Bibliografías temáticas / The Community, a Free School

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Literatura académica sobre el tema "The Community, a Free School"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "The Community, a Free School"

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Morriss, Mary, Susan Mann y Tess Byrnes. "SAFE Schools: Developing Community Health Partnerships". Australian Journal of Primary Health 6, n.º 2 (2000): 102. http://dx.doi.org/10.1071/py00024.

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The SAFE (Safe Accident Free Environment) Schools Project is an innovative injury prevention project which focuses on health and safety issues relevant to the City of Onkaparinga catchment area. Specifically, this project was relevant for the education of school students as it linked with the nationally developed school curriculum, Health and Physical Education Statement and Profile (Curriculum Coorporation, 1994), in particular the components relating to 'Safety, Community Practices and Health of Populations' (Curriculum Coorporation, 1994). The project used a collaborative approach to involve students at primary school level in learning how to identify and respond to safety hazards that affect their everyday lives. Local primary schooI staff, a community health team from Noarlunga Health Services (NHS), community members and key people from local service agencies worked together to involve the students in a creative and practical way in learning about safety hazards. Students developed skills in identifying and reporting safety hazards in their school and local community with opportunities to develop and work with a process that provides positive action in regard to safety hazards.
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Rahman, Md Mizanur, Skeikh Akhtar Ahmad, Jahirul Karim, Johnny Pangkas, Teh Jo Hun y Mohd Raili bin Suhaili. "Teachers Perception on Tobacco Free School in Bangladesh". Bangladesh Journal of Medical Science 14, n.º 3 (20 de junio de 2015): 274–79. http://dx.doi.org/10.3329/bjms.v14i3.18470.

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Introduction: Comprehensive tobacco-free school policy benefits everyone by reducing exposure to second-hand smoking and creating a system that reinforces tobacco-free norm and attitudes, which in turn affect tobacco use having an impact on the health of the community. Objective: This study aims to assess the perception of teachers on tobacco free school environments and factors supporting it. Methods: A two-stage cluster sampling technique was used for the selection of schools with selection probability proportional to enrolment size followed by stratified random sampling of government and private schools. Data were collected from 559 secondary school teachers using a structured questionnaire.Results: Estimation indicated that 48.3% (95% CI: 44.5%, 52.6%) of the teachers were less supportive and 51.7% (95% CI: 47.4%, 55.5%) were more supportive for smoking free school. Logistic regression analysis revealed that non tobacco user teachers were more likely to be supportive (OR=1. 891, 95% CI: 1.197, 2.986) for tobacco free school. However, no statistically significant association was found between perceived supportive tobacco free school and age, sex, level of education, type of school and family size (p>0.05). Exposure to second hand smoking and curriculum content of tobacco issues were not significantly related with tobacco free school.Conclusion: Comprehensive school based programme with participation of school personnel and community can effectively implement tobacco free school programmes.Bangladesh Journal of Medical Science Vol.14(3) 2015 p.274-279
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Turner, Lindsey, Joanne F. Guthrie y Katherine Ralston. "Community eligibility and other provisions for universal free meals at school: impact on student breakfast and lunch participation in California public schools". Translational Behavioral Medicine 9, n.º 5 (22 de julio de 2019): 931–41. http://dx.doi.org/10.1093/tbm/ibz090.

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Abstract United States Department of Agriculture (USDA) school meal programs are an important part of the safety net for reducing food insecurity, yet not all students who qualify for free or reduced-price meals participate. In 2014–2015, the Community Eligibility Provision became available nationwide. This provision, along with Provisions 1, 2, and 3 of the USDA school meals programs, allows local school food authorities to offer universal free meals at schools with high student poverty. It is expected that adoption of a provision allowing universal free meals will increase rates of student participation in meal programs at schools where many students are at risk for food insecurity. This study examines school-level adoption of any provision for universal free meals and subsequent changes in student participation rates for the School Breakfast Program and National School Lunch Program in California from 2013–2014 to 2016–2017. A database was assembled for 10,343 public schools, including meals served, demographics, eligibility for provisions, and use of provisions in each year. Multilevel regression models were used to examine school adoption and student participation rates over time. Difference-in-difference calculations from lagged longitudinal models adjusting for school demographics showed that when eligible schools adopted provisions, participation rates increased an average of 3.48 percentage points for breakfast and 5.79 points for lunch the following year. By 2016–2017, over half of all eligible schools were using a provision for universal free meals. Among eligible schools, provision adoption was more common at schools that were larger, had predominantly Latino students, and were in rural areas. When eligible schools adopt provisions for universal free meals, student participation rates significantly increase, improving program reach among children most at risk for food insecurity. However, not all eligible schools adopt a provision for universal free meals and some adopters drop out in subsequent years. Research to better understand factors influencing the decision whether to adopt a provision or to continue it could inform policy and program leaders. Increases in breakfast participation are smaller than those for lunch, suggesting that other barriers to breakfast participation warrant further investigation.
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Voulgarides, Catherine Kramarczuk. "Asserting the Capacity to be Free". Boyhood Studies 11, n.º 2 (1 de septiembre de 2018): 53–69. http://dx.doi.org/10.3167/bhs.2018.110204.

