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Pizac, Douglas A., Charles B. Swanik, Joseph J. Glutting y Thomas W. Kaminski. "Evaluating Postural Control and Ankle Laxity Between Taping and High-Top Cleats in High School Football Players". Journal of Sport Rehabilitation 27, n.º 2 (1 de marzo de 2018): 111–17. http://dx.doi.org/10.1123/jsr.2016-0084.
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Context: Lateral ankle sprains are the most common injuries in high school sports. While ankle taping is a preferred method of external prophylactic support, its restrictive properties decline during exercise. The Under Armour® Highlight cleat is marketed on the premise that it provides added support without the need for additional ankle taping. Objective: To determine if differences in ankle joint laxity and postural control exist between football players wearing the Under Armour® Highlight cleat (Under Armour Inc, Baltimore, MD) as compared to a low/mid-top cleat with ankle tape. Design: Crossover trial. Setting: Athletic training room and football practice field sideline. Patients: 32 interscholastic football players (15.8 ± 1.0 y; 178.9 ± 7.4 cm; 87.1 ± 21.4 kg). Interventions: Ankle laxity was assessed using an instrumented ankle arthrometer (Blue Bay Research Inc, Milton, FL), while postural control testing was performed on the Tekscan MobileMat™ Balanced Error Scoring System (BESS; South Boston, MA). The 2 treatments included Under Armour® Highlight cleats and a low/mid-top cleat with ankle tape applied to the nondominant ankle only. Measurements were taken before and immediately after practice. Main Outcome Measures: The independent variable was treatment (Highlight vs low/mid-top cleat with ankle tape). Dependent variables included ankle arthrometry measures of anterior displacement (mm), inversion/eversion rotation (deg), and the modified BESS error scores. A linear mixed-effects model was used for analysis. Results: The low/mid-top cleat with tape condition had significantly higher inversion range-of-motion (ROM) and inversion/eversion rotation postexercise when compared to the Highlight cleat (P < 0.05). Conclusions: The results of this study provide some evidence that the Under Armour® Highlight cleat restricts ankle ROM following a training session better than the taped low/mid-top cleat. Further study is warranted to determine if this high-top style of football cleat can reduce the incidence of ankle sprains and how it might compare to spat taping.
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Mleczko, Edward, Robert Malina, Elżbieta Cieśla y Elżbieta Szymańska. "Ecological model of physical fitness determinants among children and adolescents in Poland compared to worldwide research, part 1." Journal of Kinesiology and Exercise Sciences 29, n.º 86 (30 de junio de 2019): 31–43. http://dx.doi.org/10.5604/01.3001.0013.7871.
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Research aim: 1. Understanding the level of physical activity among children and adolescents in 38 countries around the world, based on research conducted using the ecological model by JF Sallis, 2. Assessment regarding the functioning of the ecological model of physical activity in Poland in light of the research results obtained by the organisation "Active Healthy Kids Global Alliance ( AHKGA)". Research methods: Analysis of documents issued by members of the AHKGA organisation with particular emphasis on the publications found in the Journal of Physical Activity and Health, 2016, 13 (Suppl. 2), S343-S366. http://dx.doi.org/10.1123/jpah.2016-0594 © 2016 Human Kinetics, Inc., as well as Polish reports, bulletins and ordinances of the Ministry of Health and Sport, the government and social organisations. Research results: The conducted research on physical fitness among children and youth from 38 countries of four continents proved the existence of a paradox. An inverse relationship has been found between increased physical activity in all forms of games, in active transport to schools (and back), and a lower sedentary lifestyle of children and adolescents in countries with poorer sport and recreational infrastructure. Better infrastructure and implementation of sports and recreation programmes did not go hand in hand with an increase in physical activity and the limitation of sedentary behaviours. It can therefore be assumed that spontaneous, unorganised participation in physical activity is more important for achieving desired pedagogical goals than supervised and imposed activation programmes for implementing physical exercises. The highest marks from the components of the ecological model taken into account (General Physical Activity, Participation in Organised Sport, Active Play, Active Transport, Sedentary Behaviour, Family and Friends, School, Local Community and Surroundings. Government Strategies and Investments) were obtained by Denmark, Slovenia and the Netherlands... Surprisingly, the functioning of the ecological model of physical activity in Japan was poorly assessed. The physical activity of Polish children can be considered average compared to their peers living on all continents of the world. This means that only a small percentage of children in Poland comply with WHO recommendations regarding daily physical activity (combined at medium and high levels) to counteract the negative effects of a sedentary lifestyle. There is no balanced approach in Poland to supporting the physical activity of children and adolescents. The best functioning area in this respect is the school, where activities are focused on improving school infrastructure and physical education classes. There is a lack of representative research concerning the physical activity of children below the age of 9 and a complete lack of scientific analyses in the area of active play. The fact that less than a quarter of children and youth in Poland (11-15 years) is sufficiently physically active (20.1-24.2% active for 60 min daily), should be considered alarming. Assessment of the central policy area and investment was positive, especially due to the inclusion of elements related to supporting the activity of children and youth in the Strategy for the Development of Sport in Poland up to 2020. Conclusions. It is necessary to implement a common framework for the systematic supervision of overweightness and obesity among children and adolescents, as well as a systematic approach to the evaluation of physical activity. Such actions are necessary. Systematic monitoring of changes regarding the physical activity development trend over time and drawing cognitive and application conclusions from the undertaken research are also much needed.
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Yusmawati, Yusmawati y Johansyah Lubis. "The Implementation of Curriculum by Using Motion Pattern-Based Learning Media for Pre-school Children". JPUD - Jurnal Pendidikan Usia Dini 13, n.º 1 (30 de abril de 2019): 187–200. http://dx.doi.org/10.21009/10.21009/jpud.131.14.
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This study aims to determine the implementation of curriculum in learning activities of pre-school children and develop motion pattern-based learning media for pre-school children. This research was carried out in thirty kindergartens in East Jakarta. It was conducted in 4 months, from June to October 2018. This research is included in the development and evaluation research (mixed method). The scope of the research is the implementation of curriculum and the development of learning media for pre-school children by using customized tools. Data was collected by using questionnaires and analyzed by using Guttman scale and Likert scale. Percentage of the implementation of learning for pre-schoolers in Kindergarten in East Jakarta is very good. The goal dimension got 98.2%, the content dimension got 99.3%, the method dimension got 99.3% and the evaluation dimension got 98.3%. The product of this study is a learning media that is adjusted to the implementation of motion pattern-based learning activities for pre-school children.
Keywords: Early childhood education curriculum, Motion Pattern-Based Learning Media, Pre-school children
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Iorga, Magdalena, Lavinia-Maria Pop, Nicoleta Gimiga, Luminița Păduraru y Smaranda Diaconescu. "Assessing the Opinion of Mothers about School-Based Sexual Education in Romania, the Country with the Highest Rate of Teenage Pregnancy in Europe". Medicina 57, n.º 8 (19 de agosto de 2021): 841. http://dx.doi.org/10.3390/medicina57080841.
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Background and Objectives: Without mandatory school-based education, Romania is a leading European country in teen pregnancy. This survey aimed at assessing the level of knowledge and the opinions about sexual education and sexual-related issues among mothers of female teenagers aged 13–18 years old. Material and Methods: The survey was conducted between 2015 and 2017 and had four parts, collecting data about sociodemographic variables, the level of knowledge about sexuality, sexually transmitted diseases, and contraception. The respondents were mothers of female teenagers hospitalized in a tertiary pediatric clinic. Data were analyzed using IBM Statistical Package for Social Sciences (SPSS) Statistics for Windows, version 25 (Inc., Chicago, IL, USA). Results: One hundred and thirty-five mothers (42.46 ± 6.81 years old) were included in the research. Most of them were from rural areas, had graduated secondary school, were Christian-orthodox, married, and with a stable job. More than half of the mothers (61.42%) declared that they personally knew adolescents that were already mothers. In great proportion, mothers proved good knowledge about sexual education, contraception, and STDs. They considered that the minimum age for becoming married, in general, is about M = 18.62 ± 2.09 years old but in the case of their daughters, mothers appreciated that the best age would be 23.56 ± 9.37. Mothers considered that they had good communication with their daughters (M = 4.28 ± 0.99) and two-thirds sustained that they had discussed with them about sexual activity, pregnancy, sexually transmitted diseases, and contraception. In case of unwanted pregnancy of their daughters, one-third of the mothers (38.50%) would advise their girls to continue the pregnancy and 7.40% mentioned the termination of pregnancy. Two-thirds of them (74.10%) agreed to school-based sexual education. In the order of preferred sources for sexual education, mothers mentioned parents (85.90%), teachers (33.30%), and family doctors (24.40%). Comparative results regarding their own sex life and that of their daughters are presented. Conclusions: School-based programs should meet parental beliefs about sexuality and sexual education. School, as a creator of values and models, should find the golden ratio to better shape the personal, familial, and social needs for the healthy sexual behavior of the new generation.
