Academic literature on the topic 'School boards. [from old catalog]'

This study aims to explore the online communication habits and practices of 12-14-year-old 50 students from an urban school. Measuring their answers on the Digital Native Scale of Timothy Teo (DNAS), this study refers to the suggested four-factor by the author, creating a framework for the analysis of their digital native profile: grown up with technology, comfortable with multi-tasking, reliant on graphics for communication, and thrive on instant rewards (Teo, 2013). The results of the study enhance the understanding of digital natives. As we expected, this research shows a high degree of comfort in online communication in their differentiated profile. It is relevant the issue of age when exemplifying digital natives’ skills. Also, it is estimated that there are similar behaviours, related with the debut age of technology use (4-5 years old). The most common actions in virtual space are surfing on the Internet, photographing, communicating, downloading, disseminating, adding to comments on colleagues’ posts. According to this study, the online communication practices of these 12-14-year-old students include in terms of content various symbols, instant bonuses, and feedback elements. From an educational point of view, these can be included in a structured manner of learning. The article proposes, in this view, several ways to integrate usual students’ communication practices in learning activities with the support of digital resources (virtual bulletin boards, online presentations, digital stories so on). The results indicate that students showed the digital native characteristics, that can be successfully used in school.

The School Achievement Indicators Program (SAIP) has been collecting data across Canada on 13- and 16-year-old student achievement in mathematics, in science, and in reading and writing since 1993. In 1999, it completed its second assessment cycle and was reviewed in Spring 2000. The review design included a survey of officials from all the school boards/districts that participated in the science assessment program held in 1999. The results of this study show that this stakeholder views as the most pressing issue for SAIP to succeed in its mandate, the need for development in four areas: a) Increased teacher and student motivation to participate wholeheartedly in the program; b) Effective dissemination options; c) Leadership through innovation in teaching and in assessment practices despite high accountability orientation; and d) Cost-effective, yet rigorous means of providing both snapshot information and longitudinal means of comparisons. Although universally appealing, such approaches have yet to be supported by sound educational theory and methodology.

Patient N is 12 years old, suffering from positive AFB pulmonary TB/Tuberculosis (there are 3 microbes in 100 fields of view). This patient has the potential to transmit the disease to others because N does not want to use masks during the intensive phase of TB treatment. This is because the patient is embarrassed and afraid to be excluded fromherfriends. At present, the patient is a freshman in junior high school.The patient lives with both her parents and brother. Her parents worked at odd jobs. Her younger brother is 10 years old. The last education of N's parents were junior high school graduates. This family lives in a house about 100 m2 in size. Some of the cement floors are partly ceramic and brick walls. The condition of the home environment is very windy, so some windows are covered with boards. N sleep in rooms that do not have windows and no glass tiles, so sunlight cannot enter the N's room. The condition of the house is quite clean, but in some rooms, it seems dark, windowless and not exposed to sunlight.

The trend in the new construction or renovation of buildings is based on reducing the energy demand of buildings. The required energy need for heating and provision of a satisfactory condition of the internal environment is determined by theoretical calculations. However, the fact that a building is energy efficient does not yet mean it is environmentally appropriate as well. Therefore, the environmental impact of building materials should also be assessed in their selection.The problem with restoring old buildings is to find the correct way how to restore the building while preserving its historical value. The paper presents an example of the reconstruction of the school building built in the year 1906. Reconstruction of the old building is a unique example of recovery. The modern and traditional techniques were used in the reconstruction. This is the first building in Slovakia, where is the front facade insulated with ecological materials (sheep wool, cork, cellulose, etc.) from the interior side and also utilization of alternative energy sources. Other parts of facade are insulated from the outside, with straw bales and wood fiber boards. Largely it has been preserving the original character of the building.Different types of wall structures are compared in theoretical evaluations. The criteria for the evaluation are the thermal resistance of construction (according to EU standards and norms), the weight of the wall and the environmental impact (according to OI3 methodology).

