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Artículos de revistas sobre el tema "Community and school, Eritrea"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 4 de febrero de 2022

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1

Tesfamariam, Eyasu H., Medhane M. Tekie, Amos Y. Tesfa, Dawit H. Hadgu, Eyob A. Awalom, Eyob B. Ghebremedhin y Nebay A. Tquabo. "Attitude towards Mental Illness among Secondary School Students in Asmara, Eritrea: A Cross-Sectional Study". Psychiatry Journal 2018 (1 de noviembre de 2018): 1–8. http://dx.doi.org/10.1155/2018/4578721.

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Secondary School students (SSs) are important members of the community; hence their attitude towards mental illness can be highly influential. Mentally ill individuals are not only suffering from the illness but also suffering from the stigmatizing attitude generated by the community. The objectives of this study were to determine attitude of SSs towards mental illness and its associated factors. A cross-sectional study design employing stratified random sampling was applied to select a sample of 402 students. Data was obtained using a self-administered Belief towards Mental Illness (BMI) questionnaire. Independent sample t-tests and one-way ANOVA were used to determine possible differences in scores of attitude. From a total of 21 BMI scale items, positive attitudes were found in eight items and negative attitudes were found in the remaining thirteen. The mean score of the full BMI scale was 2.47 (95% CI: 2.41, 2.54). The mean (95% CI) scores of dangerousness, poor social relations and incurability, and shame subscales were 2.68 (2.60, 2.76), 2.55 (2.48, 2.62), and 1.22 (1.09, 1.34), respectively. A significant negative correlation was found between attitude scores and the average mark of students (r = -0.257, p<0.0001). Moreover, significant differences in attitude scores were observed between students with a relative of mental illness and those without such a relative (p=0.004). There was an increasing trend of positive attitudes with increased educational level among 9th, 10th, and 11th graders (p-trend<0.0001) and with an increase in the educational level of the students father (p-trend=0.028). However, no significant difference in attitude score was found across categories of sex, religion, living condition of father, presence of a mentally ill neighbor, educational level of mother, or ethnicity. In conclusion, considerable numbers of SSs have negative attitudes towards mental illness. Implementation of programs that enhance positive attitudes towards mentally ill individuals is recommended.

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2

Abraha, Zemuy G. "PM333 Tobacco Control Challenges In Eritrea With a Focus in Schools". Global Heart 9, n.º 1 (marzo de 2014): e130. http://dx.doi.org/10.1016/j.gheart.2014.03.1689.

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3

Idris, Khalid Mohammed, Samson Eskender, Amanuel Yosief, Berhane Demoz y Kiflay Andemicael. "Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea". Nordic Journal of Comparative and International Education (NJCIE) 4, n.º 3-4 (29 de diciembre de 2020): 139–56. http://dx.doi.org/10.7577/njcie.3746.

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Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.

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4

Plastow, Jane. "The Eritrea Community-Based Theatre Project". New Theatre Quarterly 13, n.º 52 (noviembre de 1997): 386–95. http://dx.doi.org/10.1017/s0266464x00011544.

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Following Jane Plastow's contextual history of Eritrean theatre in NTQ50, Paul Warwick gave an account in the following issue of its previously undocumented role during the thirty-year Eritrean struggle for independence, describing the efforts of the freedom fighters to create theatre for the first time in a rural context. The Eritrean People's Liberation Front not only deployed theatre as a propaganda weapon, but also recognized its value as an agent for educating the people in matters ranging from women's rights to the benefits of modern medicine and farming methods: and with victory came measures further to stimulate the growth and development of theatre as part of Eritrean culture. Jane Plastow, in this third and concluding article, takes up the story with the invitation issued by the new government to her and her colleagues to initiate the ‘Eritrea Community-Based Theatre Project’, in an attempt both to widen the perspectives of Eritrean actors and to draw upon all relevant traditions, African and European, in developing a popular but distinctive theatre for the people. In addition to her role as director of the project, Jane Plastow is a lecturer at Leeds University, having worked in theatre for some years in a number of other African nations.