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Jovanka, Della Raymena. "The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents". JPUD - Jurnal Pendidikan Usia Dini 18, n.º 1 (30 de abril de 2024): 1–17. http://dx.doi.org/10.21009/jpud.181.01.
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ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning References: Abbas, H. (2015). Straightening the Direction of Education. PT PP Mardi Mulyo. Abbas, H. (2020). Contemporary Issues on Indonesian Education: Expedient Truths. PT PP Mardi Mulyo. Abdallah, A. K. (2018). Parents Perception of E-Learning in Abu Dhabi Schools in United Arab Emirates. International Journal of Advances in Social Sciences, 4(10). http://ijasos.ocerintjournals.org/en/download/article-file/458240 Advocates, E. (2015). Every Student Succeeds Act: Comparison of the No Child Left Behind Act to the Every Student Succeeds Act. www.acsd.org Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. Institute for Prospective Technological Studies. Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning: Perceptions &Attitudes Of Teachers Towards E-Learning Acceptance in The Developing Countries. Multicultural Education, 6(2). https://doi.org/10.5281/zenodo.4060121 Alkaabi, S. A. R., Alkaabi, W., &; Vyver, G. (2017). Researching Student Motivation. Contemporary Issues in Education Research, 10(3). https://clutejournals.com/index.php/CIER/article/view/9985/10086 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning. 12(3). Aparicio, M., Bacao, F., &; Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/J.CHB.2016.10.009 Best, S. J., & Harrison, C. H. (2009). Internet Survey Methods. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed.). SAGE Publications, Inc. https://books.google.co.id/books?hl=id&lr=&id=m4_MAwAAQBAJ&oi=fnd&pg=PA375&dq=fowler+2009+survey&ots=ZVUJUrEXyq&sig=ULNAWcDriqjKfOWg9FasuNS39ns&redir_esc=y#v=onepage&q&f=false Billingham, K. A., & Billingham, K. A. (2019). Early Childhood Development. In Developmental Psychology for the Health Care Professions. https://doi.org/10.4324/9780429045141-3 Cheok, M. L., Wong, S. L., Ayub, A. F., &; Mahmud, R. (2017). Teachers' Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2). www.mojet.net Cole, A. W., Anderson, C., Bunton, T., Cherney, M. R., Cronin Fisher, V., Draeger, Jr., R., Featherston, M., Motel, L., Nicolini, K. M., Peck, B., & Allen, M. (2017). Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses. Online Learning, 21(4). https://doi.org/10.24059/olj.v21i4.966 Cresswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research Design (Fifth). SAGE. https://edge.sagepub.com/creswellrd5e/student-resources-0 Cresswell, J. W., &; Cresswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE Publications, Inc. Creswell, J. W. (2016). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (fourth). Student Library. Crompton, H., Burke, D., Gregory, K. H., &; Gräbe, C. (2016). The Use of Mobile Learning in Science: A Systematic Review. Journal of Science Education and Technology 2016 25:2, 25(2), 149–160. https://doi.org/10.1007/S10956-015-9597-X Daniels, M. M., Sarte, E., & Cruz, J. Dela. (2019). Students' perception of e-learning: a basis for the development of e-learning framework in higher education institutions Recent citations. The International Conference on Information Technology and Digital Applications. https://doi.org/10.1088/1757-899X/482/1/012008 Ferrari, A., Punie, Y., & Bre, B. N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. https://doi.org/10.2788/52966 Ghomi, M., &; Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers' digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548 Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12326 Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Mayoral, A. M., &; Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability (Switzerland), 12(22), 1–16. https://doi.org/10.3390/su12229473 Kontos, G. (2015). Practical teaching aids for online classes. Journal of Educational Technology Systems, 44(1), 36-52 Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273 Lestiyanawati, R. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting E-learning During COVID-19 Outbreak. CLLiENT (Culture et al.), 2(1). https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271 Lin, M.-H., Chen, H., &; Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasian Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. Lubis, A. H., &; Lubis, Z. (2020). Parent's Perceptions on E-Learning During Covid-19 Pandemic in Indonesia. Journal of Critical Reviews, 7(18). McGarr, O., & McDonagh, A. (2020). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education program in Ireland. Irish Educational Studies, 40(1), 115–128. https://doi.org/10.1080/03323315.2020.1800501 McKnight, K., O'Malley, K., Ruzic, R., Horsley, M., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2016.1175856 Røkenes, F. M., &; Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014 Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition. IAP. Tudor, S., Stan, M., & Paisi-Lazarescu, M. (2015). Integration of e-learning in teaching/learning courses at preschool and primary pedagogical teachers. eLearning & Software for Education, 2, 340-345 Vitoria, L., Mislinawati, M., &; Nurmasyitah, N. (2018). Students' perceptions on the implementation of e-learning: Helpful or unhelpful? The 6th South East Asia Design Research International Conference (6th SEA-DR IC).https://doi.org/10.1088/1742-6596/1088/1/012058 Wasserman, E., &; Migdal, R. (2019). Professional development: Teachers' attitudes in online and traditional training courses. Online Learning Journal. https://doi.org/10.24059/olj.v23i1.1299
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Carpenter, Daniel y Paul Munshower. "Broadening borders to build better schools". International Journal of Educational Management 34, n.º 2 (15 de agosto de 2019): 296–314. http://dx.doi.org/10.1108/ijem-09-2018-0296.
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Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
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Ji, Xinyi. "Equity Research of Teslas Company". Advances in Economics, Management and Political Sciences 6, n.º 1 (27 de abril de 2023): 372–77. http://dx.doi.org/10.54254/2754-1169/6/20220175.
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The primary purpose of this research is to conduct an equity research for Tesla Inc and to check whether the stock is recommended for investment. Tesla Inc. has been one of the most profitable automobile companies in the world. Both qualitative and quantitative methods are used for the analysis of Tesla Inc. The qualitative way would be to analyze the companys position in the industry, for instance, the prospect of the electric vehicle industry. The quantitative way would be to analyze the financial metric using the financial statements of Tesla Inc. and also calculate the beta value which is the risk value of the company and finally give a valuation to the companys cost of equity by using CAPM. The data used for financial statement would be collected from Yahoo Finance. The beta value would be calculated using Excel. The report has shown that Tesla has good financial performance and a potential for high returns because it has a beta value greater than 1. At the end of the paper, limitations of CAPM have been discussed and a comparison between CAPM and APT has been listed. In conclusion, APT seems to be a better model than CAPM.
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Ji, Xinyi. "Equity Research of Teslas Company". Advances in Economics, Management and Political Sciences 6, n.º 1 (27 de abril de 2023): 372–77. http://dx.doi.org/10.54254/2754-1169/6/2022175.
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The primary purpose of this research is to conduct an equity research for Tesla Inc and to check whether the stock is recommended for investment. Tesla Inc. has been one of the most profitable automobile companies in the world. Both qualitative and quantitative methods are used for the analysis of Tesla Inc. The qualitative way would be to analyze the companys position in the industry, for instance, the prospect of the electric vehicle industry. The quantitative way would be to analyze the financial metric using the financial statements of Tesla Inc. and also calculate the beta value which is the risk value of the company and finally give a valuation to the companys cost of equity by using CAPM. The data used for financial statement would be collected from Yahoo Finance. The beta value would be calculated using Excel. The report has shown that Tesla has good financial performance and a potential for high returns because it has a beta value greater than 1. At the end of the paper, limitations of CAPM have been discussed and a comparison between CAPM and APT has been listed. In conclusion, APT seems to be a better model than CAPM.
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Betts, J. R. y R. C. Atkinson. "Better Research Needed on the Impact of Charter Schools". Science 335, n.º 6065 (12 de enero de 2012): 171–72. http://dx.doi.org/10.1126/science.1205418.
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Sember, Vedrana, Gregor Starc, Gregor Jurak, Mojca Golobič, Marjeta Kovač, Poljanka Pavletič Samardžija y Shawnda A. Morrison. "Results From the Republic of Slovenia’s 2016 Report Card on Physical Activity for Children and Youth". Journal of Physical Activity and Health 13, s2 (noviembre de 2016): S256—S264. http://dx.doi.org/10.1123/jpah.2016-0294.