The Advisory Committee on Immunization Practices recommends routine human papillomavirus (HPV) immunization for 11- to 12-year-old adolescents. In 2008, Louisiana required the school boards to distribute HPV vaccine information to parents or guardian of students in Grades 6 to 12. This article investigates the impact of this policy on HPV vaccination among 13- to 17-year-old female adolescents using National Immunization Survey-Teen (NIS-Teen) data. Drawing on the data from the 2008 to 2012 NIS-Teen, we compared the difference in proportions of females who have been vaccinated before and after the policy. Using difference-indifference estimation, we explored the change in vaccination rates before and after the policy implementation in Louisiana compared with Alabama and Mississippi, two states that did not have such a policy in place. The difference-in-differences estimates for HPV vaccination were not significant. Physician recommendation for HPV vaccination was significantly associated with vaccination among females in Louisiana and Alabama (adjusted odds ratio [aOR] = 7.74; 95% confidence interval [CI; 5.22, 11.5]), and for those in Louisiana and Mississippi (aOR = 7.05; 95% CI [4.6, 10.5]). Compared to the proportion of female adolescents who had received physician recommendation in Alabama or Mississippi, the proportion in Louisiana did not increase significantly in the postpolicy period. HPV vaccination rates did not increase significantly in Louisiana compared to Alabama or Mississippi following the implementation of the policy. Despite Louisiana’s policy, physician recommendation remains the key determinant of HPV vaccination. HPV vaccine awareness does not necessarily result in HPV vaccination.

A Review of: Curry, A. (2005). If I ask, will they answer? Evaluating public library reference service to gay and lesbian youth. Reference & User Services Quarterly, 45(1), 65-75. Retrieved from https://www.jstor.org/journal/refuseserq
 Abstract 
 Objective - To assess the quality of service provided by reference staff in public libraries when presented with a request for LGBTQ information by a young person.
 Design - Unobtrusive observation without informed consent. Setting - Public library branches in the greater Vancouver area, British Columbia, Canada.
 Subjects - Reference librarians.
 Methods - A 19-year-old posing as a high school student approached reference desk staff at 20 public library branches. The student proxy, “Angela”, was instructed to ask for books on forming a gay-straight alliance at her school and, if there was a full reference interview, to also ask for recommendations of novels that the group might read. She recorded the reactions, both verbal and nonverbal, using Reference and User Services Association guidelines as a template. Library administrators were aware of the potential visits and permitted the research, but the reference desk staff were not aware of a potential visit by the student proxy. The researcher claimed that her method, while deceptive, was necessary to obtain authentic reactions from the library staff.
 Main Results - Most reference librarians approached by Angela made adequate attempts to assist her, although a few library staff reacted negatively to her query. Half of the librarians reacted positively to the patron’s request, with most of the others providing neutral responses. Very few of the librarians actually taught the patron how to use the library’s catalog to search for materials, and most of the librarians were unable to find appropriate materials due to not knowing the appropriate search terms. Only three library staff showed overt disapproval of the search topic, such as frowning or rushing to finish the reference interview quickly, with most remaining objective or supportive. Because of the service she received, Angela stated that eight of the 20 libraries were welcoming enough that she thought she would return.
 Conclusion - The wide range of responses received by Angela indicated that there was room for improvement in educating public library staff on gay and lesbian issues and materials, especially for gay and lesbian youth.

