CFD Analysis of Fuel Atomization, Secondary Droplet Breakup and Spray Dispersion in the Premix Duct of a LPP Combustor

NARCIS (Netherlands)

Schmehl, R.; Maier, G.; Wittig, S.

2000-01-01

The two phase flow in the premix duct of a LPP combustor is computed using a Lagrangian droplet tracking method. To reproduce the characteristic spray structure of an air-assisted pressure-swirl atomizer, a sheet spray model is de-rived from measured sheet parameters and combined with an advanced

Differential effects of uncertainty on LPP responses to emotional events during explicit and implicit anticipation.

Science.gov (United States)

Lin, Huiyan; Liang, Jiafeng; Jin, Hua; Zhao, Dongmei

2018-07-01

Previous studies have investigated whether uncertainty influences neural responses to emotional events. The findings of such studies, particularly with respect to event-related potentials (ERPs), have been controversial due to several factors, such as the stimuli that serve as cues and the emotional content of the events. However, it is still unknown whether the effects of uncertainty on ERP responses to emotional events are influenced by anticipation patterns (e.g., explicit or implicit anticipation). To address this issue, participants in the present study were presented with anticipatory cues and then emotional (negative and neutral) pictures. The cues either did or did not signify the emotional content of the upcoming picture. In the inter-stimulus intervals between cues and pictures, participants were asked to estimate the expected probability of the occurrence of a specific emotional category of the subsequent picture based on a scale in the explicit anticipation condition, while in the implicit condition, participants were asked to indicate, using a number on a scale, which color was different from the others. The results revealed that in the explicit condition, uncertainty increased late positive potential (LPP) responses, particularly for negative pictures, whereas LPP responses were larger for certain negative pictures than for uncertain negative pictures in the implicit condition. The findings in the present study suggest that the anticipation pattern influences the effects of uncertainty when evaluation of negative events. Copyright © 2018 Elsevier B.V. All rights reserved.

Performance of 100-W HVM LPP-EUV source

Science.gov (United States)

Mizoguchi, Hakaru; Nakarai, Hiroaki; Abe, Tamotsu; Nowak, Krzysztof M.; Kawasuji, Yasufumi; Tanaka, Hiroshi; Watanabe, Yukio; Hori, Tsukasa; Kodama, Takeshi; Shiraishi, Yutaka; Yanagida, Tatsuya; Soumagne, Georg; Yamada, Tsuyoshi; Yamazaki, Taku; Okazaki, Shinji; Saitou, Takashi

2015-08-01

At Gigaphoton Inc., we have developed unique and original technologies for a carbon dioxide laser-produced tin plasma extreme ultraviolet (CO2-Sn-LPP EUV) light source, which is the most promising solution for high-power high-volume manufacturing (HVM) EUV lithography at 13.5 nm. Our unique technologies include the combination of a pulsed CO2 laser with Sn droplets, the application of dual-wavelength laser pulses for Sn droplet conditioning, and subsequent EUV generation and magnetic field mitigation. Theoretical and experimental data have clearly shown the advantage of our proposed strategy. Currently, we are developing the first HVM light source, `GL200E'. This HVM light source will provide 250-W EUV power based on a 20-kW level pulsed CO2 laser. The preparation of a high average-power CO2 laser (more than 20 kW output power) has been completed in cooperation with Mitsubishi Electric Corporation. Recently, we achieved 140 W at 50 kHz and 50% duty cycle operation as well as 2 h of operation at 100 W of power level. Further improvements are ongoing. We will report the latest status and the challenge to reach stable system operation of more than 100 W at about 4% conversion efficiency with 20-μm droplets and magnetic mitigation.

The English in Public Elementary Schools Program of a Mexican State: A Critical, Exploratory Study

Science.gov (United States)

Perales Escudero, Moises Damian; Reyes Cruz, Maria del Rosario; Loyo, Griselda Murrieta

2012-01-01

The quality of English-as-a-foreign-language (EFL) instruction in elementary schools worldwide is an issue of concern for language policy and planning (LPP) scholars, as are examinations of power and ideologies operating in policy creation and implementation. This critical, exploratory study blends these two strands of inquiry by examining…

Nuclear science experiments in high schools

International Nuclear Information System (INIS)

Lowenthal, G.C.

1990-01-01

This paper comments on the importance of nuclear science experiments and demonstrations to science education in secondary schools. It claims that radiation protection is incompletly realised unless supported by some knowledge about ionizing radiations. The negative influence of the NHMRC Code of Practice on school experiments involving ionizing radiation is also outlined. The authors offer some suggestions for a new edition of the Code with a positive approach to nuclear science experiments in schools. 7 refs., 4 figs

Exploring a secondary school educator's experiences of school ...

African Journals Online (AJOL)

Erna Kinsey

The media often focus on the explicit details of violent incidents in schools ... feelings, experiences, social situations and phenomena of violence as it occurs in the 'real world' of ...... examination of elementary and junior high school students.

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

Science.gov (United States)

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Beta receptor-mediated modulation of the late positive potential in humans.

Science.gov (United States)

de Rover, Mischa; Brown, Stephen B R E; Boot, Nathalie; Hajcak, Greg; van Noorden, Martijn S; van der Wee, Nic J A; Nieuwenhuis, Sander

2012-02-01

Electrophysiological studies have identified a scalp potential, the late positive potential (LPP), which is modulated by the emotional intensity of observed stimuli. Previous work has shown that the LPP reflects the modulation of activity in extrastriate visual cortical structures, but little is known about the source of that modulation. The present study investigated whether beta-adrenergic receptors are involved in the generation of the LPP. We used a genetic individual differences approach (experiment 1) and a pharmacological manipulation (experiment 2) to test the hypothesis that the LPP is modulated by the activation of β-adrenergic receptors. In experiment 1, we found that LPP amplitude depends on allelic variation in the β1-receptor gene polymorphism. In experiment 2, we found that LPP amplitude was modulated by the β-blocker propranolol in a direction dependent on subjects' level of trait anxiety: In participants with lower trait anxiety, propranolol led to a (nonsignificant) decrease in the LPP modulation; in participants with higher trait anxiety, propranolol increased the emotion-related LPP modulation. These results provide initial support for the hypothesis that the LPP reflects the downstream effects, in visual cortical areas, of β-receptor-mediated activation of the amygdala.