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Background:This is the first assessment of the Republic of Slovenia’s efforts to synthesize and report physical activity (PA) standards for children and youth following the Active Healthy Kids Global Alliance grading system model.Methods:The Republic of Slovenia Report Card relies on research findings published in peer-reviewed journals, data compiled from national databases, and government initiatives which have been monitoring physical fitness standards in schools for the past 34 years (SLOfit and ACDSi). The Report Card initiative has been jointly coordinated by the University of Primorska and the University of Ljubljana. A Research Work Group consisting of 12 representatives from various aspects of Slovenia’s public, private, and government sectors convened to evaluate evidence and assign grades for each PA indicator.Results:Grades (A, highest, to F, lowest; INC, incomplete) for Slovenia are as follows: Overall Physical Activity (A-), Organized Sport Participation (B-), Active Play (D), Active Transportation (C), Sedentary Behaviors (B+), Family and Peers (INC), Schools (A), Community and the Built Environment (INC), and Government (B+).Conclusions:This inclusive PA report indicates that overall physical activity minutes remain high in Slovenian children and youth; however, more research is needed to determine the effects of family life, peer influences, and the built environment on active play behaviors.
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Damme, Laird Van y Herb Bax. "The development of better direct seeding techniques through applied research". Forestry Chronicle 67, n.º 3 (1 de junio de 1991): 268–70. http://dx.doi.org/10.5558/tfc67268-3.
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Applied developmental research conducted in Ontario by KBM Forestry Consultants, Inc. has resulted in significant improvements in direct seeding of jack pine. Various trials have demonstrated the effectiveness of seed delivery techniques, soil compaction following seeding and seed shelters. This research has led to the development of a pneumatic seeder, a compacting wheel and an improved plastic seed shelter tool.
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Wong, Harry K. "Programas de indução que mantêm os novos professores ensinando e melhorando (Induction Programs That Keep New Teachers Teaching and Improving)". Revista Eletrônica de Educação 14 (9 de octubre de 2020): 4139112. http://dx.doi.org/10.14244/198271994139.
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e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http: // epaa.asu.edu / epaa / v11n33 /DARLING-HAMMOND, L., & YOUNGS, P. (2002). Defining “highly qualified teachers”: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13–25.DEPAUL, A. (2000). Survival guide for new teachers: How new teachers can work effec- tively with veteran teachers, parents, principals, and teacher educators. Jessup, MD: U.S. Department of Education, Office of Educational Research and Improvement.DRUMMOND, S. (2002, April 18). What will it take to hold onto the next gen- eration of teachers? Harvard Graduate School of Education News. Retrieved from www.gse.harvard.edu / news / features / ngt04182002.htmlELMORE, R. (2002, January/ February). The limits of “change.” Harvard Education Letter. Retrieved from www.edletter.org / past / issues / 2002-jf / limitsofchange.shtmlFEIMAN-NEMSER, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED397060)FULLAN, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.FULLAN, M. (2003). Change forces with a vengeance. London: Routledge Falmer.GARET, M., Porter, A., DESMOINE, L., BIRMAn, B., & KWANG, S. K. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–946.GREENWALD, R., HEDGES, L., & LAINE, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.HANUSHEK, E. A., KAIN, J. F., & RIVKIN, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.HARE, D., & HEAP, J. (2001). Effective teacher recruitment and retention strategies in the Midwest. Naperville, IL: North Central Regional Laboratory. Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). Beyond mentoring: How to nurture, support, and retain new teachers. Newton, MA: Teachers21.SCHLAGER, M., FUSCO, J., KOCH, M., CRAWFORD, V., & PHILLIPS, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.SERPELL, Z., & BOZEMAN, L. (1999). Beginning teacher induction: A report of beginning teacher effectiveness and retention. Washington, DC: National Partnership for Excellence and Accountability in Teaching.WONG, H. (2001, August 8). Mentoring can’t do it all. Education Week, 20(43), pp. 46, 50.WONG, H. (2002a). Induction: The best form of professional development. Educational Leadership, 59(6), 52–55.WONG, H. (2002b). Play for keeps. Principal Leadership, 3(1), 55–58.WONG, H. (2003a). Collaborating with colleagues to improve student learn- ing. ENC Focus, 11(6), 9.WONG, H. (2003b, October). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council.WONG, H. (2003c). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers ( pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development.WONG, H., & ASQUITH, C. (2002). Supporting new teachers. American School Board Journal, 189(12), p. 22.YOUNGS, P. (2003). State and district policies related to mentoring and new teacher induction in Connecticut. New York: National Commission on Teaching and America’s Future.
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti y Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education". JPUD - Jurnal Pendidikan Usia Dini 13, n.º 2 (13 de diciembre de 2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
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Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
Keywords: Early Childhood Education, Tolerance Values in Religion
References:
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Hauber-Özer, Melissa. "Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications, Inc." Canadian Journal of Action Research 22, n.º 2 (7 de febrero de 2022): 109–12. http://dx.doi.org/10.33524/cjar.v22i2.601.
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Mazaka, Wendyka y Sri Wahjuni Latifah. "Stock Valuation Analysis : P/GMV Dan LTV/CAC Pada Perusahaan Startup Di Asia Dan America". Equilibrium: Jurnal Ekonomi-Manajemen-Akuntansi 19, n.º 1 (28 de abril de 2023): 1. http://dx.doi.org/10.30742/equilibrium.v19i1.2597.
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This study aims to evaluate and analyze the fair value of shares of startup companies in Asia and America using the Price to Gross Merchandise Value (P/GMV) and Lifetime Value to Customer Acquisition Cost (LTV/CAC) methods. The company is PT. Bukalapak.com Tbk, SEA Ltd, Ebay Inc, and Shopify Inc. This type of research is descriptive quantitative. The data used is financial report data for the period 218-2020, sourced from the official idx website. Research is conducted by identifying data, calculating formulas, analyzing data, and concluding. The results showed that the company's shares PT.Bukalapak.com Tbk & Ebay Inc. were undervalued, and SEA Ltd. and Shopify Inc. were overvalued. Asian startup stocks are no better than America. The limitation of this research is that there needs to be more data on startup companies listed on the IDX. Future research can expand research with empirical methods.
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Fajar Shodiq, Sadam, Syamsudin ., Abd Madjid y Naufal Ahmad RijalulAlam. "TOWARDS BETTER MANAGEMENT OF PRIVATE EDUCATION IN INDONESIA: LESSONS LEARNED FROM MUHAMMADIYAH SCHOOLS". Humanities & Social Sciences Reviews 7, n.º 2 (19 de marzo de 2019): 146–55. http://dx.doi.org/10.18510/hssr.2019.7215.
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Purpose: This study aims to examine problems related to the existing education management in Muhammadiyah schools in Indonesia.
Methodology: The present study is qualitative research, data obtained from observation, interview, and documentation. The results of the study show that Muhammadiyah, one of the private and independent institutions, has engaged in various fields, among which one of them is education. It has more than 4500 elementary, middle, and senior high schools spreading throughout Indonesia. In addition, the situations and conditions of education management at the Muhammadiyah School have different characteristics with public schools run by the government.
Results: The results of the study can be used to increase the quality of education, which directly affects other public schools.
Implications: The present research can help schools to provide the best educational services and produce competent and competitive graduates.
Novelty: This research has focused on the Muhammadiyah Schools, particularly its management and administration approach.
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Hussain, Sabir. "Quality of Education in Public and Daanish Schools at Secondary Level". International Research Journal of Education and Innovation 2, n.º 2 (20 de septiembre de 2021): 160–69. http://dx.doi.org/10.53575/irjei.17-v2.2(21)160-169.
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Quality has been considered a major component of education. The said research paper was designed to compare the Quality of education between Daanish and Public High Schools. Furthermore, the Quality was checked by four factors; Quality of Administration, Infrastructure, Teaching Staff, and Quality of Curriculum. By nature, it was survey type research. The population of that quantitative study was all the male and female teachers of public high schools and Daanish schools & Center of Excellence in Division Dera Ghazi Khan. The study sample was 196 teachers from Daanish schools and 457 teachers from public high schools. Data were collected by a five-point Likert scale with 50 statements and analyzed through SPSS V23; a t-test was used to compare the Quality of education between Daanish and public schools. It was found that quality of education was better in Daanish schools than in Public High Schools; with this, Quality of administration was better in Daanish schools, Quality of infrastructure, Quality of teaching staff, and Quality of the curriculum better in Daanish schools. Danish schools should be taken as a modal to improve the Quality of education in public schools.
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Hunitie, Mohammad. "Emotional Intelligence and Transformational Leadership Style Empirical Research on Public Schools in Jordan". International Business Research 9, n.º 9 (17 de agosto de 2016): 168. http://dx.doi.org/10.5539/ibr.v9n9p168.
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The aim of this study is to investigate the relationship between emotional intelligence (EI) and transformational leadership (TL) style in public schools in Amman, Jordan. A sample consisting of 250 teachers was randomly selected to collect data on their managers’ EI competencies, which are self-awareness (SEA), self-management (SEM), social awareness (SOA), and relationship management (REM), and their TL behaviours using a questionnaire developed based on the literature for the purpose of the current study. All the questionnaires were returned completed and valid for statistical analysis. Four hypotheses were put forward by the study, in which EI was postulated to exert an impact on four dimensions of TL style, namely idealized influence (IDI), inspirational motivation (INM), intellectual stimulation (INS), and individualized consideration (INC). The study deduced a significant and positive effect of EI on all the dimensions of TL. A key contribution of this study is the finding that leaders need not only competencies to transform their subordinates but also a sense of emotional intelligence. Following these results, the implications of the study were derived. One of the most important recommendations indicated that managers have to be trained to acquire emotional intelligence skills.