This year, 2021, on July 3, the researcher Anatol Eremia turns 90 years old. He is the personality who remained faithful during his entire scientific career to the Institute of Romanian Philology “Bogdan Petriceicu-Hasdeu“, in its various forms of existence so far. He dedicated his life to onomastics research, demonstrating a special predilection for the phenomena of toponymy. Evolving in his career at all levels of the academic hierarchy, from laboratory in the field of Onomastics to scientific coordinator and scientific consultant, he managed to gather scientific information and make relevant analyzes by publishing 25 monographs, dictionaries, guides and 465 scientific articles and popularization of science. Among the most famous works signed by Anatol Eremia are: Names of localities. Toponymy study, 1970; The secrets of geographical names, 1986; The unity of the Romanian onomastic patrimony, 2001; Cahul in time and space, 2007; Chisinau. History and current affairs, 2012; The Romanian toponymic treasure. Republic of Moldova. Cantemir area, 2016; Leova. Localities, people, traditions, 2018 etc. His contribution is not limited to actual research or training of qualified staff in the field. He has had and continues to work in several commissions, councils, editorial boards dealing with issues of onomastics (toponymy, anthroponymy): UN Expert Group for Standardization of Geographical Names of International Circulation, Scientific Council of the Institute of Romanian Philology, Interdepartmental Commission for Study the state and development of the Romanian language, the Republican Commission for the regulation and protection of national onomastics, the Commission for the regulation of urbanism of Chisinau, the Editorial Board of the dedicated journal. Anatol Eremia is a patrimonial personality for onomastic and toponymic research, who became, in time, a “guardian” of toponymy, as he had once been a “guardian” in the Romanian school of Cahul.

Background Salt intake in China is over twice the maximum recommendation of the World Health Organization. Unlike most developed countries where salt intake is mainly derived from prepackaged foods, around 80% of the salt consumed in China is added during cooking. Objective Action on Salt China (ASC), initiated in 2017, aims to develop, implement, and evaluate a comprehensive and tailored salt reduction program for national scaling-up. Methods ASC consists of six programs working in synergy to increase salt awareness and to reduce the amount of salt used during cooking at home and in restaurants, as well as in processed foods. Since September 2018, two health campaigns on health education and processed foods have respectively started, in parallel with four open-label cluster randomized controlled trials (RCTs) in six provinces across China: (1) app-based intervention study (AIS), in which a mobile app is used to achieve and sustain salt reduction in school children and their families; (2) home cook-based intervention study (HIS), in which family cooks receive support in using less salt; (3) restaurant-based intervention study (RIS) targeting restaurant consumers, cooks, and managers; and (4) comprehensive intervention study (CIS), which is a real-world implementation and evaluation of all available interventions in the three other RCTs. To explore the barriers, facilitators, and effectiveness of delivering a comprehensive salt reduction intervention, these RCTs will last for 1 year (stage 1), followed by nationwide implementation (stage 2). In AIS, HIS, and CIS, the primary outcome of salt reduction will be evaluated by 24-hour urinary sodium excretion in 6030 participants, including 5436 adults and 594 school children around 8-9 years old. In RIS, the salt content of meals will be measured by laboratory food analysis of the 5 best-selling dishes from 192 restaurants. Secondary outcomes will include process evaluation; changes in knowledge, attitude, and practice on salt intake; and economic evaluation. Results All RCTs have been approved by Queen Mary Research Ethics Committee and the Institutional Review Boards of leading institutes in China. The research started in June 2017 and is expected to be completed around March 2021. The baseline investigations of the four RCTs were completed in May 2019. Conclusions The ASC project is progressing smoothly. The intervention packages and tailored components will be promoted for salt reduction in China, and could be adopted by other countries. Trial Registration Chinese Clinical Trial Registry. AIS: ChiCTR1800017553; https://tinyurl.com/vdr8rpr. HIS: ChiCTR1800016804; https://tinyurl.com/w8c7x3w. RIS: ChiCTR1800019694; https://tinyurl.com/uqkjgfw. CIS: ChiCTR1800018119; https://tinyurl.com/s3ajldw. International Registered Report Identifier (IRRID) DERR1-10.2196/15933

The 1890s was a decade of remarkable progress in Whanganui. The depression of the 1880s was over. The town became an important port and distribution centre with railway connections to Wellington and New Plymouth as well as wharves at Castlecliff and in town. Alexander Hatrick began his riverboat service on the river enabling tourists from all over the world to travel the "Rhine of New Zealand." The colonial town developed culturally. The Technical School of Design was established in 1892, the public museum opened a few years later and the library was extended. The local MP, John Ballance, was Premier until his death in 1893; his state funeral and that in 1898 of the Māori chief, Te Keepa Rangihiwinui, were defining moments in Whanganui's history. A 40-year building boom began, starting with the replacement of old town centre premises dating from the 1860s and earlier. In 1890 there were two architects in town, but only one with recognized qualifications: Alfred Atkins, FRIBA. Having been in practice with Frederick de Jersey Clere in the 1880s, Atkins' practice blossomed in the 1890s. He was architect to both the Education and Hospital Boards at a time of major commissions and advisor to the Borough Council. He designed the museum and a large warehouse and bond store for Sclanders of Nelson and organized the architectural competition for what is now known as The Royal Whanganui Opera House. This paper examines these and other buildings together with some "gentlemen's residences" as examples of the Victorian architecture which characterizes Whanganui today. During the 1890s the Borough Council continued to grapple with the problem of fires in town. The arguments raged over the merits of building in wood versus brick. This paper looks at the evolution of the Council's eventual designation in 1898 of a downtown "brick area" with bylaws requiring at least brick side walls on all new buildings. The era of building permits began and the erection of new brick walls heralded the end of the wooden shop. The brick buildings that followed changed the character of Whanganui's townscape.

AimsA service review of specialist child and adolescent intellectual disability provision in South Wales was conducted between March and May 2020. The purpose was to explore the impact of the first COVID-19 pandemic lockdown on children with intellectual disability and their families. The review aimed to explore if the disruption to the systems involved in their care would impact their wellbeing and behavioural presentations. We also measured if there had been an increase in the use of medication. Our focus was on the distress calls, which are requests for urgent clinical review to prevent a crisis.A service review of specialist child and adolescent intellectual disability provision in South Wales was conducted between March and May 2020. The purpose was to explore the impact of the first COVID-19 pandemic lockdown on children with intellectual disability and their families. The review aimed to explore if the disruption to the systems involved in their care would impact their wellbeing and behavioural presentations. We also measured if there had been an increase in the use of medication. Our focus was on the distress calls, which are requests for urgent clinical review to prevent a crisis.MethodSix clinical areas across three Welsh health boards under the same specialist team were surveyed. Case notes and email correspondence were reviewed to obtain the number and content of crisis calls made to specialist CAMHS across an eight week period during the first UK COVID-19 lockdown. Data were gathered on frequency, purpose, and outcome of calls. Comparison data were also collected for the period October 2019 to March 2020.ResultPre-COVID-19: Two crisis calls were identified in two different areas during the pre-COVID period surveyed. Increases in medication and increases in respite care packages were made as a result.During COVID-19 restrictions: 20 different initial distress calls made (children age 9 and 17 years old (M = 13.2); 75% were boys) across five of the six clinical areas. Of these 20 calls, 17 were active cases and 3 were new referrals. 95% of calls resulted in medication increases and there were few other interventions used due to COVID-19 constraints. Changes to the child's support system were discussed across all cases and return to school was highlighted as a key protective factor in improved well-being. Differences between clinical areas were also identified.ConclusionThere was a clear increase in distress calls and requests to prescribe or increase psychotropic medication to calm the distress during the ‘lockdown’. Changes in behavioural presentation may have occurred partly due to the disruption to the complex systems that typically support a child and the shift away from community support. Children with intellectual disability and their families are unique and embedded in complex systems comprising schools, respite, and healthcare provision which work together to deliver optimal mental healthcare with psychosocial interventions with medication for higher-risk situations. Any shifts in these systems may lead to an imbalance and a higher likelihood of medication use.

This chapter traces the arrival of four Old Order Amish families from the Path Valley in Pennsylvania to Lowville in Lewis County. More progressive than Swartzentruber and less progressive than Clymer-area Amish, the Amish in Lowville brought to New York's North Country traditions that have their origins in Lancaster County, Pennsylvania, the oldest Amish settlement in North America. Descendants of the first Amish to make their homes in the New World, the Lowville settlers left Lancaster County to escape conflict with state and local authorities over their children's education. For the first half of the twentieth century, the Amish struggled with local school boards in several states, and these conflicts have historically been one of the major forces driving the Amish to establish new settlements.

In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.