Middle School and High School Students Who Stutter: A Qualitative Investigation of School Experiences

Science.gov (United States)

Cobb, Tiffany R.

2017-01-01

Purpose: The purpose of this study was to explore and further understand the ways in which middle school and high school students perceive their school experiences within the school environment. School has an important impact on the social development of children (Milsom, 2006). Learning is not done individually as classrooms are inherently social…

Seismology and Research in Schools: One School's Experience

Science.gov (United States)

Tedd, Joe; Tedd, Bernie

2018-01-01

The UK School Seismology Project started in 2007. King Edward VI High School for Girls was one of the fortunate schools to obtain a school seismometer system, free of charge, as an early adopter of the resource. This report outlines our experiences with the system over the past 10 years and describes our recent research on the relationship between…

Bullying experience in primary school children

Directory of Open Access Journals (Sweden)

Farah Aulia

2016-12-01

Full Text Available Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.

Autism and the U.K. Secondary School Experience

Science.gov (United States)

Dillon, Gayle V.; Underwood, Jean D. M.; Freemantle, Lauren J.

2016-01-01

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with…

Secondary school teachers' experiences of teaching pregnant ...

African Journals Online (AJOL)

... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

An experimental study of the stable and unstable operation of an LPP gas turbine combustor

Science.gov (United States)

Dhanuka, Sulabh Kumar

A study was performed to better understand the stable operation of an LPP combustor and formulate a mechanism behind the unstable operation. A unique combustor facility was developed at the University of Michigan that incorporates the latest injector developed by GE Aircraft Engines and enables operation at elevated pressures with preheated air at flow-rates reflective of actual conditions. The large optical access has enabled the use of a multitude of state-of-the-art laser diagnostics such as PIV and PLIF, and has shed invaluable light not only into the GE injector specifically but also into gas turbine combustors in general. Results from Particle Imaging Velocimetry (PIV) have illustrated the role of velocity, instantaneous vortices, and key recirculation zones that are all critical to the combustor's operation. It was found that considerable differences exist between the iso-thermal and reacting flows, and between the instantaneous and mean flow fields. To image the flame, Planar Laser Induced Fluorescence (PLIF) of the formaldehyde radical was successfully utilized for the first time in a Jet-A flame. Parameters regarding the flame's location and structure have been obtained that assist in interpreting the velocity results. These results have also shown that some of the fuel injected from the main fuel injectors actually reacts in the diffusion flame of the pilot. The unstable operation of the combustor was studied in depth to obtain the stability limits of the combustor, behavior of the flame dynamics, and frequencies of the oscillations. Results from simultaneous pressure and high speed chemiluminescence images have shown that the low frequency dynamics can be characterized as flashback oscillations. The results have also shown that the stability of the combustor can be explained by simple and well established premixed flame stability mechanisms. This study has allowed the development of a model that describes the instability mechanism and accurately

"School Adopts an Experiment": The Magnetic Levitation of Superconductors

Science.gov (United States)

Gallitto, Aurelio Agliolo

2010-01-01

The event "School adopts an experiment" is an event targeted at high schools and secondary schools. It is based on a tight and direct collaboration between researchers and school students and teachers. Several schools were involved in the event by "adopting" an experiment in physics research laboratories. Groups of selected students were first…

INTERNATIONAL EXPERIENCE OF ORGANIZING SCHOOL NUTRITION

Directory of Open Access Journals (Sweden)

V.R. Kuchma

2008-01-01

Full Text Available The experience of organizing school nutrition in Europe and usais analyzed. It is noted that long term programs aimed at optimizing schoolchildren nutrition have a beneficial effect on the children's health, culture of their nutrition and quality of life. The importance of carrying out similar programs in Russia is beyond any doubt: according to population research, the basic principles of good nutrition are often not observed, and school breakfasts and lunches do not correspond to the age physiological needs of children and teenagers for nutrient materials and energy. In this situation, the available experience of using vitaminbenriched products as well as vitamin and mineral complexes in children will permit to quickly resolve the existing problems of the improper, and sometimes, insufficient, nutrition.Key words: school nutrition, organization, international experience.

Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences

Science.gov (United States)

Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin

2015-01-01

The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress…

Informal Nature Experience on the School Playground

Science.gov (United States)

Raith, Andreas

2015-01-01

In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a…

Two potential hookworm DAF-16 target genes, SNR-3 and LPP-1: gene structure, expression profile, and implications of a cis-regulatory element in the regulation of gene expression.

