Relevant bibliographies by topics / Students With EBD

Contents

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

Academic literature on the topic 'Students With EBD'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Students With EBD.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Students With EBD"

1

Gage, Nicholas A., and Kristin Lierheimer. "Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School." Education Research International 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/871984.

Full text
Abstract:
Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as they transitioned to middle and high school, and, what factors influenced this change. Using latent growth modeling procedures, the study found that students with EBD reported high self-concept across time and that reported self-concept was most impacted by ethnicity (β=−.174) and urbanicity (β=−.113).
APA, Harvard, Vancouver, ISO, and other styles
2

State, Talida M., Brandi Simonsen, Regina G. Hirn, and Howard Wills. "Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders." Behavioral Disorders 44, no. 2 (December 29, 2018): 107–16. http://dx.doi.org/10.1177/0198742918816447.

Full text
Abstract:
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD.
APA, Harvard, Vancouver, ISO, and other styles
3

Allday, R. Allan, Kim Hinkson-Lee, Tina Hudson, Shelley Neilsen-Gatti, Andrew Kleinke, and Caroline S. Russel. "Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD." Behavioral Disorders 37, no. 2 (February 2012): 87–98. http://dx.doi.org/10.1177/019874291203700203.

Full text
Abstract:
Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.
APA, Harvard, Vancouver, ISO, and other styles
4

Gage, Nicholas A., Reesha Adamson, Ashley S. MacSuga-Gage, and Timothy J. Lewis. "The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics." Behavioral Disorders 43, no. 1 (June 22, 2017): 213–22. http://dx.doi.org/10.1177/0198742917713211.

Full text
Abstract:
Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.
APA, Harvard, Vancouver, ISO, and other styles
5

Metaxas, Melinda J. "Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?" Psychiatry International 2, no. 1 (March 21, 2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.

Full text
Abstract:
Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.
APA, Harvard, Vancouver, ISO, and other styles
6

Kumm, Skip, Jacob Reeder, and Erin Farrell. "Social Skills Practice Strategy Opportunities for Students With EBD." Beyond Behavior 30, no. 2 (June 17, 2021): 97–106. http://dx.doi.org/10.1177/10742956211020832.

Full text
Abstract:
Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.
APA, Harvard, Vancouver, ISO, and other styles
7

Watts, Gavin W., Diane Pedrotty Bryant, and Garrett J. Roberts. "Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties." Journal of Emotional and Behavioral Disorders 28, no. 4 (November 13, 2019): 244–56. http://dx.doi.org/10.1177/1063426619884271.

Full text
Abstract:
Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.
APA, Harvard, Vancouver, ISO, and other styles
8

Marsh, Robbie J. "Building School Connectedness for Students With Emotional and Behavioral Disorders." Intervention in School and Clinic 54, no. 2 (April 4, 2018): 67–74. http://dx.doi.org/10.1177/1053451218765219.

Full text
Abstract:
Designing and implementing effective interventions for students with emotional and behavioral disorders (EBD) continues to challenge teachers. School connectedness is an emerging construct that is preventative for engagement in health-risk behavior and bullying. This article highlights a shift in intervention design and proposes a multifaceted intervention to meet the unique needs of students with EBD. Each component of the school connectedness construct is discussed with accompanying intervention strategies that can be implemented simultaneously to improve the behavioral and academic outcomes for students with EBD.
APA, Harvard, Vancouver, ISO, and other styles
9

Davis, Mariya T., and Ingrid K. Cumming. "Planning and Implementing Student-Led IEPs for Students With EBD." Beyond Behavior 28, no. 2 (June 5, 2019): 90–98. http://dx.doi.org/10.1177/1074295619850569.

Full text
Abstract:
Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.
APA, Harvard, Vancouver, ISO, and other styles
10

Cook, Sara Cothren, Kavita Rao, and Lauren Collins. "Self-Monitoring Interventions for Students With EBD: Applying UDL to a Research-Based Practice." Beyond Behavior 26, no. 1 (April 2017): 19–27. http://dx.doi.org/10.1177/1074295617694407.