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Soegiantoro, Didiek Hardiyanto, Holy Rhema Soegiantoro y Gregory Hope Soegiantoro. "First-year Academic Performance of Pharmacy Students Based on High School Status and Major". Syntax Literate ; Jurnal Ilmiah Indonesia 6, n.º 1 (23 de noviembre de 2021): 94. http://dx.doi.org/10.36418/syntax-literate.v6i1.4665.
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The purpose of the research is provides a descriptive first-year academic performance of pharmacy students based on high school status and major. This research is a descriptive research with cross-sectional method using all pharmacy students as sample. The results of this research are percentage of pharmacy students from public high schools is 33% and 67% from private high schools. The percentage of specialization majors in high school is 6% pharmacy, 85% science and 9% non-science. The academic performance of students from private high schools is better than that of public high schools. Pharmacy majors in high school produce the highest academic performance, meanwhile, non-science majors show the lowest academic performance, the principal results. Conclusions in this research is first-year academic performance for pharmacy students from private high schools is better than public high schools, as well as pharmacy major in high school showing the highest GPA and non-science major showing the lowest GPA
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Sughra, Ghulam, Dr Samina Rafique y Sufi Amin. "Relationship of School Performance and Socio-Economic Status (SES) of School Heads". International Research Journal of Education and Innovation 3, n.º 2 (12 de junio de 2022): 43–47. http://dx.doi.org/10.53575/irjei.v3.02(22)4.43-47.
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This study focused on the relationship of school performance and socio-economic status (SES) of school heads. The main objective of the study was to examine the relationship between financial status of the Heads on the performance of their schools. Research questions in this context were whether domestic matters and other socio-economic factors related to Heads have any relation to their school’s academic progress. In a survey research setting, a researcher made questionnaire containing 15 questions about Heads’ socio-economic background and 30 statements on a five-point Likert’s scale was administered to 60 randomly selected Heads of Secondary schools from District Vehari. Using the descriptive statistical techniques, data analysis showed that those schools having heads better socio-economic conditions could perform better. In the light of the findings, it is suggested that Heads of schools may be granted better financial assistance from the Govt. to enhance the performance of schools. Moreover, other logistic and training support to the Heads can also contribute to better academic performance of schools.
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Pongračić, Luka. "Alternative to Alternative Schools". European Journal of Teaching and Education 2, n.º 1 (30 de marzo de 2020): 169–78. http://dx.doi.org/10.33422/ejte.v2i1.187.
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The fundamental research question from which this paper is going to be - is there an alternative to alternative education? Alternative schools are in the pedagogical and didactical understanding of teaching, often far ahead of their time, sometimes too far. They offer something new and different, much better than traditional classes. Starting from the central location of students in the curriculum, up to curriculum development and teaching classroom design, this school offers us another option - an alternative. This paper represents selected alternative schools and the answer to the research question, and it is in differentiation. Differentiated school is the third alternative and the side by side with alternative schools brings something new and special. The methodology derives from the twenty-day observation of the teaching and the overall work of the gender-differentiated school with teacher interviews. In this qualitative research, the work of the male school that works on the principle of gender differentiation was analyzed and the specialties that this school achieved are described. The most important of them is the principle of work in a homogenous environment and a mentoring system that reinforces the underlying idea of better education. The specialties of gender differentiation are presented and its place in other possibilities of differentiation. The whole work presents a comparative analysis of alternative schools and differentiation and a conclusion about the greater success of such models compared to traditional schools.
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Yaya, Rizal. "Twelve years of scottish school public private partnerships: Are they better value for money?" Journal of Public Procurement 17, n.º 2 (1 de marzo de 2017): 187–228. http://dx.doi.org/10.1108/jopp-17-02-2017-b002.
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This research evaluates the value-for-money (VFM) obtained from public-private partnership (PPP) schools in Scotland, based on headteachers questionnaires, local authority interviews and Scottish School Estate Statistics. The period covered is 2000-2012, when 395 new schools were commissioned. The PPPs were better in building condition and maintenance standards and conventionally-financed schools were better in terms of teacher access and improvement in staff morale. There was transfer of knowledge whereby the high standards of the PPPs then became the new standards for the conventionally-financed schools. Concerns about PPP VFM relates to the high cost of unitary charges and contract inflexibilities. A higher percentage of headteachers of conventionally-financed schools (63.64%) considered their new schools resulted in good VFM compared to PPP schools (42.86%).
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Rahmadona, Wulan, Wulandari Putri y Lukmannul Haqim Lubay. "Comparison of Physical Activity Levels by Sex in Public Elementary Schools and Private Elementary Schools". Jurnal Indonesia Sosial Teknologi 5, n.º 5 (21 de mayo de 2024): 2015–24. http://dx.doi.org/10.59141/jist.v5i5.1080.
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In the development process of primary school students, physical activity plays an important role in supporting this development. Several factors, including school type and student gender, can cause differences in physical activity levels. This study sought to review how physical activity levels are based on school type and how physical activity levels differ between male and female students in public and private primary schools. This study was conducted in Purwakarta Regency, Wanayasa District, and took a population of 3 public and three private elementary schools, with a sample of 60 people. This type of research is descriptive quantitative and uses the Physical Activity Questionnaire for Older Children (PAQ-C) research instrument. From the results of the study, it is known that public primary schools have better physical activity levels compared to private primary schools. Male and female students in public primary schools have better physical activity levels than private primary school students.
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Hoffman, Ellen S. y Joanne Caniglia. "Connecting Research to Teaching: In Their Own Words: Good Mathematics Teachers in the Era of NCLB". Mathematics Teacher 102, n.º 6 (febrero de 2009): 468–73. http://dx.doi.org/10.5951/mt.102.6.0468.
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In her award-winning book The Good High School: Portraits of Character and Culture (1983), Sara Lawrence-Lightfoot chronicles the life and complexities of six high schools across the United States. Through these narratives she tells stories designed to move and persuade. “I believed I could capture the attention of my listeners by conveying what was good about those schools,” she relates. “If we could hear the story better, we'd be in better shape” (cited in de Cuevas 1996).
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Hoffman, Ellen S. y Joanne Caniglia. "Connecting Research to Teaching: In Their Own Words: Good Mathematics Teachers in the Era of NCLB". Mathematics Teacher 102, n.º 6 (febrero de 2009): 468–73. http://dx.doi.org/10.5951/mt.102.6.0468.
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In her award-winning book The Good High School: Portraits of Character and Culture (1983), Sara Lawrence-Lightfoot chronicles the life and complexities of six high schools across the United States. Through these narratives she tells stories designed to move and persuade. “I believed I could capture the attention of my listeners by conveying what was good about those schools,” she relates. “If we could hear the story better, we'd be in better shape” (cited in de Cuevas 1996).
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YAMAMORI, Kiyoshi, Shin-ichi TAKANO y Tatsuo YOKOTSUKA. "Vacuum Technology for a Better Global Environment. Environmental Protection at Matsushita Research Institute Tokyo, Inc." SHINKU 42, n.º 11 (1999): 975–79. http://dx.doi.org/10.3131/jvsj.42.975.
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Macridis, Soultana, Christine Cameron, Jean-Philippe Chaput, Tala Chulak-Bozzer, Patricia Clark, Margie H. Davenport, Guy Faulkner et al. "Results From the 2019 ParticipACTION Report Card on Physical Activity for Adults". Journal of Physical Activity and Health 17, n.º 10 (1 de octubre de 2020): 995–1002. http://dx.doi.org/10.1123/jpah.2019-0646.
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Background: The ParticipACTION Report Card on Physical Activity for Adults is a knowledge exchange tool representing a synthesis of the literature and data available at the national level. The purpose of this paper is to summarize the results of the inaugural 2019 edition. Methods: Thirteen physical activity indicators, grouped into 4 categories, were graded by a committee of experts using a process that was informed by the best available evidence. Sources included national surveys, peer-reviewed literature, and gray literature such as government and nongovernment reports and online content. Results: Grades were assigned to Daily Behaviors (overall physical activity: D; daily movement: C; moderate to vigorous physical activity: F; muscle and bone strength: INC; balance: INC; sedentary behavior: INC; sleep: B−), Individual Characteristics (intentions: B+), Settings and Sources of Influence (social support: INC; workplace: INC; community and environment: B−; health and primary care settings: C−), and Strategies and Investments (government: B−). Conclusions: Generally, lower grades were given to behavior-related indicators (eg, overall physical activity) and better grades for indicators related to investments, community supports, and strategies and policies. Research gaps and future recommendations and directions are identified for each indicator to support future practice, policy, and research directions.