Science.gov (United States)

Gao, Xin; Goggin, Kevin; Dowling, Camille; Qian, Jason; Hawdon, John M

2015-01-08

Hookworms infect nearly 700 million people, causing anemia and developmental stunting in heavy infections. Little is known about the genomic structure or gene regulation in hookworms, although recent publication of draft genome assemblies has allowed the first investigations of these topics to be undertaken. The transcription factor DAF-16 mediates multiple developmental pathways in the free living nematode Caenorhabditis elegans, and is involved in the recovery from the developmentally arrested L3 in hookworms. Identification of downstream targets of DAF-16 will provide a better understanding of the molecular mechanism of hookworm infection. Genomic Fragment 2.23 containing a DAF-16 binding element (DBE) was used to identify overlapping complementary expressed sequence tags (ESTs). These sequences were used to search a draft assembly of the Ancylostoma caninum genome, and identified two neighboring genes, snr-3 and lpp-1, in a tail-to-tail orientation. Expression patterns of both genes during parasitic development were determined by qRT-PCR. DAF-16 dependent cis-regulatory activity of fragment 2.23 was investigated using an in vitro reporter system. The snr-3 gene spans approximately 5.6 kb in the genome and contains 3 exons and 2 introns, and contains the DBE in its 3' untranslated region. Downstream from snr-3 in a tail-to-tail arrangement is the gene lpp-1. The lpp-1 gene spans more than 6 kb and contains 10 exons and 9 introns. The A. caninum genome contains 2 apparent splice variants, but there are 7 splice variants in the A. ceylanicum genome. While the gene order is similar, the gene structures of the hookworm genes differ from their C. elegans orthologs. Both genes show peak expression in the late L4 stage. Using a cell culture based expression system, fragment 2.23 was found to have both DAF-16-dependent promoter and enhancer activity that required an intact DBE. Two putative DAF-16 targets were identified by genome wide screening for DAF-16 binding

Computing for ongoing experiments on high energy physics in LPP, JINR

International Nuclear Information System (INIS)

Belosludtsev, D.A.; Zhil'tsov, V.E.; Zinchenko, A.I.; Kekelidze, V.D.; Madigozhin, D.T.; Potrebenikov, Yu.K.; Khabarov, S.V.; Shkarovskij, S.N.; Shchinov, B.G.

2004-01-01

The computer infrastructure made at the Laboratory of Particle Physics, JINR, purposed for active participation of JINR experts in ongoing experiments on particle and nuclear physics is presented. The principles of design and construction of the personal computer farm have been given and the used computer and informational services for effective application of distributed computer resources have been described

Radon mitigation experience in difficult-to-mitigate schools

International Nuclear Information System (INIS)

Leovic, K.W.; Craig, A.B.

1990-01-01

Initial radon mitigation experience in schools has shown sub-slab depressurization (SSD) to be generally effective in reducing elevated levels of radon in schools that have a continuous layer of clean, coarse aggregate underneath the slab. However, mitigation experience is limited in schools without sub-slab aggregate and in schools with characteristics such as return-air ductwork underneath the slab or unducted return-air plenums in the drop ceiling that are open to the sub-slab area (via open tops of block walls). Mitigation of schools with utility tunnels and of schools constructed over crawl spaces is also limited. Three Maryland schools exhibiting some of the above characteristics are being researched to help understand the mechanisms that control radon entry and mitigation in schools where standard SSD systems are not effective. This paper discusses specific characteristics of potentially difficult-to-mitigate schools and, where applicable, details examples from the three Maryland schools

School climate for transgender youth: a mixed method investigation of student experiences and school responses.

Science.gov (United States)

McGuire, Jenifer K; Anderson, Charles R; Toomey, Russell B; Russell, Stephen T

2010-10-01

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth's experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.

Supporting learning experiences beyond the school context

NARCIS (Netherlands)

Rusman, Ellen

2015-01-01

In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

What explains between-school differences in rates of sexual experience?

Directory of Open Access Journals (Sweden)

Williamson Lisa

2008-02-01

Full Text Available Abstract Background Schools have the potential to influence their pupils' behaviour through the school's social organisation and culture, as well as through the formal curriculum. This paper provides the first attempt to explain the differences between schools in rates of reported heterosexual sexual experience amongst 15 and 16 year olds. It first examined whether variations in rates of sexual experience remained after controlling for the known predictors of sexual activity. It then examined whether these residuals, or 'school effects', were attributable to processes within the school, or were more likely to reflect characteristics of the neighbourhood. Methods Longitudinal survey data from 4,926 pupils in 24 Scottish schools were linked to qualitative and quantitative data on school processes including quality of relationships (staff-pupil, etc, classroom discipline, organisation of Personal and Social Education, school appearance and pupil morale. Multi-level modelling was used to test a range of models and the resulting 'school effects' were then interpreted using the process data. Results Overall, 42% of girls and 33% of boys reported experience of sexual intercourse, with rates by school ranging from 23% to 61%. When individual socio-economic and socio-cultural factors were taken into account the school variation dropped sharply, though pupils' attitudes and aspirations had little effect. There was very little correlation between boys' and girls' rates of sexual experience by school, after controlling for known predictors of sexual activity. Girls were more influenced by individual socio-economic factors than boys. School-level socio-economic factors were predictive even after taking account of individual socio-cultural factors, suggesting that the wider socio-economic environment further influenced young people's sexual experience. Conclusion Importantly, school processes did not explain the variation between schools in sexual experience

Computer-assisted prediction of HLA-DR binding and experimental analysis for human promiscuous Th1-cell peptides in the 24 kDa secreted lipoprotein (LppX) of Mycobacterium tuberculosis.

Science.gov (United States)

Al-Attiyah, R; Mustafa, A S

2004-01-01

The secreted 24 kDa lipoprotein (LppX) is an antigen that is specific for Mycobacterium tuberculosis complex and M. leprae. The present study was carried out to identify the promiscuous T helper 1 (Th1)-cell epitopes of the M. tuberculosis LppX (MT24, Rv2945c) antigen by using 15 overlapping synthetic peptides (25 mers overlapping by 10 residues) covering the sequence of the complete protein. The analysis of Rv2945c sequence for binding to 51 alleles of nine serologically defined HLA-DR molecules, by using a virtual matrix-based prediction program (propred), showed that eight of the 15 peptides of Rv2945c were predicted to bind promiscuously to >/=10 alleles from more than or equal to three serologically defined HLA-DR molecules. The Th1-cell reactivity of all the peptides was assessed in antigen-induced proliferation and interferon-gamma (IFN-gamma)-secretion assays with peripheral blood mononuclear cells (PBMCs) from 37 bacille Calmette-Guérin (BCG)-vaccinated healthy subjects. The results showed that 17 of the 37 donors, which represented an HLA-DR-heterogeneous group, responded to one or more peptides of Rv2945c in the Th1-cell assays. Although each peptide stimulated PBMCs from one or more donors in the above assays, the best positive responses (12/17 (71%) responders) were observed with the peptide p14 (aa 196-220). This suggested a highly promiscuous presentation of p14 to Th1 cells. In addition, the sequence of p14 is completely identical among the LppX of M. tuberculosis, M. bovis and M. leprae, which further supports the usefulness of Rv2945c and p14 in the subunit vaccine design against both tuberculosis and leprosy.