Full text
Abstract:
Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Students With EBD"

1

Wilfert, Bridget. "Emotional Intelligence and Social Skills: Studying Students with Emotional-Behavioral Disability (EBD)." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/435.

Full text
Abstract:
Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Heintzelman, Sara C. "Integrating Technology to Engage Students with EBD: A Case Study of School Leader Support." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/28.

Full text
Abstract:
The purpose of the study was to examine the role of leadership and school culture on the integration of technology to support instruction for students with emotional and behavioral disorders (EBD). A multiple embedded case study design was used to describe how a school leadership team supports a school culture for technology integration within classrooms where special education teachers integrate technology to engage students with EBD. The primary case of school culture includes a comprehensive description of how the school leadership team supports a culture for technology integration within classrooms. Embedded cases within the primary case describe how special education teachers integrate technology to engage students with EBD in classroom instruction. Technological Pedagogical Content Knowledge (TPACK) (Koehler & Mishra, 2005) is part of the conceptual framework to theoretically undergird the study. The findings of this study describe a school that serves students with EBD where there is a strong school culture and leaders support teachers who integrate technology to engage students. Patterns from the analysis indicate school leaders plan for staff development, participate in staff development sessions with teachers, observe teachers, provide feedback about teacher performance, and praise and encourage teachers to integrate technology. Teachers and leaders engage in formal and informal staff development opportunities to learn how to integrate technology into classroom lessons. As a result of these trainings and school leader support, teachers provide clear expectations for students while integrating technology to engage students, provide direct instruction, choices, and visual representation of content.
APA, Harvard, Vancouver, ISO, and other styles
3

Livingston, Christine. "Get him out of my classroom the effectiveness of the inclusion for students with EBD /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003livingstonc.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schilling, Brittany Linn. "Teacher Perspectives on Behaviors Exhibited by Students at Risk for EBD and the Implications of These Behaviors for the Development of an EBD Screener in Middle and Junior High Schools." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1860.

Full text
Abstract:
Universal screening is an emerging practice in the field of education to provide at-risk students with early intervention services. Currently there is not a universal screener specifically designed for the middle school population. Therefore, the purpose of this study was to obtain junior high and middle school teachers' perspectives on behaviors exhibited by students at risk for emotional and behavioral disorders in order to develop preliminary test items. Several themes were identified from the teachers' perspectives. Teacher perspectives noted that at-risk students displayed a variety of internalizing and externalizing behaviors. These issues included difficulty maintaining peer and teacher relationships, difficulty with hygiene and sleep, challenging home and school relationships, and noncompliant behaviors. From these themes, the researcher created an initial item pool of 24 items, which can be used for future development of a screening instrument.
APA, Harvard, Vancouver, ISO, and other styles
5

Elam, Christie McDuffee. "Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2403.

Full text
Abstract:
The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools that teachers deemed successful in the inclusion classroom. Data were collected using a case study exploring the design with purposeful sampling strategies for participant recruitment. Two focus groups with 14 regular Kindergarten through fifth grade classroom teachers were conducted along with personal interviews with 5 behavior specialists. Data were analyzed using open and axial coding with iterative re-categorization strategies. The findings highlighted effective teaching strategies that focused on improving the overall educational experience in the inclusive classroom by targeting improvement of academic performance, social skills, communication techniques, and behavior management strategies. This study focused on a positive social change by positioning teachers to create a successful educational environment for all students. The study's project provided a culminating professional development project that presented the various strategies discovered during the data collection and analysis process.
APA, Harvard, Vancouver, ISO, and other styles
6

McKnight, Kimberly W. "Communication, Empathy, and Trust: Exploring Teachers' Partnerships With the Families of Their Most Challenging Students." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5052.