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Zimmerman, Richard, Kelly Cole, Judith Martin, William Horne, Chyongchiou J. Lin y Mary Patricia Nowalk. "Differential Gene Expression Elicited by Children in Response to the 2015–2016 Live Attenuated vs. Inactivated Influenza Vaccine". Open Forum Infectious Diseases 4, suppl_1 (2017): S324. http://dx.doi.org/10.1093/ofid/ofx163.764.
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Abstract Background In recent influenza seasons, the live attenuated influenza vaccine (LAIV) has not demonstrated the same level of vaccine effectiveness as that observed among children who received the inactivated influenza vaccine (IIV). To better understand this difference, this study compared the mRNA sequencing transcription profile (RNA seq) in children who received either IIV or LAIV. Methods Children 3–17 years of age receiving quadrivalent influenza vaccine were enrolled. Blood samples were collected on Day 0 prior to vaccination and again on Day 7 (range 6–10 days) following vaccination. Total RNA was isolated from PAXgene tubes and sequenced for a custom panel of 89 transcripts using the TruSeq Targeted RNA Expression method. Fold differences in normalized RNA seq counts from Day 0 to Day 7 were calculated, log2 transformed and compared between the two vaccine groups. Results Of 73 children, 47 received IIV and 26 received LAIV. Following IIV vaccination, 12 genes demonstrated significant differential expression at Day 7. In contrast, following LAIV vaccination, seven genes demonstrated significant differential expression at Day 7, five of which were not differentially expressed by IIV. Two genes demonstrated similar patterns of regulation in both IIV and LAIV recipients. Conclusion Differential regulation of genes was observed between 2015 and 2016 LAIV and IIV recipients. These results help to elucidate the immune response to influenza vaccines and might help explain the difference in vaccine effectiveness observed in recent years between LAIV and IIV. Disclosures R. Zimmerman, sanofi pasteur: Grant Investigator, Research grant Merck & Co, Inc.: Grant Investigator, Research grant Pfizer, Inc.: Grant Investigator, Research grant; C. J. Lin, Sanofi: Grant Investigator, Research grant Merck & Co, Inc.: Grant Investigator, Research grant Pfizer, Inc..: Grant Investigator, Research grant; M. P. Nowalk, Merck & Co, Inc.: Grant Investigator, Research grant Pfizer, Inc.: Grant Investigator, Research grant
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Pan, Huiru. "Analysis of the Product Evolution and Marketing Strategy of Apple Company". Advances in Economics, Management and Political Sciences 21, n.º 1 (13 de septiembre de 2023): 214–20. http://dx.doi.org/10.54254/2754-1169/21/20230254.
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Apple Inc. has been one of the dominant enterprises within the industry but still faces problems like losing market share. This paper aims to analyze the strength of Apples product and the corporate concept to better understand and cope with the industry market. The research will mainly focus on Apple Inc.s products, market strategies and developmental strategies with published information. In general, Apple products unique characteristic is crucial for the company to dominate the market. To regain the market share, Apple Inc. needs to establish suitable pricing and market strategy to adapt the changing environment and universal consumer groups. At the same time, Apple Inc. should further develop its unique characteristic to expand its products advantages.
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Laliberté, Jean-William. "Long-Term Contextual Effects in Education: Schools and Neighborhoods". American Economic Journal: Economic Policy 13, n.º 2 (1 de mayo de 2021): 336–77. http://dx.doi.org/10.1257/pol.20190257.
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This paper estimates the long-term impact of growing up in better neighborhoods and attending better schools on educational attainment. First, I use a spatial regression-discontinuity design to estimate school effects. Second, I study students who move across neighborhoods in Montreal during childhood to estimate the causal effect of growing up in a better area (total exposure effects). I find large effects for both dimensions. Combining both research designs in a decomposition framework, and under key assumptions, I estimate that 50–70 percent of the benefits of moving to a better area on educational attainment are due to access to better schools. (JEL H75, I21, R23)
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Beddoe, Liz y Irene De Haan. "Addressing concerns about child maltreatment in schools: A brief research report on social work involvement in reporting processes". Aotearoa New Zealand Social Work 30, n.º 1 (3 de abril de 2018): 58–64. http://dx.doi.org/10.11157/anzswj-vol30iss1id421.
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INTRODUCTION: School-based social workers (SWiS) in Aotearoa New Zealand work alongside teachers and principals to improve child wellbeing. The SWiS experience in addressing concerns about possible child abuse and neglect (CAN) is under-researched.METHOD: In the first phase of the project, the authors undertook semi-structured interviews with 20 SWiS to explore their experiences of how school professionals addressed CAN.FINDINGS: Some considerable variation in making formal notifications of concerns to the statutory agency was found. In some schools SWiS made all the notifications, in others none, and in some schools the process was variable. Stigma associated with child abuse was reported as a factor in attitudes towards reporting. School-based social workers reported the need for better education and policy to guide schools to address CAN.IMPLICATIONS: More joint education is needed to ensure a common knowledge base and better interprofessional work. There is potential for SWiS to support this work if better resourced.
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Deluca, Stefanie y Peter Rosenblatt. "Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program". Teachers College Record: The Voice of Scholarship in Education 112, n.º 5 (mayo de 2010): 1443–91. http://dx.doi.org/10.1177/016146811011200504.
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Background Previous research has demonstrated that children growing up in poor communities have limited access to high-performing schools, while more affluent neighborhoods tend to have higher-ranking schools and more opportunities for after-school programs and activities. Therefore, many researchers and policy makers expected not only that the families moving to low-poverty neighborhoods with the Moving to Opportunity (MTO) program would gain access to zone schools with more resources but also that mothers would be more likely to meet middle-class parents who could provide information about academic programs and teachers, leading them to choose some of these new higher-quality-zone schools. However, research evaluating the effects of the MTO program on child outcomes 4-7 years after program moves found that while the schools attended by the MTO children were less poor and had higher average test scores than their original neighborhood schools, the differences were small: Before moving with the program, MTO children attended schools ranked at the 15th percentile statewide on average; 4-7 years after the move, they were attending schools that ranked at the 24th percentile on average. Purpose The fact that the residential changes brought about by the MTO experiment did not translate into much larger gains in school academic quality provides the impetus for our study. In other words, we explore why the experiment did not lead to the school changes that researchers and policy makers expected. With survey, census, and school-level data, we examine where families moved with the MTO program and how these moves related to changes in school characteristics, and how parents considered schooling options. Setting Although the MTO experiment took place in five cities (New York, Boston, Los Angeles, Chicago, and Baltimore), we use data from the Baltimore site only. Population The sample in our study includes the low-income mothers and children who participated in the Baltimore site of the MTO housing voucher experiment. Ninety-seven percent of the families were headed by single black women. The median number of children was two, and average household income was extremely low, at $6,750. Over 60% received Aid to Families with Dependent Children (AFDC) as their primary source of income (at program entry in 1994), over 77% of household heads were unemployed, and 40% of the women had no high school degree or GED. Program The Moving to Opportunity program gave public housing residents in extremely poor neighborhoods in Baltimore, New York, Chicago, Los Angeles, and Boston a chance to apply for the program and move between 1994 and 1998. Families were randomly assigned into one of three groups: an experimental group that received housing counseling and a special voucher that could only be used in census tracts with 1990 poverty rates of less than 10%; a second treatment group, the Section 8 group, that received a regular voucher with no geographic restrictions on where they could move; and a control group that received no voucher through MTO, although they could continue to reside in their public housing units or apply for other housing subsidies (usually a regular Section 8 voucher). The program did not provide assistance with transportation costs, job searches, or local school information after the family relocated. Research Design We use survey data, census data, school-level data, and interviews from the Baltimore site of a randomized field trial of a housing voucher program. We present a mixed-methods case study of one site of the experiment to understand why the children of families who participated in the Baltimore MTO program did not experience larger gains in schooling opportunity. Conclusions Our article demonstrates that in order to discover whether social programs will be effective, we need to understand how the conditions of life for poor families facilitate or constrain their ability to engage new structural opportunities. The described case examples demonstrate why we need to integrate policies and interventions that target schooling in conjunction with housing, mental health services, and employment assistance. Future programs should train mobility counselors to inform parents about the new schooling choices in the area, help them weigh the pros and cons of changing their children's schools, and explain some of the important elements of academic programs and how they could help their children's educational achievement. Counselors could also assuage parents’ fears about transferring their children to new schools by making sure that receiving schools have information about the children and that little instruction time is lost in the transition between schools.
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Sharke, Paul. "Better Storage Through Chemistry". Mechanical Engineering 124, n.º 02 (1 de febrero de 2002): 40–43. http://dx.doi.org/10.1115/1.2002-feb-1.