Phenomenology of School Leaders' Experiences of Ethical Dilemmas

OpenAIRE

Guy, Timothy Michael

2016-01-01

This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenom...

Middle School Girls: Perceptions and Experiences with Robotics

Science.gov (United States)

Hyun, Tricia

2014-01-01

The purpose of this qualitative case study was to investigate the impact a robotics curriculum might have on the experiences and perceptions of middle school girls in two California classrooms. The research found that middle school girls in two different California classrooms felt that their experiences with robotics were personalized experiences…

School Nurse Resilience: Experiences after Multiple Natural Disasters

Science.gov (United States)

Broussard, Lisa; Myers, Rachel

2010-01-01

This qualitative descriptive study explored the experiences of school nurses in coastal Louisiana, who were affected by Hurricanes Gustav and Ike in 2008 and who had also been in the path of destruction caused by Hurricanes Katrina and Rita in 2005. The purpose of the study was to describe the experiences of school nurses affected by repeated…

Performance of one hundred watt HVM LPP-EUV source

Science.gov (United States)

Mizoguchi, Hakaru; Nakarai, Hiroaki; Abe, Tamotsu; Nowak, Krzysztof M.; Kawasuji, Yasufumi; Tanaka, Hiroshi; Watanabe, Yukio; Hori, Tsukasa; Kodama, Takeshi; Shiraishi, Yutaka; Yanagida, Tatsuya; Soumagne, Georg; Yamada, Tsuyoshi; Yamazaki, Taku; Okazaki, Shinji; Saitou, Takashi

2015-03-01

We have been developing CO2-Sn-LPP EUV light source which is the most promising solution as the 13.5nm high power light source for HVM EUVL. Unique and original technologies such as: combination of pulsed CO2 laser and Sn droplets, dual wavelength laser pulses shooting, and mitigation with magnetic field, have been developed in Gigaphoton Inc. The theoretical and experimental data have clearly showed the advantage of our proposed strategy. Based on these data we are developing first practical source for HVM - "GL200E". This data means 250W EUV power will be able to realize around 20kW level pulsed CO2 laser. We have reported engineering data from our recent test such around 43W average clean power, CE=2.0%, with 100kHz operation and other data 19). We have already finished preparation of higher average power CO2 laser more than 20kW at output power cooperate with Mitsubishi Electric Corporation 14). Recently we achieved 92W with 50kHz, 50% duty cycle operation 20). We have reported component technology progress of EUV light source system. We report promising experimental data and result of simulation of magnetic mitigation system in Proto #1 system. We demonstrated several data with Proto #2 system: (1) emission data of 140W in burst under 70kHz 50% duty cycle during 10 minutes. (2) emission data of 118W in burst under 60kHz 70% duty cycle during 10 minutes. (3) emission data of 42W in burst under 20kHz 50% duty cycle (10000pls/0.5ms OFF) during 3 hours (110Mpls). Also we report construction of Pilot #1 system. Final target is week level operation with 250W EUV power with CE=4%, more than 27kW CO2 laser power by the end of Q2 of 2015.

The Emotional Experience of School Change: Resistance, Loss, and Grief.

Science.gov (United States)

Marshak, David

1996-01-01

Ignoring the emotional experience of school change may unintentionally sabotage rational planning. Reinventing schools means attending to educators' emotional experience, particularly their expectations, sense of loss, and resulting grief. School norms must be transformed so that teachers and administrators can have meaningful conversations about…

Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school

Directory of Open Access Journals (Sweden)

Janina Brede

2017-11-01

Full Text Available Background and aims All children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education. Method We interviewed nine intellectually able students (eight male, one female; M age = 13.3 years, all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students’ past and current school experiences. All students were currently being educated within an ‘Inclusive Learning Hub’, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school. Results Young people and their parents gave overwhelmingly negative accounts of the students’ previous school experiences. Children’s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children’s difficulties, were felt to cause decline in children’s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i making substantial adjustments to the physical environment, (ii promoting strong staff–student relationships, (iii understanding students’ specific needs, and (iv targeted efforts towards improving students’ wellbeing. Conclusion The culmination – and escalation – of challenges students experienced in the students’ previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with

Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams.

Science.gov (United States)

Reuterswärd, Marina; Hylander, Ingrid

2017-06-01

The Swedish Education Act (2011) mandated a new combination of services to boost students' physical health, their mental health and special education through interprofessional pupil health and well-being (PH) teams. For Swedish school nurses, providing these services presents new challenges. To describe how Swedish school nurses experience their work and collaboration within the interprofessional PH teams. Twenty-five school nurses (SNs) were interviewed in five focus groups. Content analysis was used to examine the data and to explore SNs' workplace characteristics by using the components of the sense of coherence (SOC) framework. SNs' experiences of work and collaboration within PH teams can be described using three domains: the expectations of others regarding SNs' roles, SNs' contributions to pupils' health and well-being, and collaboration among SNs within PH teams. The results indicate a discrepancy between SNs' own experiences of their contribution and their experiences of other professionals' expectations regarding those contributions. Some duties were perceived as expected, comprehensible, manageable and meaningful, while other duties - though expected - were perceived as less meaningful, taking time away from school-related matters. Other duties that were not explicitly expected - promoting general health and creating safety zones for pupils, teachers and parents, for example - were nonetheless perceived as meaningful. Collaboration within PH teams was considered meaningful, comprehensible and manageable only if the objectives of the team meetings were clear, if other professionals were available and if professional roles on the team were clearly communicated. The SNs reported a lack of clarity regarding their role in PH and its implementation in schools, indicating that professionals in PH teams need to discuss collaboration so as to find their niche given the new conditions. SOC theory emerged as a useful framework for discussing concrete work