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In this article, I explore how the social contract of schooling and the three functions of schooling (Noguera 2003)—to sort, to socialize, and to control— impact and constrain the freedom and agency of a group of young Black and Latinx men in one suburban school district that was experiencing sociodemographic shifts in the Northeastern United States. I use qualitative data to frame how the young men experience schooling, and I show how the local community context facilitates the institutionalization of discriminatory sorting processes and racially prejudiced norms. I also show how the young men are excessively controlled and monitored via zero tolerance disciplinary practices, which effectively constrains their humanity and capacity to freely exist in their school and which inadvertently strengthens the connective tissue between schools and prisons.
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Beese, Jane y Jennifer Martin. "Misrepresenting Brown: Are Ohio Schools Lost in the Free Market? General Implications for Urban Education". Urban Education 55, n.º 8-9 (21 de octubre de 2016): 1203–23. http://dx.doi.org/10.1177/0042085916666929.

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The privatization of public funds for education through school choice programs has fueled the expansion of virtual online charter schools. This redirection of funds contributes to the idea that virtual school success is comparable or even superior to the performance of traditional public schools. The schools most adversely affected are the schools with the highest need, those serving children living in poverty and already underserved minority student populations: urban public schools. The purpose of this article is to investigate the performance of virtual schools and the redistribution of public monies from public to online community schools in Ohio.
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Bina Tieng’o, Eliada Werungu. "Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania". EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, n.º 1 (26 de mayo de 2020): 32–47. http://dx.doi.org/10.46606/eajess2020v01i01.0004.

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Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed questionnaires, FGD and interview schedules to selected parents and School Management Committee members of public primary schools in Rorya District, Tanzania. The study focused on the value of public primary school education, advantages of Fee Free primary education, perceptions of parents and School Management Committee members on community participation and relationship between parent’s perception on the value of public primary education and participation in project-based support to education. The respondents exhibited heterogeneous negative perceptions with a positive correlation between parent’s perception on the value of public primary education and participation in project-based support to education (r =.510, p=000<0.01). The larger majority 64.3% of parent respondents with grade 7 education was deemed a factor that influenced negative perception. The researcher recommends that the Government authorities need to impart community economic productivity skills; the District Authorities further need to conduct community awareness on the importance of participation. Finally, the Ministry of Education in collaboration with the other stakeholders should mobilize funds and sensitize communities on the value of primary education and the importance of their participation in community development programs to support education.
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Post, Eric, Andrew P. Winterstein, Scott J. Hetzel, Blaire Lutes y Timothy A. McGuine. "School and Community Socioeconomic Status and Access to Athletic Trainer Services in Wisconsin Secondary Schools". Journal of Athletic Training 54, n.º 2 (1 de febrero de 2019): 177–81. http://dx.doi.org/10.4085/1062-6050-440-17.