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This article focuses on production of a hydrogen fuel system for a DaimlerChrysler fuel cell minivan by Millennium Cell Inc., a developmental-stage company based in Eatontown. Millennium Cell’s hydrogen-on-demand system stores hydrogen in the form of sodium borohydride, a chemical whose chief use today is for bleaching paper. Mixed with water, the chemical makes a fuel that can be stored as a liquid in plastic vessels under ambient temperature and pressure. The mixture is neither flammable nor explosive. Millennium Cell continues its research. It is attempting to drive down catalyst costs. Improving catalyst durability is another constant challenge. The company continues making key changes in the packaging of its hydrogen-on-demand technology to reduce the space it occupies. As for Millennium Cell’s researchers, their desks filled with abundant technical challenges, they undoubtedly have plenty to do besides worrying about the future.
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Evans, Moyra, Pam Lomax y Helen Morgan. "Closing the Circle: Action research partnerships towards better learning and teaching in schools". Cambridge Journal of Education 30, n.º 3 (noviembre de 2000): 405–19. http://dx.doi.org/10.1080/713657160.
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Jilani, Syed Abid Ali Shah, Ajab Ali Lashari y Syed Sada Hussain Bukhari. "Organizational Culture of Successful Secondary School in District Larkana: An Ethnographic Research". Global Educational Studies Review VII, n.º II (30 de junio de 2022): 626–34. http://dx.doi.org/10.31703/gesr.2022(vii-ii).59.
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The purpose of this study is to examine the organizational culture of successful secondary schools. A criterion which is set to determine success is the obtaining of high scores by students through standardized achievement tests (SAT). The school which is selected on criterion-based were taken for the data collection. The criteria were 05 schools that remained on top in SAT results in Larkana District. The data was collected through semi-structured interviews and observations. The findings show that student-based variables and studies in the school for special exams play a more significant role than school-based variables on school success. The results also demonstrate that the organizational effective culture impacts the success of the schools holistically. The effective culture within the schools impacts the schools' performance and outcomes in general and specific. It is recommended that steps should be taken to keep healthy management roles for better outcomes for all stakeholders.
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Gutierrez, Anabel. "Research-Teaching-Practice linkages: A challenge for Business Schools". BORDER CROSSING 1, n.º 1 (1 de junio de 2011): 25–48. http://dx.doi.org/10.33182/bc.v1i1.520.
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Changes in the global business environment are driving changes to the way business schools deliver higher education. However, the long debated gap between academia and industry (research-practice) remains unsolved. This paper explores the integration of research-teaching activities as an alternative to overcome the sometimes conflictual relationship between research and teaching and, more importantly, as a mechanism to reduce the research-practice gap. The aim of this research is to evaluate the extent to which it is feasible to integrate research-teaching in higher education. The practical suggestions to reduce the research-teaching gap proposed by Burke and Rau (2010) are tested in this paper through action research. This research provides empirical evidence on the relationships between research, teaching and practice which could help to improve academic performance, produce better managers for industry and consequently, build a bridge between academics and practitioners.
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Webb, Brandon, Jeffrey Ferraro, Susan Rea, Jennifer Kammerer, Stephanie Kaufusi, Bruce Goodman, Greta Martin y James Spalding. "Epidemiology and Clinical Features of Invasive Fungal Disease in a US Healthcare Network". Open Forum Infectious Diseases 4, suppl_1 (2017): S83. http://dx.doi.org/10.1093/ofid/ofx163.029.
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Abstract Background A better understanding of the epidemiology and clinical features of invasive fungal disease (IFD) is integral to improving outcomes. Here we aimed to describe the incidence, clinical features and outcomes of IFD in a large US healthcare network. Methods We developed a novel method of IFD cohort discovery to query all available records in the Intermountain Healthcare electronic data warehouse from 2006 to 2015 for clinical data associated with IFD (Figure 1). Resulting data were overlaid in 124 different combinations to identify high-probability IFD cases. The cohort was manually reviewed and exclusions applied. EORTC/MSG definitions were adapted to categorize IFD in a broad patient population. Linear regression was used to model variation in incidence over time. Results 3,391 IFD episodes occurred in 3,171 patients. Mean incidence was 27.4 cases/100,000 patients per year (Figure 2). Estimated mean annual increase was 0.24 cases/100,000 patients (r2 = 0.09, P = 0.21). Candidiasis was most common (56%). Dimorphic fungi, primarily Coccidioides, comprised 24%, followed by aspergillosis (9%). Mean age was 50 years; pediatric cases accounted for 13%. 19.2% of patients had an active malignancy or primary immunodeficiency, 6.9% were transplant recipients, and 27.5% were on immunosuppression. Lymphopenia preceded IFD in 24.4% of patients. Hospital admission occurred in 75%; median length of stay was 12 days. All-cause mortality was 17% at 42 days and 28.6% at 1 year. 42-day mortality was highest in aspergillosis (27.5%), 20.5% for Candida, and lowest for dimorphic fungi (7.5%). Conclusion In this population, IFD was not uncommon, affected a broad spectrum of patients and had high observed mortality. Disclosures B. Webb, Astellas Pharma Global Development, Inc.: Grant Investigator, Research grant. J. Ferraro, Astellas Pharma Global Development, Inc.: Grant Investigator, Research support. S. Rea, Astellas Pharma Global Development, Inc.: Grant Investigator, Research support. J. Kammerer, Astellas Pharma Global Development, Inc..: Employee, Salary. S. Kaufusi, Astellas Pharma Global Development, Inc.: Grant Investigator, Research support. B. Goodman, Astellas Pharma Global Development, Inc.: Grant Investigator, Research support. G. Martin, Astellas Pharma Global Development, Inc.: Grant Investigator, Research support. J. Spalding, Astellas Pharma Global Development, Inc.: Employee, Salary
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Lin, Mei-Mei, Shu-Kuei Lin y Fu-Hsiang Kuo. "A Review of Decades of the Opportunities and Challenges for Digital Mobile E-Learning in Taiwan". Journal of Education and Culture Studies 8, n.º 2 (27 de mayo de 2024): p83. http://dx.doi.org/10.22158/jecs.v8n2p83.
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This study examines the current status of digital mobile e-learning in Taiwan using a literature review. Taiwan’s digital mobile e-learning implementation plan is divided into two plans: the first targets high schools and higher vocational education, while the second targets elementary and junior high schools. Previous research shows that digital mobile e-learning can improve school efficiency and promote teaching innovation in Taiwanese high schools. Factors, such as school size, teacher-student ratio, number of tablet PCs, technical teacher ratio, total equipment expenses, and various school attributes are essential in influencing schools’ willingness to adopt digital mobile e-learning. Public schools have better operational efficiency than private schools, possibly because of the funding provided for accessory equipment. Therefore, public high schools may be better equipped to promote mobile e-learning environments and improve both teaching quality and operational efficiency.
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Mudrikah, Achmad. "Increasing Senior High School Students’ Mathematical Problem-Solving Ability and Mathematical Disposition Through Problem-Based Learning Assisted by Simple Mathematics Kit". AL-ISHLAH: Jurnal Pendidikan 14, n.º 4 (6 de septiembre de 2022): 7065–78. http://dx.doi.org/10.35445/alishlah.v14i4.2194.
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This research intends to reveal the increasing senior high school students' mathematics problem solving ability and their mathematical disposition. The study involved 124 private secondary school students consisting of two types of school, namely ordinary private schools and private schools managed by Islamic boarding schools. In addition to examining mathematical problem-solving ability and mathematical dispositions of students based on the type of school and type of learning, this research is also researched based on the students' prior mathematical abilities. This experimental study involved 124 students as the research sample. To obtain the data, pre-test and post-test were conducted. Meanwhile, to analyze the data, the researcher implemented two-way ANOVA. The results showed that the mathematical problem-solving ability and mathematical dispositions of students who used problem-based learning assisted by simple mathematics kit was better than students who only received problem-based learning. Students from Islamic boarding schools can show better problem-solving ability when studying mathematics with problem-based learning assisted by simple math kits. Students from Islamic boarding private school gain better problem-solving ability than students from non-boarding private school, especially students who have high and medium prior mathematical abilities.
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Hankins, Karen Hale. "Voices Inside Schools - Cacophony to Symphony: Memoirs in Teacher Research". Harvard Educational Review 68, n.º 1 (1 de abril de 1998): 80–96. http://dx.doi.org/10.17763/haer.68.1.1280w64265845747.
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We are pleased to inaugurate our new Voices Inside Schools section with "Cacophony to Symphony: Memoirs in Teacher Research," by Karen Hale Hankins. In this article, Hankins explores the connection between her personal history and her present classroom teaching through the process of journal writing. She records in her journal her observations about her class, her teaching, and her memoirs of her own past as they are sparked by present events, feelings, and challenges in her classroom. Hankins discovers that her past experiences, when carefully reflected on, can help her better understand, and thus reach and teach, her students, even those with whom she once felt she had little in common.