School Psychology and Childhood – a public school experience

Directory of Open Access Journals (Sweden)

Silvia Maria Cintra da Silva

2009-02-01

Full Text Available This work reports an activity performed as part of coursework in Psychology class during a school semester which aimed to provide students an effective experience of what public school psychologists do, based on the critical presumptions about Psychology and also aimed to present reflections on the performance of this professional together with children. The proposal involved encounters with teachers and children and the undergraduates were responsible for the preparation and execution of activities under the supervision of professors. The Psychology students highlighted the importance of this practice for their professional training, which provided discussions on key questions such as childhood, education and the impact of School Psychology in the Brazilian educational scope.

The CMS Data Analysis School Experience

Energy Technology Data Exchange (ETDEWEB)

De Filippis, N. [INFN, Bari; Bauerdick, L. [Fermilab; Chen, J. [Taiwan, Natl. Taiwan U.; Gallo, E. [DESY; Klima, B. [Fermilab; Malik, S. [Puerto Rico U., Mayaguez; Mulders, M. [CERN; Palla, F. [INFN, Pisa; Rolandi, G. [Pisa, Scuola Normale Superiore

2017-11-21

The CMS Data Analysis School is an official event organized by the CMS Collaboration to teach students and post-docs how to perform a physics analysis. The school is coordinated by the CMS schools committee and was first implemented at the LHC Physics Center at Fermilab in 2010. As part of the training, there are a number of “short” exercises on physics object reconstruction and identification, Monte Carlo simulation, and statistical analysis, which are followed by “long” exercises based on physics analyses. Some of the long exercises go beyond the current state of the art of the corresponding CMS analyses. This paper describes the goals of the school, the preparations for a school, the structure of the training, and student satisfaction with the experience as measured by surveys.

An Examination of the Job Training and Job Experiences of High School Students as They Exit School

Science.gov (United States)

Andrews, Wilbur Drew

2010-01-01

The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…

Organization of the STAR experiment software framework at JINR. Results and experience from the first two years of work

International Nuclear Information System (INIS)

Arkhipkin, D.A.; Zul'karneeva, Yu.R.

2004-01-01

The organization of STAR experiment software framework at JINR is described. The approach being based on the distributed file system ASF was implemented at the NEOSTAR minicluster at LPP, JINR. An operation principle of the cluster as well as its work description and samples of the performed analysis are also given. The results of the NEOSTAR minicluster performance have demonstrated broad facilities of the distributed computing concept to be employed in experimental data analysis and high-energy physics modeling

Connecting university science experiences to middle school science teaching

Science.gov (United States)

Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

1991-06-01

Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.

HUBUNGAN ANTARA BUDAYA PERUSAHAAN DAN KOMITMEN ORGANISASI DENGAN ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB PADA LPP TVRI SUMATERA UTARA

Directory of Open Access Journals (Sweden)

Sunarto Sunarto

2017-08-01

Full Text Available This study aims to meliha Relationship Between Corporate Culture and Organizational Commitment With Organizational Citizenship Behavior (OCB in North Sumatra TVRI LPP. In line with the theoretical basis of existing, proposed hypotheses: 1. There was a significant positive relationship between Corporate Culture and Organizational Commitment to Organizational Citizenship Behavior (OCBIn proving the above hypothesis, we used regression analysis method of data analysis two predictors. Based on data analysis of the results obtained: 1. There is a significant relationship between corporate culture and organizational commitment on organizational citizenship behavior (OCB. This is evidenced by the coefficient Freg = 1.952 where p <0.050. This indicates that the better the higher the corporate culture and organizational commitment, organizational citizenship behavior then (OCB will be higher. Instead the worse the lower the corporate culture and organizational commitment, organizational citizenship behavior then (OCB will be lower as well. Based on these results, the hypothesis proposed been accepted.

Examination of cyberbullying experiences among Turkish students from different school types.

Science.gov (United States)

Topçu, Cigdem; Erdur-Baker, Ozgür; Capa-Aydin, Yeşim

2008-12-01

The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.

Satisfaction of Middle School Lunch Program Participants and Non-Participants with the School Lunch Experience

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Smith, Stephanie; Cunningham-Sabo, Leslie; Auld, Garry

2015-01-01

Purpose/Objectives: The purpose of this study was to determine middle school students' satisfaction with the school lunch experience, using two validated surveys; the Middle/Junior High School Student Participation Survey and the Middle/Junior High School Student Non-Participation Survey, both developed by the National Food Service Management…

Targets and Witnesses: Middle School Students' Sexual Harassment Experiences

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Lichty, Lauren F.; Campbell, Rebecca

2012-01-01

School-based peer-to-peer sexual harassment (SH) emerged as an issue of concern in the early 1990s. As a developing field, this literature has several notable gaps. The current study extends previous research by, (a) exploring the understudied experiences of middle school students, (b) assessing students' experiences witnessing SH, and (c)…

The Racial School Climate Gap: Within-School Disparities in Students' Experiences of Safety, Support, and Connectedness.