Full text
Abstract:
The purpose of this embedded mixed methods collective case study was to explore eight kindergarten, first, and second grade teachers’ experiences partnering with families of their students who are at risk for emotional or behavioral disorders (EBDs). The teachers worked in two high-poverty, non-accredited Title-1 schools in an urban city. The study was part of a federally funded intervention called Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS- Elementary; BiC-E; Sutherland et al., 2017), which is targeted for students at risk for the development of EBDs. It uses evidence- based instructional practices to decrease students’ problem behaviors and increase their engagement. Teachers had BiC-E coaches help them implement a Home-School Partnership manual and process with 1 to 2 families of students at risk for EBDs. The teachers completed pretest measures, followed by a collection of weekly coaching reports for 15 weeks, then posttest measures and posttest interviews were conducted. The study intended to (a) learn more about teachers’ perspectives of partnering with families of their most challenging student and (b) help expand the literature about home-school partnership strategies for teachers to use with their families of students at risk for EBD. Mixed methods analyses revealed three keys to teachers’ successes in partnering with families: a) using the Home-School Partnership process with the CARES Framework encouraged more than just communication, it built empathy, cultural awareness, and effective communication strategies, b) presence of coaches promoted family- teacher partnerships, and c) encouragement of a partnership approach for teachers and families underscored the strengths both partners provided. A conceptual framework illustrated the complicated nature of these partnerships and underscored further study of this under-studied topic. Themes from the qualitative components shed light on the importance of congruence in the roles and expectations for both families and teachers in the partnership. Implications for policy and practice are discussed. Findings help inform the scant literature on targeted home- school partnership processes for teachers and families of students at risk for EBD.
APA, Harvard, Vancouver, ISO, and other styles
7

Sutton, Dawn R. "A Phenomenological Study| Understanding the Experiences of Students with Emotional and Behavioral Disorder (EBD) in the Use of Virtual Reality (VR) Environments." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734045.

Full text
Abstract:

There is very little research about the use of virtual reality (VR) technology within special education environments, in particular Emotional and Behavioral Disorder (EBD) classrooms. The purpose of this phenomenological study was to understand the experiences of students with EBD as they use a VR learning platform as their primary learning environment. The study was focused on four participants as they told their stories about their experience with the virtual learning world of Quest Atlantis. Three main themes related to the participants’ experiences emerged: emergence of self-confidence; play and learning within a virtual learning environment; and fostering positive social interactions. Their experiences within the QA environment showed how they found learning to be a “fun” and meaningful process, which was much different from their experiences in non-virtual learning environments. For these participants, this medium helped them to begin to develop a greater sense of self-confidence, which led to more self-control and management of their lives. In addition, they had begun to learn how to increase their understanding of working in collaborative learning environments, a much-needed skill for the years to come. The benefits of this study may help educators add to their understanding of how the use of VR can help to create a positive learning environment for a group of students with EBD that tend to be in the highly restrictive learning setting.

APA, Harvard, Vancouver, ISO, and other styles
8

Kennedy, Christina N. "The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/67.

Full text
Abstract:
In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed disruptive behaviors. These students were selected based on the following criteria: (a) identified as using attention-seeking behaviors to disrupt classroom instruction, and (b) accrued an average of three or more office discipline referrals (ODRs) during classroom instruction since the beginning of the semester. Teacher praise notes are notes written by the teacher to a student regarding observed appropriate classroom behaviors while peer praise notes are written by the students to peers of their choice regarding observed appropriate behaviors. The type of praise notes were counterbalanced across each session. Duration recording was used to record the length of disruption per student during all sessions. Data were analyzed by visual analysis. The results suggest that TPNs and PPNs decreased disruptive behaviors of the students with E/BD in a residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and future for research directions are discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

Shirk, Christine. "THE PREPAREDNESS OF ELEMENTARY MUSIC TEACHERS TO INCLUDE STUDENTS WITH CHALLENGING BEHAVIOR IN THEIR CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3817.