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Bock, Annekatrin y Felicitas Macgilchrist. "Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools". MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 35, Media literacy (23 de octubre de 2019): 136–56. http://dx.doi.org/10.21240/mpaed/35/2019.10.23.x.
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How do schools today engage with mobile media? Drawing on ethnographically oriented research at German Schools Abroad, this paper teases out three sets of practices regarding young people’s mobile media use: «safe», «enthusiastic», and «postdigital». Presenting vignettes from three schools to illustrate each set of practices, the paper demonstrates how students are differently controlled, guided, and given space to shape their worlds through the practices. The paper highlights that these practices exist simultaneously. They enact different (not better or worse) institutional priorities and different (not better or worse) understandings of young people’s mobile use. The paper also highlights the tensions when schools aim to control young people’s mobile use, arguing that each set of practices undermines itself. It ends by reflecting on the implications for future research and practice if we see increased mobile media use in schools not, as often assumed, as a mark of «progress», «improvement» or «modernity», but instead as emerging from different understandings of school and young people.
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Mond, Hannah y Poorvaja Prakash. "Motivations to set up and manage low-fee private schools in India". education policy analysis archives 27 (21 de octubre de 2019): 134. http://dx.doi.org/10.14507/epaa.27.4361.
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Low-fee private schools (LFPS) educate some of India’s poorest children. They have grown dramatically over the last decade in India and have changed the country’s educational landscape (Srivastava, 2016), yet there is little conclusive evidence that the schools significantly help their students. Our study aims to better understand why and how the schools have grown, and we use a social entrepreneurship theory – the push and pull theory – to guide our research questions. We interviewed eight owners and asked: “what are the motivations of individual actors in setting up low fee private schools?” and “how do these actors justify continuing their work when presented with empirical research on these schools’ mixed impact on the quality of education they provide? There were more pull than push factors. Owners’ distrust of government schools, and the characteristically low-income nature of the communities drove them to choose the low-fee private school model. They justified their work despite evidence of these schools’ mixed impact, arguing that their schools were different from the regular LFPS and that there is high parental support for their schools. We recommend policies to better support such individuals and provide them with an awareness of alternative paths to contribute to improving education.
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Safitri, Mazda Leva Okta y Rudi Hermawan. "Reward or Punishment, Which is Better to Use in Elementary Schools?" Bulletin of Science Education 3, n.º 1 (31 de enero de 2023): 9. http://dx.doi.org/10.51278/bse.v3i1.539.
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The application of punishment and the giving of reward are important parts of education. However, sometimes the implementation of punishment and the giving of reward is still not appropriate. This research is a literacy study. This study aims to provide a reference on various forms of reward and punishment used in elementary schools. The method used is collecting several references and drawing the best conclusions from the source. The stages used in this research are collecting sources, describing the content, and drawing conclusions. Various forms of punishment and rewards are used according to the level of moral development of the child. Although it is said that rewards are more effective than punishment, the use of punishment still needs to be done because rewards cannot replace the role of punishment as a means of controlling behavior. The combination of reward and punishment is the best educational tool.
Keywords: Reward in Learning, Punishment in Learning, Elementary Schools Learning
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Cain, Tim. "School-University Links for Evidence-Informed Practice". Education Sciences 9, n.º 2 (3 de mayo de 2019): 97. http://dx.doi.org/10.3390/educsci9020097.
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A range of studies has identified barriers to evidence-informed practice in schools, many of which recommend school-university links as a means for removing these barriers. In England, public policy also promotes school-university partnerships, which expects these to have benefits for both schools and universities. Secondary analysis of data from five qualitative research projects reveals that school-university links are formed around activities, including postgraduate degrees, research projects and evaluations, Teacher Research projects, research dissemination conferences and seminars, Initial Teacher Education, research-informed Continuous Professional Development (CPD), and bidding for funding. Although, superficially, these activities might seem to enable more and better, evidence-informed practice in schools, school-university links are founded on activities that are declining, those that are short-term, and those that heavily rely on the enthusiasm of a few people. This paper concludes by offering suggestions for improving school-university links, so as to enable research to better inform practice.
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Wan, Zichen. "Research on the Influencing Factors of the Funding Sources of Special Education Schools". Frontiers in Business, Economics and Management 6, n.º 1 (7 de noviembre de 2022): 142–45. http://dx.doi.org/10.54097/fbem.v6i1.2302.
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Special education is a key indicator to measure the civilization degree of a country or region. As an indispensable financial resource for the development of special education, education funds are the direct factor that restricts the scale and quality of special education. According to the survey, the lack of funds for running schools has become the biggest problem that plagues the development of special education schools and the work of principals. Based on this, this paper studies the influencing factors of funding sources of special education schools. This paper mainly analyzes the sources of education funds for special schools and summarizes their expenditures. At the same time, this paper studies the development status of special education schools and finds that the main problems are: the number of school teachers is insufficient and their quality is low; Backward teaching equipment and lack of rehabilitation facilities; Single source of funds, unreasonable expenditure; Lack of innovative atmosphere, lack of innovative resources, etc. Accordingly, this paper puts forward some countermeasures and suggestions: increase financial input, expand funding sources, encourage and guide social forces to set up special education schools, reform the distribution mechanism of education funds among regions, improve the efficiency of fund use and strengthen supervision. In order to better promote the further development of special education schools.
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Hendarwati, Endah, Radius Setiyawan, Holy Ichda Wahyuni, Agus Budiman, Siti Uswatun Hasanah, Faiz Azmi Fauzia, Riska Rahayu Roisiah y Akhlis Nastainul Firdaus. "Implementation of Gender and Ecology Mainstreaming Policies at Sekolah Penggerak and Eco Green Schools in Surabaya: Ecofeminism Study". International Journal of Educational Research & Social Sciences 4, n.º 6 (30 de noviembre de 2023): 1093–100. http://dx.doi.org/10.51601/ijersc.v4i6.705.
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This research aims to discuss the implementation of gender and ecology mainstreaming policies in Sekolah penggerak in elementary schools and eco-green schools in Surabaya through an ecofeminist approach. This research uses a qualitative multi-case study approach, with the research subjects being four schools, namely SD Negeri 2 Benowo, SD Muhammadiyah 4 Surabaya, SD Al Khairiyah Surabaya, and SD Kristen Kalam Kudus Surabaya. The research results show that schools with the Adiwiyata or similar labels can better implement ecological awareness programs such as green and eco-green schools. They adopt programs such as hydroponics, recycling, and zero-waste healthy canteens and integrate them into the curriculum with relevant themes. Apart from that, these schools also apply the principles of gender-oriented, child-friendly schools. This research examines how gender mainstreaming and ecology are practised in schools. Both in the form of policies, learning design and related infrastructure. The results of this research illustrate that although there has been progress in implementing gender mainstreaming and ecology policies in schools, further efforts are still needed to increase students' understanding and awareness of these issues. In some aspects, gender and ecological approaches still seem symbolic and insubstantial.
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Nelson, Blessie Elizabeth, Jeremy L. Ramdial, Qaiser Bashir, Neeraj Saini, Chitra Hosing, Uday R. Popat, Ruby Delgado et al. "Autologous Hematopoietic Stem Cell Transplantation for AL Amyloidosis Refractory to Induction Therapy". Blood 138, Supplement 1 (5 de noviembre de 2021): 482. http://dx.doi.org/10.1182/blood-2021-154277.