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5

Tedla, Berhane Aradom. "Instructional Leadership and School Climate: A Case Study of a Secondary School in Eritrea". Literacy Information and Computer Education Journal Special 1, n.º 1 (1 de marzo de 2012): 846–55. http://dx.doi.org/10.20533/licej.2040.2589.2012.0112.

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6

Fessehatsion, Petros Woldu y Pai Peng. "Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers". International Journal of Research in Education and Science 7, n.º 1 (13 de diciembre de 2020): 227. http://dx.doi.org/10.46328/ijres.1532.

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This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers’ retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference & interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers’ persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.

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7

Madsen, Ulla Ambrosius. "Imagining selves. School narratives from girls in Eritrea, Denmark and Nepal". YOUNG 14, n.º 3 (20 de julio de 2006): 219–33. http://dx.doi.org/10.1177/1103308806065817.

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8

Preston, Jane P. "Influencing Community Involvement in School: A school community council". Articles 46, n.º 2 (29 de noviembre de 2011): 197–212. http://dx.doi.org/10.7202/1006435ar.

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The purpose of this qualitative research was to explore the role a School Community Council (SCC) played in encouraging community involvement in a kindergarten to grade 12 school. Via 35 interviews, thematic data reflected that the SCC’s influence was limited. As analyzed through social capital theory, SCC members shared thin levels of trust, which influenced the association’s impact on community involvement. Research implications underscore the need for policymakers to reconsider SCC membership timelines.

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9

Turan, Janet Molzan, Mekonnen Tesfagiorghis y Mary Lake Polan. "Evaluation of a Community Intervention for Promotion of Safe Motherhood in Eritrea". Journal of Midwifery & Women's Health 56, n.º 1 (enero de 2011): 8–17. http://dx.doi.org/10.1111/j.1542-2011.2010.00001.x.

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10

Naty, Alexander. "Environment, Society and the State in Western Eritrea". Africa 72, n.º 4 (noviembre de 2002): 569–97. http://dx.doi.org/10.3366/afr.2002.72.4.569.

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AbstractThis article examines the relationship between the environment, society and the state in the Gash–Setit region of western Eritrea. Through an analysis of the environmental narrative of the local communities and the state, it explores the factors that have contributed to the environmental crisis in the region. These factors include population resettlement, the agricultural development policy of the state, war, drought and the collapse of traditional management of the environment. The combined effects have created environmental stresses which have far-reaching implications for state–society and inter-community relations. The analysis draws on historical, cultural and political dimensions in seeking to understand relations between the environment, society and the state.

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11

Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development". Education and Urban Society 50, n.º 2 (21 de diciembre de 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.

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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.

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12

Lorenzo Delgado, Manuel. "School Community Leadership". Educar 48, n.º 1 (10 de enero de 2012): 9. http://dx.doi.org/10.5565/rev/educar.33.

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13

Klein, Reva. "Colne Community School". Improving Schools 3, n.º 3 (noviembre de 2000): 6–9. http://dx.doi.org/10.1177/136548020000300303.

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14

Madsen, Kristine, Hannah Thompson, Amy Adkins y Yashica Crawford. "School-Community Partnerships". JAMA Pediatrics 167, n.º 4 (1 de abril de 2013): 321. http://dx.doi.org/10.1001/jamapediatrics.2013.1071.

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15

Darian-Smith, Kate y Nikki Henningham. "Site, school, community". History of Education Review 43, n.º 2 (30 de septiembre de 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

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16

Koeller, Shirley, Mary Lou Bailey y Bill R. Gonzales. "School/Community Interaction". Social Studies 80, n.º 1 (febrero de 1989): 28–29. http://dx.doi.org/10.1080/00377996.1989.9957448.