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Context Secondary schools have made significant progress in providing athletic trainer (AT) coverage to their student-athletes, but the levels of access at schools with ATs may vary widely. Socioeconomic disparities in medical coverage and access have been noted in other health care fields, but such disparities in the level of access to AT services have not been thoroughly examined. Objective To determine if (1) access to AT services or (2) the level of access (AT hours per week and athletes per AT hour) differed based on the socioeconomic characteristics of secondary schools. Design Cross-sectional study. Setting Mailed and e-mailed surveys. Patients or Other Participants High school athletic directors and ATs from 402 Wisconsin high schools. Main Outcome Measure(s) Respondents provided information as to whether their school used the services of an AT and the number of hours per week that their school had an AT on-site. The number of athletes per AT hour was calculated by dividing the total number of athletes at the school by the number of hours of AT coverage per week. The socioeconomic status of each school was determined using the percentage of students with free or reduced-cost lunch and the county median household income (MHI). Results Schools without an AT on-site were in lower MHI counties (P &lt; .001) and had more students eligible for a free or reduced-cost lunch (P &lt; .001). Lower levels of AT access (fewer hours of AT access per week and more athletes per AT hour) were observed at schools in the lowest third of the county MHI and with the highest third of students eligible for a free or reduced-cost lunch (P &lt; .001). Conclusions Socioeconomic disparities were present in access to AT services. New models are needed to focus on providing a high level of AT access for all student-athletes, regardless of socioeconomic status.
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Andreyeva, Tatiana y Xiaohan Sun. "Universal School Meals in the US: What Can We Learn from the Community Eligibility Provision?" Nutrients 13, n.º 8 (30 de julio de 2021): 2634. http://dx.doi.org/10.3390/nu13082634.

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Changes in school meal programs can affect well-being of millions of American children. Since 2014, high-poverty schools and districts nationwide had an option to provide universal free meals (UFM) through the Community Eligibility Provision (CEP). The COVID-19 pandemic expanded UFM to all schools in 2020–2022. Using nationally representative data from the Early Childhood Longitudinal Study: Kindergarten Class of 2010–2011, we measured CEP effects on school meal participation, attendance, academic achievement, children’s body weight, and household food security. To provide plausibly causal estimates, we leveraged the exogenous variation in the timing of CEP implementation across states and estimated a difference-in-difference model with child random effects, school and year fixed effects. On average, CEP participation increased the probability of children’s eating free school lunch by 9.3% and daily school attendance by 0.24 percentage points (p < 0.01). We find no evidence that, overall, CEP affected body weight, test scores and household food security among elementary schoolchildren. However, CEP benefited children in low-income families by decreasing the probability of being overweight by 3.1% (p < 0.05) and improving reading scores of Hispanic children by 0.055 standard deviations. UFM expansion can particularly benefit at-risk children and help improve equity in educational and health outcomes.
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Anderson-Butcher, Dawn, Anthony Amorose, Samantha M. Bates, Aidyn L. Iachini, Annahita Ball y Tasha Henderson. "Driving School Improvement Planning with Community and Youth Collaborative Institute School Experience Surveys (CAYCI-SES)". Children & Schools 42, n.º 1 (enero de 2020): 7–17. http://dx.doi.org/10.1093/cs/cdz028.

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Abstract The aim of this article is to describe the Community and Youth Collaborative Institute School Experience Surveys (CAYCI-SES). The CAYCI-SES measures are free and available to use with permission. The tools include valid and reliable surveys, assessments, and scales to help school stakeholders to identify and assess school climate and other conditions for learning. The CAYCI-SES gather data about the school environment across stakeholder groups and the broader school–family–community context known to influence student learning and youth development. For example, the measures include four survey versions: elementary school student, middle/high school student, parent/caregiver, and teacher/school staff. The CAYCI-SES also are valuable evaluation tools used to inform school planning and improvement efforts. This article describes each of the CAYCI-SES surveys and provides an overview of the process used for psychometric testing and instructions for implementation. Authors also discuss examples of schools and districts that have used the measures and implications for how school social workers may use the survey findings to address or identify needs, improve outcomes, and guide school improvement efforts.
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Rybińska, Jolanta. "Outline of the concept of free democratic schools". Problemy Opiekuńczo-Wychowawcze 580, n.º 5 (31 de mayo de 2019): 3–16. http://dx.doi.org/10.5604/01.3001.0013.3188.