Full text
Abstract:
Students with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners. Music teacher preparation has been inadequate in training teachers for inclusion. Elementary music educators rarely have outside support to deal with classroom challenges as they serve students with disabilities and at-risk students. Music teacher training is focused on content, not behavior management. This study examined the perceptions of randomly selected elementary music educators who were members of MENC: The National Association for Music Education regarding their preparedness to effectively manage five areas of severe behavior often exhibited by students with emotional behavior disorders: withdrawal, impulsivity, argumentative behavior, aggression towards peers, and aggression towards the teacher. The researcher devised a 39 item online survey instrument based on supporting literature. The survey was given to randomly selected participants. Two hundred sixty-nine elementary music educators from across the United States completed the survey providing information on incidence frequency, preparedness, training in behavior management, and the amount of behavior support available. Elementary music teachers felt prepared to handle impulsivity (58.2%), and argumentative behavior (55.7%). They were not prepared for withdrawal (50.8%), aggression towards peers (50.9%), and least prepared to handle aggression towards the teacher (58.1%).Over 94% of the music teachers had adult assistance less than 25% of the time and 45.9% never had adult assistance with included classes. More than 74% of the teachers indicated that they have adult assistance with self-contained special education classes less than 25% of the time and 35.7% never having adult assistance with those classes. Forty-six point two percent of the music teachers had no behavior specialist available or were unaware if one was available. Only 3.7% of the respondents felt they had all the support they needed. Thirty-six point one percent of the music teachers had no crisis plan in case of an eruption of severe behavior in their classes.
Ed.D.
Department of Child, Family and Community Sciences
Education
Curriculum and Instruction EdD
APA, Harvard, Vancouver, ISO, and other styles
10

Smith, Leroy V. "Increasing the Career Longevity of Teachers of Students With Emotional and Behavioral Disorders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4890.

Full text
Abstract:
Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 EBD teachers. Results of independent-samples t-tests indicated there were no statistically significance differences in responses between the 2 groups. However, there were notable differences when the highest and lowest means scores of individual survey items were examined. The importance both groups placed on job supports when compared to college preparation and job benefit/amenities was evident. Additionally, the results indicated that EBD teachers planning on leaving the profession placed more importance on direct contact with school administrators when compared with those intending to stay. Results of this study should be taken with caution as they are drawn from a relatively small sample of EBD teachers. The results of the study may add to the field of research on EBD teacher attrition rates and possibly assist universities, educational leaders, and education policy makers in developing means to address this issue. Importantly, the results of the study could promote the professional success of EBD teachers as well as the academic, behavioral, and social growth of the students they teach.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Students With EBD"

1

Ellis, Joan. PSHE for students with MLD or EBD. Milton Keynes: Chalkface Project, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Robinson, Dale. PSHE for students with MLD or EBD. Milton Keynes: Chalkface Project, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Robinson, Dale. PSHE for students with MLD or EBD. Milton Keynes: Chalkface Project, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Steve, Eddy, Baker Bill, Dixon Craig, and Chalkface Project, eds. PSHE for students with MLD or EBD. Milton Keynes: Chalkface Project, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Robinson, Dale. PSHE for students with MLD or EBD. Milton Keynes: Chalkface Project, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

The world of 1950: The end of innocence. New York: Vantage Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Silva, Daya De. The days we wished would never end. Ratmalana: Sarvodaya Vishva Lekha Publication, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

University of Toronto. Task Force on Back-End Debt Relief. Report of the Task Force on Back-End Debt Relief. [Toronto]: Faculty of Law, University of Toronto, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Copyright Paperback Collection (Library of Congress), ed. End me a tenor. New York: Berkley Prime Crime, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Muzikar, Cal. Destiny's end: A novel. Mansfield, Ohio: BookMasters, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Students With EBD"