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17

Gyawali, Rajendra y Vanessa R. Moodley. "Causes of Childhood Vision Impairment in the School for the Blind in Eritrea". Optometry and Vision Science 94, n.º 12 (diciembre de 2017): 1138–44. http://dx.doi.org/10.1097/opx.0000000000001142.

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18

Gebremedhin, Solomon Haile y Francois Theron. "Locating community participation in a water supply project—the Galanefhi Water Project (Eritrea)". Anthropology Southern Africa 30, n.º 1-2 (enero de 2007): 20–28. http://dx.doi.org/10.1080/23323256.2007.11499943.

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19

Tesfamariam, Yordanos y Margot Hurlbert. "Gendered adaptation of Eritrean dryland farmers". International Journal of Climate Change Strategies and Management 9, n.º 2 (20 de marzo de 2017): 207–24. http://dx.doi.org/10.1108/ijccsm-07-2016-0096.

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Purpose This paper aims to report findings of a study of vulnerability that identified adaptation strategies of male and female farmers in two regions of Eritrea. The country is suffering from food shortage because of climate and non-climate stressors. As such, erratic rainfall, chronic droughts and extreme weather adversely affect crop production. This paper answers the question of how policy instruments and cultural practices, and their interaction, increase or reduce the vulnerabilities of male and female agricultural producers, including producer perceptions of how instruments and culture can be improved. Design/methodology/approach Interviews and focus groups were conducted in the two study regions in Eritrea. Documents and transcripts of the interviews and focus groups were coded by theme and analyzed. Findings Findings revealed that the main rainy season has reduced from four to two months, and the minor rainy season has often failed. As a result, exposure and sensitivity to climate change affects all farmers. These climate change impacts together with Eritrean government policy instruments, including the limited availability, affordability and accessibility of agricultural inputs such as land, fertilizer, seeds, and male labor exacerbate the vulnerability of agricultural producers. Tigrinya farm women are the least able to adapt to extreme weather because of an unequal distribution of resources resulting from cultural, patriarchal views of women which have prevented them from being regarded as equal primary farmers and further limit their access to the resources mentioned. This vulnerability is exacerbated by the prescribed military service of men in their community (which is not prescribed in the matrilineal Kunama community). Producers perceive that addressing this gender inequality and improving government instruments, most importantly getting rid of mandatory military service, will improve adaptation. Practical implications Concrete recommendations made by the community are reported. Originality/value This paper presents important findings from qualitative research conducted in Eritrea.

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20

T.H., Tsurkan. "CREATING A SCHOOL COMMUNITY". Pedagogical Sciences, n.º 87 (26 de septiembre de 2019): 74–77. http://dx.doi.org/10.32999/su2413-1865/2019-87-13.

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21

Klein, Reva. "Millfields Community School, Hackney". Improving Schools 4, n.º 3 (noviembre de 2001): 3–7. http://dx.doi.org/10.1177/136548020100400302.

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22

White, D. G. "Medical school-community dialogue". Academic Medicine 69, n.º 7 (julio de 1994): 588–90. http://dx.doi.org/10.1097/00001888-199407000-00017.

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23

McLean, Jenny y Geoff George. "The Benedict Community School". Kappa Delta Pi Record 30, n.º 1 (octubre de 1993): 33–35. http://dx.doi.org/10.1080/00228958.1993.10531863.

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24

Valli, Linda, Amanda Stefanski y Reuben Jacobson. "Typologizing School–Community Partnerships". Urban Education 51, n.º 7 (3 de agosto de 2016): 719–47. http://dx.doi.org/10.1177/0042085914549366.

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25

Massey, Doreen E. "Reviews : School and Community". Health Education Journal 45, n.º 2 (junio de 1986): 120. http://dx.doi.org/10.1177/001789698604500225.

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26

Gyawali, Rajendra y Vanessa R. Moodley. "Need for optical intervention in children attending a school for the blind in Eritrea". Clinical and Experimental Optometry 101, n.º 4 (26 de septiembre de 2017): 565–70. http://dx.doi.org/10.1111/cxo.12601.