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Voight, Adam; Hanson, Thomas; O'Malley, Meagan; Adekanye, Latifah

2015-12-01

This study used student and teacher survey data from over 400 middle schools in California to examine within-school racial disparities in students' experiences of school climate. It further examined the relationship between a school's racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel regression results problematized the concept of a "school climate" by showing that, in an average middle school, Black and Hispanic students have less favorable experiences of safety, connectedness, relationships with adults, and opportunities for participation compared to White students. The results also show that certain racial school climate gaps vary in magnitude across middle schools, and in middle schools where these gaps are larger, the racial achievement gap is also larger. Finally, the socioeconomic status of students, student-teacher ratio, and geographic location help explain some cross-school variation in racial climate gaps. These findings have implications for how school climate in conceptualized, measured, and improved.

A Phenomenological Examination of Middle School African American Adolescent Men's Experiences with Professional School Counselors

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Washington, Ahmad Rashad

2013-01-01

This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research…

INTERNATIONAL EXPERIENCE OF ORGANIZING SCHOOL NUTRITION

OpenAIRE

V.R. Kuchma; Zh.Yu. Gorelova

2008-01-01

The experience of organizing school nutrition in Europe and usais analyzed. It is noted that long term programs aimed at optimizing schoolchildren nutrition have a beneficial effect on the children's health, culture of their nutrition and quality of life. The importance of carrying out similar programs in Russia is beyond any doubt: according to population research, the basic principles of good nutrition are often not observed, and school breakfasts and lunches do not correspond to the age ph...

Understanding Students' Precollege Experiences with Racial Diversity: The High School as Microsystem

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Park, Julie J.; Chang, Stephanie H.

2015-01-01

Few qualitative studies consider how high school experiences affect readiness for diversity engagement in college. Using data from an ethnographic case study, three central trends (student experiences within homogeneous high schools, racial divisions within diverse high schools, and students who attended diverse high schools but had little…

Supervision Experiences of New Professional School Counselors

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Bultsma, Shawn A.

2012-01-01

This qualitative study examined the supervision experiences of 11 new professional school counselors. They reported that their supervision experiences were most often administrative in nature; reports of clinical and developmental supervision were limited to participants whose supervisors were licensed as professional counselors. In addition,…

Introducing the Objectives, Procedures and Structure of Lifestyle Promotion Project (LPP: Phase I

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Jafar Sadegh Tabrizi

2016-09-01

Full Text Available The Life style promotion project (LPP is a long term community-based project for prevention and control of non-communicable diseases (NCDs. The design consisted of two stages; phase I was a cross-sectional prevalence study of NCDs and the associ¬ated risk factors. Phase II is a prospective follow-up study in which data recollection will be performed every 2 years after the intervention initiated. In this study, 1,500 households residing in Tabriz, Marand, Bonab, Oskoo, Varzeghan, Khodafrin (150 clusters of 10 households cities which in terms of socio-economic variables, distance from the center, population and access to medical facilities are in the same category of other cities of province will be examined. A total of 3000 patients (15-65 years living in East Azerbaijan province will be randomly enrolled. After obtaining informed consent from all participants, weight, height, waist circumference, hip circumference and blood pressure will be measured with standard tools. Fasting blood sugar, total cholesterol, LDL-C, HDL-C, TG, serum vitamin D, ALT, AST, Hb and serum ferritin will be assessed. The questionnaires related to socioeconomic status, dietary intake, physical activity, angina (Rose, asthma, anxiety, smoking, food security and safety will be completed. Necessary data in other variables such as age, gender, menopausal status, medical history and medication use will be collected using questionnaires. The results of this study can be used in formulating long term health programs for the prevention of non-communicable diseases.

School Experiences of Siblings of Children with Chronic Illness: A Systematic Literature Review.

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Gan, Lucy L; Lum, Alistair; Wakefield, Claire E; Nandakumar, Beeshman; Fardell, Joanna E

Siblings of children with chronic illness have unique experiences that can affect their school functioning, such that they may miss ongoing periods of school, experience difficulties with schoolwork or experience changes in their peer and teacher interactions. This review provides an overview of these siblings' school experiences. Six databases (Medline, PsychINFO, CINAHL, ERIC, Embase and The Cochrane Library) were systematically searched for studies examining the school experiences and peer relationships of siblings of children with chronic illness, as well as school-based interventions for these siblings. Studies were included if they were published in or after 2000 and were published in English. We identified 2137 articles upon initial search. From these, we identified 28 eligible studies examining the school experiences of >1470 siblings of children with chronic illness. Three key themes were identified throughout the reviewed articles. The literature described 1) the psychological impact on siblings at school; 2) decreases in school attendance and academic functioning, and; 3) changes or perceived differences in peer and teacher interactions. Siblings value teacher and peer support, and this support may contribute to better sibling school functioning. Many siblings are socially resilient, yet overlooked, members of the family who may present with psychological, academic and peer related difficulties at school following diagnosis of a brother or sister with chronic illness. Future research is needed to further delineate the sibling school experience to better facilitate the development of targeted sibling support interventions within the school environment. Copyright © 2016 Elsevier Inc. All rights reserved.

Effects of Cyberbullying Experience and Cyberbullying Tendency on School Violence in Early Adolescence

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Cho, Mi-Kyoung; Kim, Miyoung

2017-01-01

Background: School violence in early adolescence, whose frequency and status have recently changed significantly. Objective: This study attempts to detect the cyber bullying inclination of youth in early adolescence when aggressiveness reaches its peak, to identify school violence, and to develop a school violence prevention program. Method: This study was a survey research, investigating participants who were 470 middle school students in South Korea. For the analysis, independent t-test, one-way ANOVA and hierarchical regression analysis. Results: It is suggested that the school violence victimization experience and cyber bullying infliction experience has an influence in the school violence infliction. And the cyber bullying victimization experience and school violence victimization experience variables exert effects. Conclusion: The results of this study suggest that school nurses who are connecting to the community-school-home should take an active part in the development of school violence mediation education program, considering the cultural characteristics of the country. PMID:29081871

BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

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BARKER, ROGER G.; AND OTHERS

STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…

A Study on school experiences of physics department students

International Nuclear Information System (INIS)

Cerit, N.

