Relevant bibliographies by topics / Post high school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Post high school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Post high school"

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Light, Audrey. "High school employment, high school curriculum, and post-school wages." Economics of Education Review 18, no. 3 (June 1999): 291–309. http://dx.doi.org/10.1016/s0272-7757(99)00007-2.

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Gore, Susan, Stacey Kadish, and Robert H. Aseltine. "Career Centered High School Education and Post-High School Career Adaptation." American Journal of Community Psychology 32, no. 1-2 (September 2003): 77–88. http://dx.doi.org/10.1023/a:1025646907466.

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Kochhar-Bryant, Carol A., and Margo Vreeburg Izzo. "Access to Post—High School Services." Career Development for Exceptional Individuals 29, no. 2 (October 2006): 70–89. http://dx.doi.org/10.1177/08857288060290020601.

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Arnold, Michael. "The high-tech, post-Fordist school." Interchange 27, no. 3-4 (October 1996): 225–50. http://dx.doi.org/10.1007/bf01807406.

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BICKEL, ROBERT. "Post-High School Opportunities and High School Completion Rates in an Appalachian State." Youth & Society 21, no. 1 (September 1989): 61–84. http://dx.doi.org/10.1177/0044118x89021001003.

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Nam, Tran Duy, and Ha Thanh Viet. "Empirical Study on Public High School System in Vietnam: Post Doi Moi." European Scientific Journal, ESJ 13, no. 31 (November 30, 2017): 92. http://dx.doi.org/10.19044/esj.2017.v13n31p92.

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The system of education in Vietnam is administered by the Ministry of Education and Training (MOET), and it is a broad system of state-run schools for students from about four years of age to high school age. The educational system comprises of five classes: kindergarten, primary, secondary, upper-optional (additionally alluded to as secondary school), and college level, with broadly managed exit and selection tests between each. The principal motivation behind this study is to analyze the connection between pre-secondary school factors, school condition, school structure, collective duty, scholarly optimism with the scholastic performance of the public high school students in Vietnam. SPSS analysis shows that only two variables can be a significant indicator of academic performance, that are school environment (B= -1.369, t=51.356, p<0.01) and pre-high school factor (B=-.384, t= -13.947, p<0.01) while school structure, collective responsibility, and academic optimism have found to be insignificant indicator of academic performance as compared to the other two variables in a multivariate context although, during the bivariate analysis, academic optimism had been found to be significantly related to academic performance. School environment was also found to have higher ‘B’ value compared to pre-high school factor. Hence, this study suggests that among all the independent variables studied, school environment gave the most effective towards the academic performance of students in the public high school of Vietnam.
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Maxwell, Nan L., and Victor Rubin. "High school career academies and post-secondary outcomes." Economics of Education Review 21, no. 2 (April 2002): 137–52. http://dx.doi.org/10.1016/s0272-7757(00)00046-7.

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Knight, Robert P. "High School Journalism in the Post-Hazelwood Era." Journalism Educator 43, no. 2 (June 1988): 42–47. http://dx.doi.org/10.1177/107769588804300203.

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Johnson, Ryan. "Post-Workout Nutrition for the High School Athlete." Strength and Conditioning Journal 30, no. 4 (August 2008): 49–50. http://dx.doi.org/10.1519/ssc.0b013e3181776018.

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Lapan, Richard T., Bradley Tucker, Se-Kang Kim, and John F. Kosciulek. "Preparing Rural Adolescents for Post-High School Transitions." Journal of Counseling & Development 81, no. 3 (July 2003): 329–42. http://dx.doi.org/10.1002/j.1556-6678.2003.tb00260.x.

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Dissertations / Theses on the topic "Post high school"

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Rouse, Kathryn Elizabeth Mroz Thomas A. "High school leadership, educational attainment and post-schooling earnings." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2579.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Economics." Discipline: Economics; Department/School: Economics.
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Kithyo, Mattemu. "High school students aspirations for post secondary career programs." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28251.