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27

Ogbaharya, Daniel y Aregai Tecle. "Community-based natural resources management in Eritrea and Ethiopia: toward a comparative institutional analysis". Journal of Eastern African Studies 4, n.º 3 (noviembre de 2010): 490–509. http://dx.doi.org/10.1080/17531055.2010.517417.

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28

Natale, JoAnne E., Ellen Hamburger, Mussie Aman, Woldu Asmerom, Amal Faisal, Fitsum Gebremichael, Solomon Haile et al. "Intervention to Reduce Parental Bypass of Community Pediatric Primary Health Facilities in Asmara, Eritrea". Journal of Primary Care & Community Health 1, n.º 3 (30 de septiembre de 2010): 213–17. http://dx.doi.org/10.1177/2150131910380238.

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29

Moore, Sara Delano, Sharon Brennan, Ann R. Garrity y Sandra W. Godecker. "Winburn Community Academy: A University-Assisted Community School and Professional Development School". Peabody Journal of Education 75, n.º 3 (julio de 2000): 33–50. http://dx.doi.org/10.1207/s15327930pje7503_3.

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30

Miran, Jonathan y Aharon Layish. "The Testamentary Waqf as an Instrument of Elite Consolidation in Early Twentieth-Century Massawa (Eritrea)". Islamic Law and Society 25, n.º 1-2 (3 de abril de 2018): 78–120. http://dx.doi.org/10.1163/15685195-02512p04.

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This study examines the testamentary waqf of Aḥmad b. ʿAbd Allāh al-Ghūl (1853-1919), a prominent merchant and communal leader in the cosmopolitan Red Sea port town of Massawa in Eritrea during the period of Italian colonial rule (1885-1941). We provide an annotated translation of the document and a detailed socio-legal analysis of its features. We argue that the testamentary waqf was a vehicle for ensuring the family’s integration in Eritrea in perpetuity. We also consider how the testamentary waqf was used as a strategy to sustain the al-Ghūl family as a corporate unit by preserving the integrity of its real estate assets and by upholding the family’s internal hierarchy of authority. Finally, by endowing properties to mosques and wells, the testator-founder sought to establish the family’s role as a patron of the Muslim community.

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31

Duncan, Derek. "In the Wake: Postcolonial Migrations from the Horn of Africa". Forum for Modern Language Studies 56, n.º 1 (23 de diciembre de 2019): 96–109. http://dx.doi.org/10.1093/fmls/cqz055.

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Abstract Abu Bakr Khaal’s African Titanics (written in Arabic) and Jonny Steinberg’s A Man of Good Hope (written in English) track diasporic movements from the former Italian colonies of Eritrea and Somalia. Focusing on mobility as well as memory, both books trace complicated and unpredictable patterns of forced displacement and precarious settlement. African Titanics charts the journey from Eritrea to the shores of the Mediterranean and the sea crossing to Europe, while A Man of Good Hope follows the movement overland from Somalia to South Africa. Both texts delineate communities networked across national borders and propose an alternative geography formed by cultural commonality rather than geopolitical division. The essay draws on Christina Sharpe’s concept of the ‘wake’ as a means of understanding how migrant subjectivity and community are formed through the multiple forms of racialized violence experienced in transnational mobility.

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32

Plastow, Jane. "Theatre of Conflict in the Eritrean Independence Struggle". New Theatre Quarterly 13, n.º 50 (mayo de 1997): 144–54. http://dx.doi.org/10.1017/s0266464x00011003.