1

Miettinen, O. S. "Assignments to the Students." In Up from Clinical Epidemiology & EBM, 151–56. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9501-5_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Corcella, Luca, Marco Manca, and Fabio Paternò. "Personalizing a Student Home Behaviour." In End-User Development, 18–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58735-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Trebbels, Marina. "Explaining students’ educational expectations." In The transition at the end of compulsory full-time education, 153–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-06241-5_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Trebbels, Marina. "Explaining students’ educational aspirations." In The transition at the end of compulsory full-time education, 119–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-06241-5_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Miettinen, O. S. "On the Students’ Concepts, the Teacher’s Comments." In Up from Clinical Epidemiology & EBM, 147–49. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9501-5_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Morley, Dawn A. "The ‘Ebb and Flow’ of Student Learning on Placement." In Enhancing Employability in Higher Education through Work Based Learning, 173–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75166-5_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hamann, Edmund Ted, and Susan Wunder. "Using a Cohort Approach to Convert EdD Students into Critical Friends." In Redesigning Professional Education Doctorates, 161–76. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rosson, Mary Beth, Elizabeth Thiry, Dejin Zhao, and John M. Carroll. "Teachers as Designers: Enabling Teachers to Specify Dynamic Web Programming Projects for Students." In End-User Development, 233–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21530-8_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Miettinen, O. S. "Some Elementary Concepts of Medicine, According to the Students." In Up from Clinical Epidemiology & EBM, 141–45. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9501-5_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gennari, Rosella, Eftychia Roumelioti, and Secil Ugur Yavuz. "Help Me Create Smart Things: How to Support Design and Art Students at a Distance." In End-User Development, 87–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79840-6_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Students With EBD"

1

Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

Full text
Abstract:
Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
APA, Harvard, Vancouver, ISO, and other styles
2

Bessette, Amanda, Beshoy Morkos, and Shraddha Sangelkar. "Improving Senior Capstone Design Student Performance Through Integration of Presentation Intervention Plan." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47604.

Full text
Abstract:
This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course; whereas, qualitative data was collected at the end of the course. Our method utilizes an adapted version of the Motivational Student Learning Questionnaire (MSLQ). The survey asks a variety of questions to measure the performance and motivation levels of the student. Performance factors studied are cognitive value and self-regulation. Motivation factors include presentation anxiety, intrinsic value, and self-efficacy. Statistical analysis is performed among the factors, cohort populations, and within the population (male versus females and domestic versus international) to identify if a correlation exists with student course performance. Amongst other findings, the results indicate the student’s experienced positive change due to participation in the intervention plan.
APA, Harvard, Vancouver, ISO, and other styles
3

Bessette, Amanda, Vitalis Okafor, and Beshoy Morkos. "Correlating Student Motivation to Course Performance in Capstone Design." 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/detc2014-35506.

Full text
Abstract:
This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.
APA, Harvard, Vancouver, ISO, and other styles
4

Binti Mohamad Jais, Nurul'Atifah, and Hazinah binti Kutty Mammi. "Malaysia EBC: Malaysia e-book club." In 2017 6th ICT International Student Project Conference (ICT-ISPC). IEEE, 2017. http://dx.doi.org/10.1109/ict-ispc.2017.8075324.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Why Engineering-Based Learning Can Revolutionize STEM Teaching in High Schools." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86355.

Full text
Abstract:
For many years, literature has documented the benefits of project-based learning (PBL) and its impact on student learning especially at the high school level. More often than not however, students are still losing interest in STEM (Science, Technology, Engineering, and Mathematics) education because current educational teaching pedagogies have become antiquated and are not impacting student learning, as it should. With that said, our discovery through elicitation of high school educators has cited the main reason for such disinterest is due to the inability of students to connect STEM abstract concepts and theory with STEM application to appreciate the value of learning STEM. With access to information easier than ever, students are forgetting that learning is not about getting the right answer but understanding how to solve a complex problem. In the past, PBL has benefited students in engaging them in hands-on learning however, with a more complex paradigm shift in student learning style, PBL and lecture-based learning are no longer the most effective methods of teaching. Engineering-based learning has the opportunity and potential to modify STEM education and revolutionize STEM teaching pedagogy by changing the one-size-fits-all model to an individual, student-centered learning approach where education is mass customized. This paper discusses a new teaching pedagogy dubbed Engineering-Based Learning (EBL) that is a more systematic approach to high school STEM teaching for open-ended problems. This paper presents the EBL model, the EBL tools, and its impact thus far on high school students. It also presents sample feedback from both teachers and students and how it has influenced their outlook of engineering and STEM in the real world. The purpose of this paper is also to disseminate this new teaching pedagogy to support the notion that STEM education can be successfully taught and provide students with a structured, systematic, hands-on approach, as well as the appropriate tools and resources allowing them to connect complex STEM theory and real-world application.
APA, Harvard, Vancouver, ISO, and other styles
6

Shah, Devanshi, Elisabeth Kames, McKenzie Clark, and Beshoy Morkos. "Development of a Coding Scheme for Qualitative Analysis of Student Motivation in Senior Capstone Design." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98423.