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The purpose of this study was to find out what the students' perceptions are regarding the influence of the following factors in the students' career programs decision making: students' self-expectations; parents' expectations; teachers' expectations; industry's expectations; financial rewards; academic ability; upward mobility; sex role stereotyping; and availability of career information. The study was carried out in Machakos district, Kenya between April and August 1988. The subjects were 210 form 3 (grade 11) students drawn from 3 different schools in the district. One school was an all girls school, one an all boys school and one a mixed school. For each school, two classes of 35 students each were used. Data for the study were collected by use of a questionnaire developed by the researcher. This questionnaire was administered in each school by the researcher assisted by 2 teachers supplied by the school. The data were then analyzed and the results grouped into categories reflecting the questions addressed by the study. Some of the major findings of the study were: 1. Programs in Agriculture are priority aspirations for both the boys and the girls. 2. Besides agriculture, the career program aspirations of the students followed the traditional gender lines such that most of the boys aspired for technological programs while most of the girls aspired for office based programs. 3. There seemed to be no difference between the effects of parents expectations on the boys and on the girls. 4. There seemed to be no difference between the effects of teachers' expectations on the boys and on the girls. 5. The boys believed that they had good academic abilities in Mathematics and science subjects while girls believed they were good in business education and languages. 6. The boys seemed to be more concerned with chances for further studies in career program than the girls were. 7. By the time students chose subjects for Kenya Certificate of secondary Education (K.C.S.E.) certification they had very little career information available to them. 8. Although technical education is a priority field for the government, it is not a priority aspiration for the students. The findings of the study suggest that career guidance in the secondary schools in Machokos District is not effective. The author gives several recommendations for addressing the issues and concerns raised by the study.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Flynn, Michaline L. "Post-Secondary Transitions for Students with High-Incidence Disabilities." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1511191618068595.

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Thomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.

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Krake, Holly Mae. "Reifying Rustification: Understanding Post High School Choice of Rural Students." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791982371&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lujan, Caroline Lucille. "How Well Informed are High School Student-Athletes about Post-Secondary Options? A Survey of One High School." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193407.

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A sample of 98 student-athletes at one southern Arizona high school completed a survey that examined their personal characteristics, athletic goals, knowledge about the college recruiting process, and the role of the school counselor in that process. Results revealed that the majority of student-athletes were not well informed about the college going process. However, there was a significant increase in recruiting knowledge of students who definitely want to participate or possibly want to participate in college athletics between 9th and 11th grade and between 9th and 12th grade. The majority of participants felt "slightly comfortable" or "very comfortable" coming to their school counselor to discuss this information. However, they would feel more comfortable if the counselor were knowledgeable about college athletics. Results show that high school counselors need to be better prepared to assist student-athletes with the college going process.
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Radoff, Sara A. "Educators' dilemmas : post high school transitions for students without documentation." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37301.

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Through an institutional ethnography in two secondary public schools in northwest Washington State, this research explores the web of social relations coordinating the lived experiences of students without legal immigration status and the educators who taught them. The U.S. Supreme Court decision, Plyler v. Doe, guarantees students’ access to a public K-12 education, regardless of immigration status. However, without a pathway to legalize their residency, unauthorized status inevitably denies these students full social membership in a polity, which excludes them from assuming paid professional careers, presents significant obstacles in pursuing higher education, and precludes their full social and political participation. Those without authorized status are unable to fully actualize the dreams, knowledge and skills developed throughout their education. Situated in this tension, I examined educators’ everyday schooling activities that prepared students for life after graduation. Educators’ daily practices groomed students to become college-bound and career-driven. To pursue these goals, my research suggests that ruling relations positioned educators to enact depoliticized discourses of meritocracy and a decontextaulized student-centered practice, as well as practices that silenced the social, political and economic contexts of students’ lives. Situated in a contradictory intersection of education and immigration policy, I argue that redressing the root cause of the injustice that students without legal status experience requires political action. This research suggests that educators dedicated to a socially just education grounded in human rights would commit to political action, express passionate and informed encouragement to their students, and acknowledge and engage status as a lived experience in their students’ lives.
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Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.

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Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada. At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society. This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.
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Gingchi, Yu. "The effects of participation in public school vocational education upon post high school activities." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49781.