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Eritrea is a newly independent country whose performing arts history, based on the music and dance of her nine ethnic groups, is only just beginning to be systematically researched. Western-influenced drama was introduced to the country by the Italians in the early twentieth century, but Eritreans only began to use this form of theatre in the 1940s. The three-part series here inaugurated is the first attempt to piece together the history of Eritrean drama, beginning below with an outline of its history from the 1940s to national independence in 1991. The author explores the highly political role drama played from the outset in Eritrea's struggle towards independence and the effort to mould this alien performance form into a public voice at least for urban Eritreans. Later articles will look at the cultural troupes of the Eritrean liberation forces and at post-independence work on developing community-based theatre. The research took place as part of the continuing Eritrea Community Based Theatre Project, which is involved with practical theatre development as well as theatre research. Although this opening article is written by Jane Plastow, she wishes to stress that it is the upshot of a collaborative research exercise, for which Elias Lucas and Jonathan Stephanus were research trainees. Most of the information used here is the result of interviews they conducted and of translations of articles in Tigrinya or Amharic which they located. Training in interview techniques and collaboration over translation of material into English was conducted by the project research assistant, Paul Warwick. Jane Plastow is the director of the Eritrea Community Based Theatre Project and a lecturer at Leeds University. She initiated the project at the invitation of the Eritrean government, after working in theatre for some years in a number of African countries, notably Ethiopia. She supervised the research for this project, and used her experience of African theatre and of the politics and history of the region to draw the available material into its present state as a preliminary history of Eritrean drama.

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Ayalew Mengiste, Tekalign. "Refugee Protections from Below: Smuggling in the Eritrea-Ethiopia Context". ANNALS of the American Academy of Political and Social Science 676, n.º 1 (21 de febrero de 2018): 57–76. http://dx.doi.org/10.1177/0002716217743944.

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This article is an analysis of the role of human smuggling practices and of the transnational social relations of Eritrean refugees exiting and transitioning through Ethiopia. Based on two years of multisited ethnographic fieldwork, I explore how smugglers, aspiring migrants, and former migrants, settled en route and in diasporic spaces, try to minimize the risk of violence through communities of support and knowhow. In so doing, I argue that smuggling is a socially embedded collective practice that strives to facilitate safe exit and transitions of Eritrean refugees despite the criminalization of migration, the militarization of borders, and the potential and existing criminal activity along Eritrean, Sudanese, and Ethiopian migratory corridors. The facilitation of irregular transits by migrants themselves reproduces a collective system of migratory knowledge that aims to bring refugees to safety—a community of knowledge—in which smuggling emerges as a system of refugee protection from below.

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Hashimshony-Yaffe, Nurit y Hadas Yaron Mesghenna. "In the Absence of States". African Diaspora 8, n.º 2 (2015): 121–46. http://dx.doi.org/10.1163/18725465-00802001.

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This article focuses on organizations and social patterns operating within the Eritrean asylum community in Israel. We explore both community-based aid organizations and opposition groups, which together constitute, as we demonstrate, an Eritrean transnational civil society. The Eritrean community was created in Israel during the last few years with the arrival of Eritrean nationals fleeing their homeland and seeking protection. In our analysis, we consider how these organizations have developed as a unified exiled civil society and how they operate in the context of their State of origin (Eritrea) and of their State of asylum (Israel), while both States may effectively be present and/or absent in the community members’ lives, such that the resulting community comprises a unique transnational state.

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Dove, Meghan K., Jennifer Zorotovich y Katy Gregg. "School Community Connectedness and Family Participation at School". World Journal of Education 8, n.º 1 (20 de febrero de 2018): 49. http://dx.doi.org/10.5430/wje.v8n1p49.

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Family involvement in a child’s education is a complex system that extends beyond the presence of partnershipsbetween families, schools, and the community (Epstein, 2011). By measuring families’ feelings of connectedness andmembership to the school community, this study explores families’ motivations for participating in their child’slearning and development at school. Results suggest that a family’s sense of connectedness to their child’s schoolcommunity may be related to their level of participation. Findings are discussed in terms of implications foreducational communities emphasizing the power of families’ community connectedness within the schools andexpanding on the ways to enhance family involvement and participation.