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Abstract This article is focused on the idea of free democratic schools, institutions of informal education, emerging as a result of a grassroot initiative. This educational phenomenon is an effect of pedagogical innovation and parents, gathering in the communities, who, as they say, want to create a place where children will have the opportunity to grow up in happiness and fulfilment. Such schools also known as quasi-schools, they are not formalised educational institutions, they do not have the school status and, thus, they remain on the edge of the education system, acting on the rights of home education. This article aims at presenting the main pedagogical concepts of such schools. Over the last few years in Poland we have observed the creation of more than a dozen of democratic schools gathered around the European Democratic Education Community (EUDEC). These new institutions represent the idea of a new, emancipated education. The initiators of free democratic schools resign from adaptive didactic strategy characteristic of public schools towards emancipation modelled on the first democratic school founded in Summerhill. Free democratic schools prioritise students’ individual, subjective needs, such as the need of autonomy, cognitive activity, interaction with the environment, expressing their own attitudes towards the learnt concepts or cooperation in the search for knowledge.
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Tesis sobre el tema "The Community, a Free School"

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Watkins, Mildred. "The convergence of autonomy and heteronomy in teacher professional communities". Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/m_watkins_041808.pdf.

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Southerland, Jodi L., Taylor M. Dula, W. T. Dalton, Karen E. Schetzina y Deborah L. Slawson. "The National School Lunch Program in Rural Appalachian Tennessee – or Why Implementation of the Healthy, Hunger Free Kids Act of 2010 was Met with Challenges: A Brief Report". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5115.

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Purpose: The purpose of this study was to investigate challenges faced by high schools in rural Appalachia in implementing the Healthy, Hunger Free Kids Act of 2010 (HHFKA). Methodology: We used qualitative, secondary analysis to analyze a collection of thirteen focus groups and 22 interviews conducted in 2013-14 among parents, teachers, and high school students in six counties in rural Appalachian Tennessee (n=98). Results: Five basic themes were identified during the thematic analysis: poor food quality prior to implementation of the HHFKA school nutrition reforms; students’ preference for low-nutrient energy-dense foods; low acceptance of healthier options after implementation of the HHFKA school nutrition reforms; HHFKA school nutrition reforms not tailored to unique needs of under-resourced communities; and students opting out of the National School Lunch Program after implementation of the HHFKA school nutrition reforms. Rural communities face multiple and intersecting challenges in implementing the HHFKA school nutrition reforms. Conclusion: As a result, schools in rural Appalachia may be less likely to derive benefits from these reforms. The ability of rural schools to take advantage of school nutrition reforms to improve student health may depend largely on factors unique to each community or school.
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Fokane, Molete Edwin. "An assessment of Rosendal-Mautse participation in the IDP process of Dihlabeng Municipality". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1487.

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McGowan, Kathleen Grace. "Free art, free love, free money: a Free @rt school communique". Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/551.

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Silva, Luis Ernesto. "Community School". Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.

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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree" Louis Kahn
Master of Architecture
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張鼎國 y Ting-kwok Kenneth Cheung. "Community-School in Shamshuipo: transactionalrelationship between School & Community". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31985683.

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Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.

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Law, Kwai-sun Jeffrey y 羅貴申. "School community in new town housing estate : integrating the public school into the community". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hdl.handle.net/10722/209583.

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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Fernandez-Mateo, Maria-Isabel 1974. "How free are free agents? : the relational structure of high-end contract work". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17800.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.
Includes bibliographical references (p. 185-193).
This dissertation evaluates the extent to which temporary work enables or constrains workers' careers, by moving beyond a polarized image of contingent employment as "free agency" versus "exploitation." I argue that, in order to comprehend this phenomenon, we need to acknowledge and understand the triadic structure of contingent labor markets, in which transactions between workers and firms are mediated by intermediary organizations. The thesis shows that the triadic system of relationships in which intermediaries are embedded contributes to shape market processes, by significantly influencing prices, wages and other individual career outcomes. I combine in-depth statistical analyses of a unique dataset of job histories and client data from a specialized staffing firm with interviews among high-skill contractors in the creative information technology sector (web designers, programmers, etc.). The dissertation is organized into three papers that provide distinct insights on different aspects of the triadic labor market context, yet all of them focus on the relational processes that underlie this phenomenon. The first paper shows that the nature of the staffing agency's inter-organizational relationships with clients has significant consequences for price and wage determination. The second paper focuses on the relationships between the staffing agency and its contractors, by showing the existence of tenure premiums in this agency and explaining its causes. Finally, the last paper presents a qualitative study of how workers perceive and experience triadic employment relationships. This dissertation's findings contribute to the literature on contingent employment by providing a nuanced picture of this phenomenon, as well as by showing that
(cont.) intermediaries are not simply neutral devices that companies use to increase flexibility. In fact, the triadic configuration of externalized labor markets is highly organized and socially structured. My results also contribute to the literature on market mediation, by analyzing brokerage beyond the broker itself and studying its consequences on third parties. They also help open the "black box" of brokerage organizations, uncovering the specific ways in which these affect market outcomes. Finally, these findings contribute to a nascent stream of research in Economic Sociology that analyzes the effects of inter-organizational ties and networks on price determination.
by Maria-Isabel Fernandez-Mateo.
Ph.D.
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Libros sobre el tema "The Community, a Free School"