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Abstract Background: There has been an increased use of novel agents in the induction therapy for transplant-eligible AL amyloidosis over past decade. Hematologic response after an autologous hematopoietic stem cell transplantation (ASCT) is predictive of better outcomes, including organ response and overall survival. However, limited data exist about the outcomes of patients who are refractory to induction chemotherapy but proceed with upfront ASCT). We present here the outcomes of AL amyloidosis refractory to induction therapy. Methods: This retrospective study included all consecutive AL patients who had their ASCT at our institution between 01/2008 and 12/2018 and received induction therapy. We excluded patients who were untreated at the time of transplant. Primary objective: assess the hematologic response, progression-free survival (PFS) and overall survival (OS). Secondary objective: compare PFS and OS of AL amyloidosis by response to induction therapy (refractory vs sensitive). Refractory disease was defined as patient who had stable disease (SD) or progressive disease (PD) after at least 1 line of induction therapy. Hematologic response was defined per the 2012 consensus criteria. Survival estimates were calculated using Kaplan-Meier method. Results: One-hundred-and-eleven patients with a median age of 61 (range, 27-77) years met eligibility criteria. Thirty-three (30%) were refractory and 78 (70%) were sensitive to induction therapy. Table 1 summarizes patient and disease characteristics of all study patients and for the refractory vs sensitive groups. Overall, the two groups were comparable except for significantly more kidney involvement in the refractory group (97% of patients). Induction therapies were similar in the two groups, with bortezomib/cyclophosphamide/dexamethasone (VCD) being the most commonly used regimen (46%). With a median follow-up of 3.11 (range, 0.18-11.15) years, the 3-year PFS and OS for all study patients were 67% and 78%, respectively. At 3 months after transplant, 74% of the patients in the refractory group achieved an objective hematologic response (OHR; defined as PR or better). Of these, 29% achieved VGPR/CR and 45% achieved PR. As expected, more patients in the sensitive group achieved OHR (97%) and VGPR/CR (76%). The respective 3-year PFS and OS were 49% and 73% in the refractory group compared to 75% and 83% in the sensitive group (p=0.0068 for PFS; p=0.0790 for OS). Univariate analysis (UVA) was performed for the variables listed in Table 1 and multivariable analyses included only factors with p value<0.1 in in the UVA. In MVA, in addition to increased risk for refractory patients (HR 2.885, 95% CI:1.237-6.729; p=0.0142), only elevated beta-2 microglobulin (HR 3.899, 95% CI:1.039-14.629; p=0.0437) was associated with inferior PFS. Regarding OS, age ≥60 (HR 3.812, 95% CI:1.038-14.002; p=0.0438) and revised Mayo stage III/IV (HR 3.886, 95% CI: 1.029-14.679; p=0.0453) were associated with inferior survival. In a subgroup analysis comparing PFS and OS stratifying patients by their response to induction (refractory vs sensitive) and their 3-month hematologic response after transplant, we found no significant differences in the 3-year PFS (86% for refractory vs 80% for sensitive group; p=0.7284) for those with VGPR or better but significantly inferior PFS for refractory patients who achieved <VGPR (27% compared to 74% for the sensitive group; p=0.0196). Conclusion: AL amyloid patients refractory to induction therapy seem to benefit from high-dose chemotherapy and ASCT in terms of both response rates and survival. Durable responses for refractory disease are notable in patients who achieved >VGPR after ASCT. Prospective studies comparing transplant versus non-transplant approaches are warranted for these high-risk patients. Figure 1 Figure 1. Disclosures Hosing: Nkarta Therapeutics: Membership on an entity's Board of Directors or advisory committees. Popat: Bayer: Research Funding; Abbvie: Research Funding; Novartis: Research Funding; Incyte: Research Funding. Lee: Bristol Myers Squibb: Consultancy; Celgene: Consultancy; Genentech: Consultancy; Janssen: Consultancy, Research Funding; Karyopharm: Consultancy; Legend Biotech: Consultancy; GlaxoSmithKline: Consultancy, Research Funding; Sanofi: Consultancy; Oncopetides: Consultancy; Takeda Pharmaceuticals: Consultancy, Research Funding; Amgen: Consultancy, Research Funding; Regeneron: Research Funding. Orlowski: Asylia Therapeutics, Inc., BioTheryX, Inc., and Heidelberg Pharma, AG.: Other: Laboratory research funding; Asylia Therapeutics, Inc.: Current holder of individual stocks in a privately-held company, Patents & Royalties; Amgen, Inc., BioTheryX, Inc., Bristol-Myers Squibb, Celgene, Forma Therapeutics, Genzyme, GSK Biologicals, Janssen Biotech, Juno Therapeutics, Karyopharm Therapeutics, Inc., Kite Pharma, Neoleukin Corporation, Oncopeptides AB, Regeneron Pharmaceuticals, I: Membership on an entity's Board of Directors or advisory committees; CARsgen Therapeutics, Celgene, Exelixis, Janssen Biotech, Sanofi-Aventis, Takeda Pharmaceuticals North America, Inc.: Other: Clinical research funding; Amgen, Inc., BioTheryX, Inc., Bristol-Myers Squibb, Celgene, EcoR1 Capital LLC, Genzyme, GSK Biologicals, Janssen Biotech, Karyopharm Therapeutics, Inc., Neoleukin Corporation, Oncopeptides AB, Regeneron Pharmaceuticals, Inc., Sanofi-Aventis, and Takeda P: Consultancy, Honoraria. Qazilbash: Janssen: Research Funding; Biolline: Research Funding; Angiocrine: Research Funding; Amgen: Research Funding; NexImmune: Research Funding; Bristol-Myers Squibb: Other: Advisory Board; Oncopeptides: Other: Advisory Board.
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Way, Nate, Ashley Martin, Chris Wallick, Edward Neuberger y Mitra Corral. "1345. Patient Perspectives and Journey with Influenza and Seeking Care from US National Survey". Open Forum Infectious Diseases 8, Supplement_1 (1 de noviembre de 2021): S759—S760. http://dx.doi.org/10.1093/ofid/ofab466.1537.
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Abstract Background In the 2017-2018 influenza season, 49 million people in the US presented with influenza symptoms, resulting in substantial morbidity, mortality, and a significant humanistic and economic burden. Although there are currently four FDA-approved antivirals for influenza, such treatments continue to be widely underutilized. The aim of this study was to better understand the patients’ perspective and experience with a flu episode and seeking care during the 2019-2020 influenza season. Methods Data were obtained from an online quantitative survey of influenza patients. Participants were recruited from two data sources: A pool of respondents who previously completed the National Health and Wellness Survey (NHWS) (N=74,977) or from Lightspeed M3 Global online “General Panel” (N=500,000+) in the US from January 2020 through May 2020. The sample included patients >18 years of age and having a self-reported diagnosis of influenza by a healthcare professional within the last 90 days. Outcomes related to patient demographics, health-related characteristics and perspectives on the influenza episode were collected. Results 1,005 patients were included. Of those, 30.2% visited their primary health care professional (HCP) in person, 20.2% visited urgent care walk-in facility and 19.2% called their HCP. Important aspects of flu treatment included: feeling better quickly (69.5%), not transmitting to others (51.5%), and ease of administration (40.7%); 375 patients were treated with an antiviral. Of those, it took~4.6 days to feel generally better and ~8.8 days to feeling totally better. About 73% of patients took all of their antiviral medication, 9% took “some”. 43.9% of respondents considered themselves to be more likely to get serious flu-related complications, 52.5% reported that they were told by an HCP that they belong to a high-risk group that may be more likely to get flu-related complications. 41.3% reported they did not experience any high risk factors while experiencing influenza. Conclusion Influenza patients reported different attitudes and treatment approaches to handling their infection. It is critical to understand what matters most to patients regarding both influenza and treatment to optimally provide outreach and care. Disclosures Nate Way, PhD, Genentech, Inc. (Grant/Research Support)Kantar Health (Employee) Ashley Martin, PhD, Genentech, Inc. (Grant/Research Support)Kantar Health (Employee) Chris Wallick, PharmD, MS, Genentech, Inc. (Employee, Shareholder) Edward Neuberger, PharmD, MBA, MS, Genentech, Inc. (Employee, Shareholder) Mitra Corral, MS, MPH, Genentech, Inc. (Employee, Shareholder)
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Zhou, Zhiru. "Research on How to Implement Personalized Education in China". Lecture Notes in Education Psychology and Public Media 8, n.º 1 (14 de septiembre de 2023): 138–42. http://dx.doi.org/10.54254/2753-7048/8/20230071.
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Personalized education is a new idea of higher education reform in the new era. Especially after the popularization of Chinese higher education, there are constant reforms inside schools to increase efficiency by changing the teaching methods of teachers and the learning methods of students. The purpose of this paper is to study how to implement personalized education and what specific aspects can be changed to make the school more personalized. This paper mainly adopts literature analysis and review. Through this paper, people can have a better understanding of the way to develop personalized education. This paper finds that if schools want to realize personalized education, they need to give students more autonomy to choose, change the way of education, and strengthen practical education. In addition, schools also need to create an atmosphere of personalized education, which can motivate students to become more engaged in learning. At the same time, the role of counselors is also an indispensable part of personalized education.
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Izzati, Umi Anugerah y Olievia Prabandini Mulyana. "Implementation of Educational Organization Diagnosis in Junior High Schools". International Journal of Current Educational Research 1, n.º 2 (31 de diciembre de 2022): 102–12. http://dx.doi.org/10.53621/ijocer.v1i2.185.
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This study aims to carry out an educational organizational diagnosis in junior high schools. The method used in this research is quantitative. Data collection was carried out by distributing the instrument to the subject. The instrument was compiled using an organizational diagnosis scale developed by the research team based on the Weisboard Concept. The subjects of this study were 40 teachers who worked in one of the junior high schools in Surabaya. Teachers who are the subject of research in this school have a minimum working period of one year—the data analysis techniques using descriptive statistics. The results of this study indicate that in junior high school, most aspects consisting of goals, structure, leadership, relationships, and helpful mechanisms are already in the high category. While the reward aspect needs to be improved further. Therefore, in the future, this school needs to improve a better reward system so that this school becomes better.