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Glover, Derek, Tony Bush y Marianne Coleman. "Bankfield School: managing a community grant‐maintained school". School Organisation 13, n.º 2 (enero de 1993): 139–51. http://dx.doi.org/10.1080/0260136930130204.

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Jaycox, Lisa H., Bradley D. Stein y Marleen Wong. "School Intervention Related to School and Community Violence". Child and Adolescent Psychiatric Clinics of North America 23, n.º 2 (abril de 2014): 281–93. http://dx.doi.org/10.1016/j.chc.2013.12.005.

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38

Cook, Amy L., Alveena Shah, Lauren Brodsky y Laura J. Morizio. "Strengthening School-Family-Community Engagement Through Community Dialogues". Journal for Social Action in Counseling & Psychology 9, n.º 1 (1 de julio de 2017): 9–37. http://dx.doi.org/10.33043/jsacp.9.1.9-37.

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Open communication among school community stakeholders strengthens collaboration and facilitates school transformation. Meaningful parent engagement through two-way conversations supports shared decision-making and developing a shared vision for change. We document the implementation and outcomes of community dialogues on race and ethnicity conducted with a group of 11 school and community members, including parents, caretakers, community professionals, and a teacher. Two rounds of semi-structured interviews with participants were conducted and analyzed using qualitative content analysis to explore outcomes of community dialogues. Critical race theory in education guided the community dialogues implementation and qualitative analyses. Findings illuminate participant appreciation for sharing narratives, becoming aware of cultural differences, and raising critical awareness to mobilize community change. Implications of school community dialogues on educational outcomes and counseling practice are also described.

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Schutz, Michele A., Erik W. Carter, Erin A. Maves, Shimul A. Gajjar y Elise D. McMillan. "Examining school-community transition partnerships using community conversations". Journal of Vocational Rehabilitation 55, n.º 2 (7 de septiembre de 2021): 131–45. http://dx.doi.org/10.3233/jvr-211152.

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BACKGROUND: Effective school partnerships are crucial for supporting transition-age youth with disabilities to transition to adulthood. Although the importance of strong school-community collaboration is widely advocated, many school districts still struggle to establish transition partnerships within and beyond the school. OBJECTIVE: This study examined the application of “community conversation” events as a pathway for convening local communities to reflect on and strengthen their existing transition partnerships. METHODS: Five school districts held events that engaged a total of 213 local citizens in constructive dialogue about enhancing school-employer-community partnerships. RESULTS: Collectively, the individuals involved in these community conversations generated 55 distinct recommendations for developing or deepening transition partnerships, both within and beyond the walls of their local schools. When asked about the strength of current transition partnerships, however, the views of attendees were quite mixed. CONCLUSIONS: We offer recommendations for research, practice, and policy aimed at strengthening partnerships among schools, employers, agencies, families, and communities that improve the preparation and outcomes of youth with disabilities.

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Azeria, Ermias T. "Terrestrial bird community patterns on the coralline islands of the Dahlak Archipelago, Red Sea, Eritrea". Global Ecology and Biogeography 13, n.º 2 (19 de febrero de 2004): 177–87. http://dx.doi.org/10.1111/j.1466-882x.2004.00079.x.

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Kumar, V. Raj, Priya Yadav, Efrem Kahsu, Farhana Girkar y Rajnish Chakraborty. "Prevalence and Pattern of Mandibular Third Molar Impaction in Eritrean Population: A Retrospective Study". Journal of Contemporary Dental Practice 18, n.º 2 (2017): 100–106. http://dx.doi.org/10.5005/jp-journals-10024-1998.