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Practical ideology and symbolic community: An ethnography of schools of choice. New York: Falmer Press, 1988.

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Dardenne, Robert. A free and responsible student press: An ideal vision of how community and communication can preserve scholastic journalism. St. Petersburg, Fl: Poynter Institute for Media Studies, 1996.

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Project, Exemplary Schools. Technical report: Corktown Community High School : Toronto, Ontario. Toronto: Canadian Education Association, 1995.

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Brown, Lionel H. Building community in an alternative school: The perspective of an African American principal. New York: Peter Lang, 2007.

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Hawley, Richard A. Building drug-free schools: An educator's guide to policy, curriculum & community consensus. Rockville, Md: American Council for Drug Education, 1986.

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Gold, Susan Dudley. Tinker v. Des Moines: Free speech for students. Tarrytown, N.Y: Marshall Cavendish Benchmark, 2006.

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Project, Exemplary Schools. Technical report: Balancing diversity and community : a large urban high school adopts the mini-school approach : case study of Vancouver Technical Secondary School. Toronto: Canadian Education Association, 1995.

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United Nations Children's Fund. (UNICEF). Samudāya ādhārita bāla priya vidyālaya kī ora--: Niḥśulka evaṃ anivārya bāla śikshā adhikāra adhiniyama 2009 ke anusāra. Ranchi: Unicef Office for Jharkhand, 2009.

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Priesnitz, Wendy. School free. Unionville, Ont: Village Books, 1987.

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Project, Exemplary Schools. Technical report: New Norway School. Toronto: Canadian Education Association, 1995.

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Capítulos de libros sobre el tema "The Community, a Free School"

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Clennon, Ornette D. "The Great Debate? Free, Studio and Co-operative Schools". En Alternative Education and Community Engagement, 92–121. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137415417_5.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En Money, 41–49. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19804-7_2.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En The New Palgrave Dictionary of Economics, 1–7. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1057/978-1-349-95121-5_263-1.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En The New Palgrave Dictionary of Economics, 1–8. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_263-2.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En The New Palgrave Dictionary of Economics, 694–700. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_263.

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Ho, Wai-Chung. "The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism". En The Politics of Diversity in Music Education, 103–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_8.

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AbstractThe People’s Republic of China (PRC) was founded as a communist state in 1949 within the framework of the collective leadership model under the Communist Party of China (the single-party system in China). After experiencing sociopolitical and economic changes, the PRC has moved to the free market economy of globalisation in the global age. The evolution of Chinese politics and the economic system has resulted in more diversity and changes in school education, along with struggles to adjust to these changes. Along this line, this chapter will examine the complex relationship between the politics of diversity, Confucianism, and creativity education, particularly in response to the views of Chinese teachers from Beijing via in-depth, semi-structured individual interviews on the implementation of a creativity policy in school music education. Based on current education policies and the interview data collected for this study on the examination of the nature of creativity, this chapter will conclude with a discussion of how school music education may help initiate a dialogue on the politics and nature of creativity and cultural identity in response to the challenges of contemporary political and cultural values between creativity and Confucianism that prevail in the global age of China.
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Fiore, Douglas J. "Communication in an Electronic Era". En School–Community Relations, 147–63. 5a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-9.

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Fiore, Douglas J. "Taking the Pulse of the Community". En School–Community Relations, 19–33. 5a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-2.

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Fiore, Douglas J. "Evaluating Effectiveness and Building Confidence— The Future". En School–Community Relations, 225–36. 5a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-14.