2005-01-01

Bringing up the young people who are seen as the guaranty of the future depends on a better education. One of the best ways of forming a high in quality education is connected to developing the quality in teacher training. Most of the developed countries have been carrying on studies in order to develop teacher training. School experience classes are the ones which are planned for the candidate teachers to observe the school in learning and teaching period and to practice in classrooms. Beginning from candidate teachers first years at school, this class should be thought to be beneficial for identifying their future school atmosphere, and it should be run effectively. For this purpose, it has been identified what difficulties the physics undergraduate and physics (with no thesis) master students, who took part in School Experience classes at the practice schools of Konya at which faculty-school cooperation is applied, had during activities, and their success at overcoming these difficulties, and their ideas about the practice school and its teachers. The research was done by making a survey to the physics undergraduate and physics(with no thesis) master students in 2003 Spring semester. The results of the research were analyzed for both girls and boys separately. After analyzed, the results showed that the most striking activity which both the undergraduate physics and physics(with no thesis) master students had difficulty was group activities. Moreover, it showed that 90 percent of the two groups had the idea that school experience activities would be beneficial for being a good physics teacher. It has been also recognized that the physics undergraduate students had a more positive view than physics(with no thesis) master students on the matter of meeting lack of interest from practice teachers, and taking the same course from the same teacher

USING INTERNET-RESOURCES FOR SCHOOL PHYSICS EXPERIMENTS

Directory of Open Access Journals (Sweden)

Nina P. Dementievska

2012-06-01

Full Text Available Using virtual computer simulation of physics processes and phenomena is becoming increasingly popular among teachers of science around the world. Such simulation for school experiment has several advantages, but teaching needs improvement of methodology for using in modern school. In order to computer simulations were successful in education it requires compliance with a number of conditions. Educators around the world collaborate on the web site Phet (http://phet.colorado.edu/, which provides science-based and effective computer simulations for studying the natural sciences in different languages, as well as the methodology for use in secondary school.

Immunologic properties and therapeutic efficacy of a multivalent epitope-based vaccine against four Helicobacter pylori adhesins (urease, Lpp20, HpaA, and CagL) in Mongolian gerbils.

Science.gov (United States)

Guo, Le; Yin, Runting; Xu, Guangxian; Gong, Xiaojuan; Chang, Zisong; Hong, Dantong; Liu, Hongpeng; Ding, Shuqin; Han, Xuebo; Li, Yuan; Tang, Feng; Liu, Kunmei

2017-12-01

Therapeutic vaccination is a desirable alternative for controlling Helicobacter pylori (H. pylori) infection. Attachment to the gastric mucosa is the first step in establishing bacterial colonization, and adhesins, which are on the surface of H. pylori, play a pivotal role in binding to human gastric mucosa. In the present study, we constructed a multivalent epitope-based vaccine named CFAdE with seven carefully selected antigenic fragments from four H. pylori adhesins (urease, Lpp20, HpaA and CagL). The specificity, immunogenicity and ability to produce neutralizing antibodies of CFAdE were evaluated in BALB/c mice. After that, its therapeutic efficacy and protective immune mechanisms were explored in H. pylori-infected Mongolian gerbils. The results indicated that CFAdE could induce comparatively high levels of specific antibodies against urease, Lpp20, HpaA and CagL. Additionally, oral therapeutic immunization with CFAdE plus polysaccharide adjuvant (PA) significantly decreased H. pylori colonization compared with oral immunization with urease plus PA, and the protection was correlated with IgG and sIgA antibody and antigen-specific CD4 + T cells. This study indicated that the multivalent epitope-based vaccine, which targeted multiple adhesins in adherence of H. pylori to the gastric mucosa, is more effective than the univalent vaccine targeting urease only. This multivalent epitope-based vaccine may be a promising therapeutic candidate vaccine against H. pylori infection. © 2017 John Wiley & Sons Ltd.

High School Students' Experiences of Bullying and Victimization and the Association with School Health Center Use

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Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D.

2015-01-01

Background: Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of…

U.S. Principals’ Attitudes About and Experiences with Single-Sex Schooling

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Fabes, Richard A.; Pahlke, Erin; Galligan, Kathrine; Borders, Adrienne

2015-01-01

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another. PMID:26190887

Detecting Students' Experiences of Discontinuities between Middle School and High School Mathematics Programs: Learning during Boundary Crossing

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Jansen, Amanda; Herbel-Eisenmann, Beth; Smith, John P., III

2012-01-01

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated,…

Water Intake by Soil, Experiments for High School Students.

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1969

Presented are a variety of surface run-off experiments for high school students. The experiments are analogies to basic concepts about water intake, as related to water delivery, soil properties and management, floods, and conservation measures. The materials needed to perform the experiments are easily obtainable. The experiments are followed by…

Schooling Sexualities and Gendered Bodies. Experiences of LGBT Students in Icelandic Upper Secondary Schools

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Kjaran, Jón Ingvar; Kristinsdóttir, Guðrún

2015-01-01

In this paper, we study how Lesbian, Gay, Bisexual and Transgender people (LGBT) students in Icelandic upper secondary schools interpret their experience of heteronormative environment and how they respond to it. The aim is to explore how sexualities and gendered bodies are constructed through "schooling". The article draws on interview…

High school students' experiences of bullying and victimization and the association with school health center use.