Full text
Abstract:
Abstract Senior Capstone Design courses offer two major types of projects: industry sponsored projects and non-industry sponsored projects. Previous studies show changes in student motivation based on the type of project they select. However, the quantitative data analysis fails to capture the reasoning behind the student’s inclination towards a certain type of project in the beginning of the selection phase. Also, little is known about the personal experiences of the student working on the team and project they choose. This paper addresses the gap in the examination of student motivation based on the type of projects they select. This paper outlines a coding scheme developed to analyze the qualitative interview data gathered during an open-floor style exit interview with all of the senior design teams. The thirty minute exit interviews were conducted at the end of the semester to capture their experiences and reflections about the course. A coding manual is generated which highlights the codes observed frequently among the teams. Themes are developed highlighting the important phases of the course. The objective is to develop a coding scheme for senior capstone design courses which would serve as a guide to the educators to determine various factors that influence student motivation and improve the senior design experience for all students.
APA, Harvard, Vancouver, ISO, and other styles
7

Moitra, S., A. Nath, S. R. Rout, and P. S. Bhowmik. "Band pass filter design using half mode substrate integrated waveguide (HMSIW) with periodically loaded F-EBG structures." In 2016 IEEE Students’ Technology Symposium (TechSym). IEEE, 2016. http://dx.doi.org/10.1109/techsym.2016.7872680.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Stern, Fred, Marian Muste, Tao Xing, and Donald Yarbrough. "Hands-On Student Experience With Complementary CFD Educational Interface and EFD and Uncertainty Analysis for Introductory Fluid Mechanics." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56832.

Full text
Abstract:
Development, implementation, and evaluation are described of hands-on student experience with complementary CFD educational interface and EFD and uncertainty analysis (UA) for introductory fluid mechanics course and laboratory at The University of Iowa, as part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement - Educational Materials Development project. The CFD educational interface is developed in collaboration with faculty partners from Iowa State, Cornell and Howard universities along with industrial partner FLUENT Inc. and designed to teach CFD methodology and procedures through interactive implementation that automates the “CFD process” following a step-by-step approach. Predefined active options for students’ exercises use a hierarchical system both for introductory and advanced levels and encourages individual investigation and learning. Ideally, transition for students would be easy from advanced level to using FLUENT or other industrial CFD code directly. Generalizations of CFD templates for pipe, nozzle, and airfoil flows facilitate their use at different universities with different applications, conditions, and exercise notes. Complementary EFD laboratories are also developed. Classroom and pre-lab lectures and laboratories teach students EFD methodology and UA procedures following a step-by-step approach, which mirrors the “real-life” EFD process. Students use tabletop and modern facilities such as pipe stands and wind tunnels and modern measurement systems, including pressure transducers, pitot probes, load cells, and computer data acquisition systems (Labview) and data reduction. Students implement EFD UA and use EFD data for validation of CFD and AFD results. Students analyze and relate EFD results to fluid physics and classroom lectures. The laboratories constitute 1 credit hour of a four credit hour 1 semester course and include tabletop kinematic viscosity experiment focusing on UA procedures and pipe and airfoil experiments focusing on complementary EFD and CFD for the same geometries and conditions. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa), focuses on exact descriptions of the implementations, especially as experienced by the students. Also discussed are conclusions and future work.
APA, Harvard, Vancouver, ISO, and other styles
9

Montuori, Lina, Carlos Vargas-Salgado, David Alfonso-Solar, and Paula Bastida Molina. "Procedure for the evaluation of transversal competences in lab practices: application to the course on heat transfer at the Polytechnic University of Valencia." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10173.