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ABSTRACT Introduction The most commonly impacted tooth in the oral cavity is the mandibular third molar. Various etiologic factors have been suggested for impacted mandibular third molars. The pattern and prevalence of impacted mandibular third molars vary with different population and region. This study throws light on the prevalence and pattern of impacted mandibular third molars in Eritrea, East Africa. This is the first reported study regarding the same from Eritrea. Aim To assess the prevalence and pattern of impacted mandibular third molars in the population of Eritrea, East Africa by conducting a retrospective study from January 2009 to January 2014. Materials and methods This study was conducted in the Department of Oral and Maxillofacial Surgery, Orotta School of Medicine and Dental Medicine and the Orotta Referral Medical and Surgical Hospital, Asmara, Eritrea. A total of 1,813 clinical and radiographic records [orthopantomograms] were assessed and 276 cases were selected for the study as per the inclusion criteria. They were evaluated for the frequency among the various age groups, gender and region along with the sides affected, angulation and level of impaction. The presence of systemic conditions and associated pathologies was also assessed according to the type of impaction. Results The average age of these patients in the study was found to be 30 years, with the 20 to 30 years age group being the most affected (67.4%). Females (53.3%) were affected more than the males (46.7%). People from the Asmara region showed significantly more prevalence (79.7%) than the adjoining areas (20.3%). Mesioangular impaction was the most common angulation with a definite relationship to the age groups (p = 0.032). The level of impaction had no significant relationship to the age groups, gender, or region, although class I position A was found to be the most common type. Mesioangular class I position A impaction showed an apparent relationship with underlying systemic conditions, but it was statistically insignificant. Mesioangular impaction was found to be associated with the most number of pathologies (p = 0.001). Conclusion The prevalence of mandibular impaction was less in Eritrea (15.2%) compared with other populations. This study provides useful baseline data for the prevalence and pattern of mandibular impaction in the Eritrean population. Clinical significance This study throws light on the pattern, type, and frequency of mandibular impacted teeth as per age, sex, and region among the population of Eritrea. How to cite this article Kumar VR, Yadav P, Kahsu E, Girkar F, Chakraborty R. Prevalence and Pattern of Mandibular Third Molar Impaction in Eritrean Population: A Retrospective Study. J Contemp Dent Pract 2017;18(2):100-106.

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Valli, Linda, Amanda Stefanski y Reuben Jacobson. "Leadership in School-community Partnerships". Procedia - Social and Behavioral Sciences 141 (agosto de 2014): 110–14. http://dx.doi.org/10.1016/j.sbspro.2014.05.020.

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Edgar, Eugene. "Transition from School to Community". TEACHING Exceptional Children 20, n.º 2 (enero de 1988): 73–75. http://dx.doi.org/10.1177/004005998802000217.

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Dockett, Sue y Sue Dockett. "Starting School: A Community Endeavor". Childhood Education 84, n.º 5 (agosto de 2008): 274–80. http://dx.doi.org/10.1080/00094056.2008.10523024.

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Cutforth, Nick. "Community Action for School Reform". Contemporary Sociology: A Journal of Reviews 34, n.º 2 (marzo de 2005): 194–95. http://dx.doi.org/10.1177/009430610503400255.

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Bogue, Karen L. y Joan S. Wolf. "School and community in action". Roeper Review 8, n.º 2 (noviembre de 1985): 112–14. http://dx.doi.org/10.1080/02783198509552949.

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Downey, Charles Aiden. "Leaping Into School—Community Possibilities". Educational Forum 73, n.º 2 (21 de abril de 2009): 180–81. http://dx.doi.org/10.1080/00131720902739700.

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Killip, Diana C., Sharon R. Lovick, Leslie Goldman y Diane D. Allensworth. "Integrated School and Community Programs". Journal of School Health 57, n.º 10 (diciembre de 1987): 437–44. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03190.x.

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McLaughlin, Margaret J., Peter E. Leone, Sheri Meisel y Kelly Henderson. "Strengthen School and Community Capacity". Journal of Emotional and Behavioral Disorders 5, n.º 1 (enero de 1997): 15–23. http://dx.doi.org/10.1177/106342669700500103.

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Prew, Martin. "Community Involvement in School Development". Educational Management Administration & Leadership 37, n.º 6 (23 de octubre de 2009): 824–46. http://dx.doi.org/10.1177/1741143209345562.

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