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Jansen, Janine Charlene. "Factors that could facilitate a successful transition from high school to post- school education: the case of high school X in Phillipi." University of the Western Cape, 2014. http://hdl.handle.net/11394/4245.

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Magister Artium (Development Studies) - MA(DVS)
This study investigated the factors that could influence Grade 12 learners from low socio-economic backgrounds and their decision-making process with regard to accessing post-school education. The aims of the study were to establish the factors that could facilitate a successful transition from high school to university study, as well as identify the factors that potentially could inhibit the learners’ transition. The objective of the study was to make recommendations, based on the findings of the research data, that could assist the different role players on how best to facilitate, guide and support high school learners’ post-school educational choices. It was proposed that knowledge of the factors that could promote or inhibit the decision-making process of learners would provide valuable insights that could be used to enable more learners to access higher education and, in so doing, increase the participation rates of African and coloured youth at higher education institutions. The student-focused Chapman college-choice model was used as the theoretical framework in order to gain insights into what the factors were that have a significant influence on the choice of learners to pursue studies beyond high school. The study was situated within an interpretative, qualitative research paradigm, using a case study design. The research site was a high school in Phillipi near Cape Town. The research participants consisted of twenty-eight Grade 12 learners who were selected by means of purposive sampling. Three Grade 12 educators also participated in the study. The research instruments included, for the learners, a demographic information sheet, a self-reflective questionnaire and three focus group interviews. Secondary data was included in the discussions. The educators had to complete a self-reflective questionnaire only. Content analysis, using a three-stage open coding process was used to analyse the qualitative data which were organised according to the study’s three sub-questions. The factors discussed in the theoretical framework were used as a guide to group the data into themes and sub-themes. The findings of this study corresponded with the literature reviewed and the factors identified in the theoretical framework, but one finding contradicted the literature, while new factors emerged from the data collected. The findings revealed that there was a greater need of support required from the different role players - family, friends, the community, educators and the school; the Departments of Basic Education and Higher Education; higher education institutions, non-governmental organisations; and companies and other institutions - to ensure that an enabling environment is created to support Grade 12 learners’ transition from high school to university studies. Based on these findings, recommendations were made on how an enabling and supportive environment for Grade 12 learners could be strengthened.
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Books on the topic "Post high school"

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Morgan, Mark. Drinking among post-primary school pupils. Dublin: Economic and Social Research Institute, 1994.

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Riphahn, Regina Therese. The enrollment effect of secondary school fees in post-war Germany. Bonn, Germany: IZA, 2004.

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Minnesota State Colleges and Universities. Office of Internal Auditing. Post-secondary enrollment options program. St. Paul, MN: MnSCU Office of Internal Auditing, 2001.

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Education, Marino Institute of, ed. Hear my voice: A longitudinal study of the post-school experiences of early school leavers in Ireland. Dublin: Marino Institute of Education, 1997.

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High-value natural resources and post-conflict peacebuilding. New York, NY: Earthscan, 2012.

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Australian Council for Educational Research., ed. Year 12: Students' expectations and experiences. Hawthorn, Australia: Australian Council for Educational Research, 1989.

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Mark, Morgan. Drinking among post-primary schoolpupils. Dublin: Economic and Social Research Institute, 1994.

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Association of Large School Boards in Ontario. ALSBO report on post-secondary opportunities for students studying at the general level. [Toronto, Ont: Association of Large School Boards in Ontario], 1985.

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Kiciński, Krzysztof. Wizje szkoły w społeczeństwie post-totalitarnym. Warszawa: OPEN, 1993.

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Furstenberg, Frank F. School-to-career and post-secondary education: Evidence from the Philadelphia educational longitudinal study. Bonn, Germany: IZA, 2005.

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Book chapters on the topic "Post high school"

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Vickers, Edward, and Zeng Xiaodong. "Evaluation, assessment and the senior high school." In Education and Society in Post-Mao China, 177–99. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge studies in education and society in Asia ; 7: Routledge, 2017. http://dx.doi.org/10.4324/9781315180571-8.

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Ríos Vega, Juan A. "Undocuqueer Latinx: Counterstorytelling Narratives During and Post High School." In Handbook on Promoting Social Justice in Education, 2365–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_78.

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Ríos Vega, Juan A. "Undocuqueer Latinx: Counterstorytelling Narratives During and Post-High School." In Handbook on Promoting Social Justice in Education, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_78-1.

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Mukhtarbekkyzy, Guldana. "Principal’s Strategies for Enhancing Teacher Leadership: A Case of Kazakh-Turkish High School, Kazakhstan." In Inclusive Education in a Post-Soviet Context, 229–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65543-3_9.

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Glasgow, Gregory Paul. "The Persistence of Native Speakerism in Japanese Senior High School Curriculum Reform: Team Teaching in the “English in English” Initiative." In Towards Post-Native-Speakerism, 197–216. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_11.

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Rogobete, Silviu E., and Ligia Vitelar. "Religion and Existential Security: An Empirical Study of Religion and Socio-Economic Rights Amongst High-School Learners in Post-Atheist, Post-Totalitarian Romania." In Religion and Human Rights, 101–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30934-3_5.

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Clement, Victoria, and Zumrad Kataeva. "The Transformation of Higher Education in Turkmenistan: Continuity and Change." In Palgrave Studies in Global Higher Education, 387–405. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_15.

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AbstractOver the past century Turkmenistan developed a modern system of higher education that grew from a single university under Moscow’s direction to 24 institutions today. Under Presidents Niyazow and Berdimuhamedow, educational infrastructure developed dramatically. Despite this growth, the system of higher education suffers from a lack of faculty—universities meet the needs of less than ten percent of high school graduates. Additionally, curricula continue to reflect a strong and pervasive state ideology. Overall, the state—the only purveyor of higher education in Turkmenistan—is not meeting societal needs. This article explores the history of education policy in post-Soviet Turkmenistan, focusing on the reforms initiated by that country’s first two presidents.
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Kadowaki, Kaoru. "Japanese Native Speaker Teachers at High Schools in South Korea and Thailand." In Towards Post-Native-Speakerism, 97–112. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_6.

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Bouchard, Jérémie. "Native-Speakerism in Japanese Junior High Schools: A Stratified Look into Teacher Narratives." In Towards Post-Native-Speakerism, 17–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_2.

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Klinshtern, Michal, Boris Koichu, and Avi Berman. "What Do High School Teachers Mean by Saying “I Pose My Own Problems”?" In Mathematical Problem Posing, 449–67. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6258-3_22.

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Conference papers on the topic "Post high school"

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Telezhinsky, I. O., and B. I. Hnatyk. "HIGH ENERGY SIGNATURES OF THE POST-ADIABATIC SUPERNOVA REMNANTS." In Proceedings of the 15th Course of the International School of Cosmic Ray Astrophysics. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812790156_0004.

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Pătrașcu, Alexandra. "Motivation of high school students - factor in the formation of geography specific skills in the context of scientific thinking." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p91-95.

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The purpose of this article is to highlight the most important aspect aimed at the formation of geography-specific skills in high school students, namely the motivation to learn in the context of the current health crisis. Currently, learning geography is based on the independent work of the student, according to the current methodology, as a result the student becomes his own teacher following the formation of his personality. In the first part of the article we mentioned the perception of learning motivation, in a school context current , by defining according to some authors, and in the second part the role of motivation in the formation of geographical skills in high school students. In this context, the teacher is the main agent of change in the education system, it is a model of learning for students, a model of motivation for all types of learning and the determining element in forming the geographical skills of students inside and outside the school. It must have a different approach depending on the situation and the motivation problems of the students which are diverse and different.
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Falcinelli, Emanuela, Floriana Falcinelli, Chiara Laici, and Alfredo Milani. "Experience of blended e-learning in post-graduate training for High School Teaching Qualification." In 18th International Conference on Database and Expert Systems Applications (DEXA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dexa.2007.93.

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Falcinelli, Emanuela, Floriana Falcinelli, Chiara Laici, and Alfredo Milani. "Experience of blended e-learning in post-graduate training for High School Teaching Qualification." In 18th International Conference on Database and Expert Systems Applications (DEXA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dexa.2007.4312977.