Full text
Abstract:
In this paper, a procedure for the systematic evaluation of lab practices based on the development of transversal competences is presented. This procedure includes the design and completion of specific rubrics (complemented with a personal interview at the end of the session) for each of the experiments carried out during the practice, considering both individual and group educational sides. So, aspects related to the student’s behavior when working in-group (and the specific contribution of each student to the group), but also related to the individual performance, attitude, abilities and knowledge which the student should have previously acquired during the theoretical classes are considered. A practical application of the developed method to the practices related to the course on Heat Transfer at the Polytechnic University of Valencia is presented, where some results are also summarized. In such application, the suitability of the proposed procedure is highlighted as a proper mean not just to evaluate, but also to help students developing both specific and transversal competences, which they will use during their whole career and professional life.
APA, Harvard, Vancouver, ISO, and other styles
10

Ripin, Nabilah, Robi'atun Adayiah Awang, Ahmad Asari Sulaiman, Noor Hasimah Baba, and Suhaila Subahir. "Rectangular microstrip patch antenna with EBG structure." In 2012 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2012. http://dx.doi.org/10.1109/scored.2012.6518651.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Students With EBD"

1

Heeger, Alan J., Fred Wudl, and Paul Smith. End-of-the-Year Report: Publications/Patents/Presentations/Honors/Students Report. Fort Belvoir, VA: Defense Technical Information Center, May 1992. http://dx.doi.org/10.21236/ada251276.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

Full text
Abstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
APA, Harvard, Vancouver, ISO, and other styles
3

Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

Full text
Abstract:
The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.
APA, Harvard, Vancouver, ISO, and other styles
4

Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

Full text
Abstract:
The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
APA, Harvard, Vancouver, ISO, and other styles
5

Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

Full text
Abstract:
With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
APA, Harvard, Vancouver, ISO, and other styles
6

Robayo Botiva, Diana María. Brief Current Context of the Types of Electronic Commerce in Colombia. Ediciones Universidad Cooperativa de Colombia, April 2021. http://dx.doi.org/10.16925/gclc.17.

Full text
Abstract:
In the current context, e-commerce has improved significantly as consumers have increased online shopping in different sectors of the economy. Therefore, the term “e-commerce” is becoming increasingly well-known and relevant for conducting business transactions. In addition, the current context of the COVID-19 pandemic has contributed to the extreme growth of e-commerce, and in the long term it will be a vital part of companies to achieve a greater competitive advantage as it offers benefits to the end consumer. However, it is important to note that there will be technological and non-technological limitations that will affect its growth. Nevertheless, the advance of information and communication technologies (ICTS) will tend to correct these limitations, consolidating the generalized increase of e-commerce worldwide. Consequently, it is pertinent that students of economics, administrative and accounting sciences, engineering, among others, expand their knowledge in e-commerce and thus be at the forefront of the different issues surrounding the digital transformation in companies and the digital economy.
APA, Harvard, Vancouver, ISO, and other styles
7

Vasanth K, Pooja, and Dwaipayan Banerjee. Operations SOP: How to Organise COVID Vaccination for 200-Person Educational Institutions / Small Organisations. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/opssop.072021.

Full text
Abstract:
This document details the Standard Operating Procedures (SOP) which can be followed by any small organisations/educational institutions/ apartment complexes (approximately up to 200 individuals) for organising an on-site COVID-19 vaccination drive for their staff, students, residents and family. The sections detail the basic design and process workflow that can be planned within the premises to ensure elimination of unproductive waiting time on one hand and also provide maximum safety for all beneficiaries from chances of cross transmission of COVID-19 infection. The document captures details about the manpower planning, zone demarcations and roles and responsibilities of stakeholders, which can be used as a guideline for setting up similar initiatives. The COVID-19 safety protocols have also been covered to ensure adherence of processes as a safeguard against infections. A section has been added at the end on lessons learnt, which provides an insight on how to further improve the existing process and account for additional aspects which need to be considered for an improved experience and enhanced safety.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Students With EBD' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography