish and quantify production issues that may have been undiscovered with the existing CQI-9 approach. Representatives from engineering, commercial, and manufacturing crafted a more complete approach to supply chain quality. This new audit format (Beyond CQI-9) has demonstrated the ability to quantify heat treatment concerns, reduce future engineering resource costs, and develop new and existing heat treatment suppliers to meet world class quality levels.
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Rylander, Jonathan H., Katherine A. Boyer, Thomas P. Andriacchi, and Gary S. Beaupre. "Assessing the Appropriate Number of Days Needed to Approximate Physical Activity Level in the Active Elderly." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206587.
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Activity monitoring is an important consideration for a number of conditions associated with health maintenance in an aging population. For example, reduced bone mineral density (BMD) in the aging population puts this group at a higher risk of fall related fractures [1]. Bone density and bone health is in part dependent upon mechanical stimuli caused by everyday physical activity and loading [2]. The number of steps taken per day and walking velocity [3] are important parameters to consider when studying bone density as well as other health related conditions. However, there is a need for effective and efficient methods/protocols to ensure that representative daily activity data can be collected.
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Orsborn, Seth, and Ryan Hutcheson. "Cued Active Learning: An Initial Study." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34234.
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It has become common knowledge that effective teaching requires more than just the rote dissemination of knowledge. By using active learning, teachers involve the students in the learning process. As the students subjectively handle the class material, their comprehension and retention improves. In the classroom, teachers commonly prompt actively learning through a verbal cue such as, “We are now going to break into groups.” This forces the student to switch from a receptive mental state to an active mental state. We theorize that this verbal, short duration transition from lecture to active learning, especially in large classroom settings, is not sufficient to make this transition quickly and thus limits how active students are in the active learning session. In this paper we present a technique and exploratory study results for cueing active learning through a representative icon in a visual lecture presentation. This cue enables the students to mentally prepare themselves for actively learning during a more passive part of the lecture. The results of our exploratory study demonstrate that the cued active learning did not conclusively correlate with average student performance, but that it did show a decrease in the standard deviation of performance, thereby demonstrating an improvement in the comprehension of the students that were more likely to perform lower than average. The results of this study will be used to conduct a more formal study including direct measurement of lecture participation by students.
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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.
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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.