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Fiore, Douglas J. "Following and Being Followed". En School–Community Relations, 164–73. 5a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-10.

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Actas de conferencias sobre el tema "The Community, a Free School"

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Woolley, Tom. "Architectural Education and Community Power". En 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.53.

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Architectural Education in the UK has drifted toward an esoteric preoccupation with style and artistic production and is ignoring important issues of society and urban change. Techniques of user participation and involvement of students in real life social problems is on the agenda in only a few schools of architecture. Yet in the real world more emphasis is being placed on tenants and resident participation in social housing programmes. The Community Technical Aid movement is going from strength to strength. However UK schools of architecture are not preparing students for work of this kind. In this paper it is argued that architectural history and theory is largely to blame for placing too much emphasis on precedent studies divorced from social and political context. Progressive movements in CIAM and radical social programmes are ignored in favour of pre-occupation with fashionable but content free stylisms.
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Manuel, Mark Christian E., Jaime P. Honra y Manuel C. Belino. "A Socio-Academic Approach in Providing Renewable Energy Sources: Experiences of Mechanical Engineering Department, Mapua Institute of Technology". En ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34643.

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Mapua Institute of Technology has been constantly engaged in providing free, renewable energy to rural and under privileged communities. Guided by the mission and vision of the School of Mechanical and Manufacturing Engineering Department and of the Office of Social Orientation and Community Involvement, the school had implemented several renewable energy activities. This paper showcases 8 different projects — 6 hydropower plant projects, 1 human kinetic harvesting demonstration facility, and 1 wind turbine project. In this paper, implemented projects are presented briefly with emphasis on the different locations, local cultural settings and different experiences encountered. It will also share how students have changed from being participants to autonomous implementers of renewable energy projects for communities.
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Parkes, Aisling y Seán Ó Conaill. "Sports law in motion: The Sports Law Clinic @UCC - A unique learning and teaching space for student engagement, dynamism and creativity". En Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.07.

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UCC Sports Law Clinic is the only undergraduate clinic of its kind in the world (https://sportslawclinic.wordpress.com/). It was initially founded and developed by Dr Aisling Parkes and Dr Seán Ó Conaill (UCC School of Law) in 2015, established on foot of an Irish Research Council New Foundations Award. The Clinic not only provides undergraduate law students with an exceptional research experience, as well as an extraordinary learning experience in terms of skills development and application of law to facts, but it also provides a free legal information service to the wider community both within and outside of UCC. It is a student-led initiative and encourages students to be creative, innovative and to think outside the box. Through student research, overseen by Dr Ó Conaill and Dr Parkes as clinic directors, a much-needed pro bono information service in the field of sport is made accessible to the local community.
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Alexander, Gregory, Sheila Matoti y Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Holm, Mikayle A., Erik Gaasedelen y Paul A. Iaizzo. "Using WebGL for Teaching Bone Identification". En 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6966.

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Newly developed interactive tutorials and applications which teach human anatomy are often set up as pay-to-play websites. Examples of these include the Visible Body app1 and the 3D Organon Anatomy2. Though these applications can be very educational, they may be costly, thus many students and members of the education community will not access these programs because of the upfront charges. These teaching programs are also frequently anatomically limited because they utilize idealized models, like KineMan3, instead of renderings or imaging data sets obtained from humans (clinical or from cadavers). This characteristic may make them useful study tools, but will not best prepare future doctors, nurses, and other health professionals for true, variable patient anatomies they will encounter in their various practices. Further, such students would likely gain more by studying 3D objects of real human anatomies instead of 2D images. We have designed a strategy to bring 3D human anatomies from real cadavers to the scientific and education communities completely open source (free of charge). Our interactive application is geared toward students of all ages (grade school to medical school) or by anyone interested in learning more about human bone anatomy.
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Shrestha, Anju. "Cervical cancer screening of female of rural community of Nepal: Knowledge, attitude and practices". En 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685275.