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Carrigan, James H., David Anastasio, Alec Bodzin, Kate Popejoy, Tom Hammond, Shannon Salter Burghardt, Ian Hanson, et al. "LOCAL MENTOR PARTNERSHIP IN AN URBAN HIGH SCHOOL TO PROMOTE POST-SECONDARY STEM CAREER PATHS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-318874.

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Floroaia, Mihai. "The role of religious education in the development of competencies specific to the training profile of high school graduates." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p268-273.

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Through the information, knowledge and values offered, the educational process aims at forming and shaping characters. The Christian character presupposes an improvement of each faculty of the soul through the relationship between grace and freedom and their constant harmonization, which can be achieved only with the help of a moral-religious education.If in most study disciplines the emphasis is mainly on information, in the case of religious education, the emphasis is on the formative aspect, which brings a balance in the holistic training of the young person. Based on the descriptions of the key competencies, the training profile of the high school graduate was derived from a European Commission document on these competencies on three levels of acquisition: elementary, functional and developed. Thus, by achieving the derived competencies proposed in the religious classes, the eight competencies aimed at training the graduate for integration into society can be developed.
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Handayani, Tri. "Improving Values of Characters Through Post Modern Dance Education in the State Junior High School 2 Jaten." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.031.

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Kabdiyono, Era. "Redesign of Al-Murqoniyah Vocational High School, Hambalang (Case Study: SMK Al-Murqoniyah, Hambalang)." In Proceedings of The International Conference on Environmental and Technology of Law, Business and Education on Post Covid 19, ICETLAWBE 2020, 26 September 2020, Bandar Lampung, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.26-9-2020.2302769.

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Bill, Nilo. "TEACHING FIELD-BASED GEOSCIENCE AT THE HIGH SCHOOL LEVEL: SUCCESSES, AREAS FOR GROWTH AND APPLICATION TO POST-SECONDARY EDUCATION." In 115th Annual GSA Cordilleran Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019cd-328942.

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Garza-Martínez, José. "Virtual Reality Program for Enhancing Learning in a High School Human Biology Course." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3107.

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The creation of virtual environments and their implementation have been a matter of greatest importance in the last decades, becoming a breaking point for progress in different fields like communication, entertainment, and education. Additionally, the learning and teaching of human biology have been more relevant through the increase of biology-related research and medical advances. However, learning human biology, especially anatomy, is perceived as difficult by students. The objective of this study is to improve the learning of human biology by implementing a Virtual Reality Program (VRP) in a high school human biology course, measuring academic performance in a final knowledge evaluation. The VRP used immersive Virtual Reality (VR) devices (Oculus-Go® and Oculus-Rift®) and consisted of three stages: exploration, virtual reality lab, and knowledge reinforcement. In the exploration, the students had a guided approach of the topics with a professor’s explanation; afterward, they had guided and independent collaborative experience in the Virtual Reality lab; and finally, their knowledge was reinforced in communication with the professor. A post-test only with a control group design was employed with 120 students. There were two experimental groups (63 students) and two control groups (57 students). After completing the stages of the VRP, all the groups had a final knowledge evaluation where the experimental groups obtained a mean of 77.24, while the control groups had 69.11. There was a significant statistical difference between the groups with a P<0.05 using a two-sample t-test. This proves that implementing a long-time and collaborative immersive VR approach in high school human biology courses is effective for enhancing learning and improving academic performance. Keywords: educational innovation, virtual reality, active learning, academic performance
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Reports on the topic "Post high school"

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Hoskins, James A., Mary E. Strackbein, James A. Multari, Anita R. Lancaster, and Paul Egli. Post-High School Choices: Understanding the Differences Between Military Service and Other Options. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada417635.

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2

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Social connectedness is a protective factor against short-term suicide attempts (post discharge) in school children. ACAMH, September 2019. http://dx.doi.org/10.13056/acamh.10650.

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Researchers in the USA have performed a multi-site, prospective analysis of >2,000 adolescents aged 12-17 years to try to determine the short-term predictors of suicide attempts within 3-months of an emergency department visit. The study population was enriched to include a high proportion of adolescents at risk for suicide attempts.
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4

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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