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Purpose and Objectives: Cervical cancer is leading female cancer in Nepal. Despite the existence of effective screening using Pap smear, the uptake of screening is poor. This is mainly due to lack of knowledge, lack of availability of services in rural area and low priority of women’s health issue. Objectives of this study were to determine the baseline information about the knowledge of cervical cancer and explore attitude and practice of Pap smear screening among the women of rural community of Nepal. Materials and Methods: A cross sectional population based descriptive study of female attending free health camp in different rural community of Nepal organized by Nepal Cancer Hospital was conducted using self-administered questionnaire to elicit information on demographic characteristics, knowledge, screening behaviors and determinants of cervical cancer. Knowledge is elicited about eligibility for screening and screening interval according to American Congress of Obstetricians and Gynecologists (ACOG) guidelines. Practices are evaluated as having ever been screened themselves. Attitudes referred to the various reasons for not getting screened themselves. Results: A total of 500 women participated in this study, out of which 44.4% (228) were either illiterate or just educated up to primary school. Mean age of participates were 40.6±10.3 yrs. 47.4% (238) of women married before age of 18 and 57% (258) women had their first childbirth before age of 21 years. Only 33.8% (169) female knew that cervical cancer is preventable and is curable in early stage. Although 42.6% (213) women heard about Pap smear, only 38.2% (191) knew about eligibility of screening and 11% (55) knew about screening interval. However, knowledge of risk factors for cervical cancer was found in 8.2% (41). About 26.8% (134) women had done Pap test at least once. The most common reason for not doing Pap test is they never heard about it (41.8%: 209). The other reason includes do not know where to do (9.6%: 48); never adviced by doctor (9%: 45); embarrassment (2.4%: 12); fear of finding out cancer (3.2%: 16) and do not have any symptoms (2.4%: 12). Conclusions: The study revealed low cervical cancer knowledge and poor screening behavior among the women. This may be suggestive of even poorer awareness and screening and practices among older women who are less educated or with no education.
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Pascual, Laura, John Abresch y Anna Seiffert. "Communicating Collections: Strategies for Informing Library Stakeholders of Collections, Budget, & Management Decisions". En Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317142.

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A challenging aspect of the collection management process is effectively communicating with stakeholders about library resources. Communication can range from obtaining patron feedback integral in collection planning to effective messaging elaborating on collection budgets and cancellation decisions. It has also become increasingly necessary to explain the various acquisition models that affect the landscape of library content and use of electronic resources. In this paper, the University of South Florida will present the results of a survey of the approaches used in academic library websites to communicate collection policies along with related considerations, statistics and data, justifications, and factors affecting selection practices. Information about the important elements used to construct a dialog with faculty and administration in order to demonstrate the costs and value of library resources to those in the academic community is included. A case study demonstrating the practical implementation of these communication principles at the Arthur Lakes Library at the Colorado School of Mines will be discussed. The study will show how the Library was able to break free from a cycle of collection stagnation, which was perpetuated by a lack of effective communication. The result was that the Library was able to tell a story with data in order to communicate a message, as well as strengthen their partnerships with faculty regarding collection management.
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Rosani, Meilia, Misdalina y Tri Widayatsih. "Free School Leadership". En International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.100.

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Eleftherakis, George y Panayiota Fatourou. "ACM, a community of learning and sharing". En 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168842.

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Sencovici, Mihaela. "Environmental Education In School, Family And Community". En 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.86.

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Informes sobre el tema "The Community, a Free School"

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Waters, Tom y Robert Joyce. Free school meals under universal credit. Institute for Fiscal Studies, abril de 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0232.

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Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns y Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi y Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, abril de 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Lavy, Victor. The Long-Term Consequences of Free School Choice. Cambridge, MA: National Bureau of Economic Research, enero de 2015. http://dx.doi.org/10.3386/w20843.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro y Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, mayo de 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg y Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, abril de 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Abdulkadiroglu, Atila, Parag Pathak y Christopher Walters. Free to Choose: Can School Choice Reduce Student Achievement? Cambridge, MA: National Bureau of Economic Research, diciembre de 2015. http://dx.doi.org/10.3386/w21839.

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Gordon, Nora y Krista Ruffini. School Nutrition and Student Discipline: Effects of Schoolwide Free Meals. Cambridge, MA: National Bureau of Economic Research, septiembre de 2018. http://dx.doi.org/10.3386/w24986.

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Bruch, Sarah K., Austin Adams, Sean M. Finn y Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, julio de 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Andrew Nute, Andrew Nute. How Does Clean Water Alter Rural Community Health and School Attendance? Experiment, marzo de 2015. http://dx.doi.org/10.18258/4876.

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