Science.gov (United States)

Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D

2015-05-01

Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of school-based bullying and victimization and their use of SHCs. Data was analyzed from 2063 high school students in 5 Northern California school districts using the 2009-2010 California Healthy Kids Survey. Chi-square tests and multivariate logistic regression were used to measure associations. Students who were bullied or victimized at school had significantly higher odds of using the SHCs compared with students who were not, and were also significantly more likely to report confidentiality concerns. The magnitude of associations was largest for Asian/Pacific Islander students, though this was likely due to greater statistical power. African American students reported victimization experiences at approximately the same rate as their peers, but were significantly less likely to indicate they experienced bullying. Findings suggest that SHCs may be an important place to address bullying and victimization at school, but confidentiality concerns are barriers that may be more common among bullied and victimized youth. © 2015, American School Health Association.

The connection between students' out-of-school experiences and science learning

Science.gov (United States)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

Impact of Experience Corps(®) participation on school climate.

Science.gov (United States)

Parisi, Jeanine M; Ramsey, Christine M; Carlson, Michelle C; Xue, Qian-Li; Huang, Jin; Romani, William A; McGill, Sylvia; Seeman, Teresa E; Tanner, Elizabeth K; Barron, Jeremy; Tan, Erwin J; Gruenewald, Tara L; Diibor, Ike; Fried, Linda P; Rebok, George W

2015-07-01

We examined the impact of the Experience Corps(®) (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 h per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted.

Impact of Experience Corps® Participation on School Climate

Science.gov (United States)

Parisi, Jeanine M.; Ramsey, Christine M.; Carlson, Michelle C.; Xue, Qian-Li; Huang, Jin; Romani, William A.; McGill, Sylvia; Seeman, Teresa E.; Tanner, Elizabeth K.; Barron, Jeremy; Tan, Erwin; Gruenewald, Tara L.; Diibor, Ike; Fried, Linda P.; Rebok, George W.

2015-01-01

We examined the impact of the Experience Corps® (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 hours per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted. PMID:25708453

Exploring the Work Experiences of School Counselors of Color

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Dollarhide, Colette T.; Bowen, Nikol V.; Baker, Caroline A.; Kassoy, Felice R.; Mayes, Renae D.; Baughman, Amber V.

2014-01-01

In spite of research suggesting the importance of diverse professionals in education (Mattison & Aber, 2007), no studies have explored the professional experiences of school counselors of Color. In this exploratory grounded-theory qualitative study, researchers interviewed 19 school counselors of Color. Responses revealed both positive and…

Flooding and schools: experiences in Hull in 2007.

Science.gov (United States)

Convery, Ian; Carroll, Bob; Balogh, Ruth

2015-01-01

Hull, a city in the East Riding of Yorkshire, United Kingdom, suffered severe flooding in June 2007, affecting some 8,600 households and most schools. Despite the potential for damage in such disasters, no studies of the effects of floods on teachers and schools in the UK appear to have been published previously. This study analysed the impacts of the floods on teachers in Hull in two stages: first through correspondence with Hull City Council and a mailed questionnaire to 91 head teachers of primary, secondary, and special schools; and second, through in-depth interviews with head teachers from six flooded schools, representing different degrees of flood experience, and a questionnaire completed by eight teachers from the same schools. The findings reveal the importance and the complexity of the role of the school in the wider community in a time of crisis. The study highlights issues concerning preparedness for floods, support for schools, and flood protection for schools. © 2014 The Author(s). Disasters © Overseas Development Institute, 2014.

Communication, Community, and Disconnection: Pre-Service Teachers in Virtual School Field Experiences

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Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua

2014-01-01

This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers…

Children With Type 1 Diabetes Mellitus: Self-Management Experiences in School.

Science.gov (United States)

de Cássia Sparapani, Valéria; Liberatore, Raphael D R; Damião, Elaine B C; de Oliveira Dantas, Isa R; de Camargo, Rosangela A A; Nascimento, Lucila C

2017-08-01

Children with type 1 diabetes mellitus (T1DM) need to perform self-management activities at school and in other environments. Learning about their experiences at school is crucial to assist them in this challenging task. Qualitative interviews were conducted with children with T1DM, aged between 7 and 12. A scenario was created and puppets were used during the interviews to help the participating children to communicate about school, daily routines, and experiences in diabetes management. Data were collected over a period of 1 year and analyzed according to content analysis procedures. Nineteen children, 13 boys and 6 girls, at the mean age of 9.8 ± 1.8 years and mean time since diagnosis of 3.3 years, participated in the study. Three themes were identified: lack of information on T1DM, diabetes self-care at school, and support received by the children. The study provides useful information to understand the children's experiences in managing the disease at school. The partnership between school staff, health teams, children with T1DM, and their families need to be enhanced to promote appropriate strategies that improve the management of diabetes in this setting. © 2017, American School Health Association.

Students' Interest in Biology and Their Out-of-School Experiences

Science.gov (United States)

Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

2006-01-01

Interest in biology and the out-of-school experiences of Finnish secondary school pupils (n = 3626, median age 15) were surveyed in the spring of 2003 using the international ROSE questionnaire. Likert-scaled items were categorised with an explorative factor analysis. The scores of eight interest-context factors and seven out-of-school experience…

The University of Zambia School Teaching Experience: Is It Effective?

Directory of Open Access Journals (Sweden)

Peter Chomba Manchishi

2014-05-01

Full Text Available Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.

The GSA Difference: LGBTQ and Ally Experiences in High Schools with and without Gay-Straight Alliances

Directory of Open Access Journals (Sweden)

Tina Fetner

2015-08-01

Full Text Available We examine the lived experiences of high-school students who participated in lesbian, gay, bisexual, transgender, and queer (LGBTQ-centered activism of some kind, highlighting the promise of gay-straight alliance groups by comparing the experiences of students at schools with gay-straight alliances (GSA schools with the experiences of students at schools that did not have an LGBTQ-specific group (no-GSA schools. We compare students at GSA and no-GSA schools based on their experiences of harassment, experiences of support from authority figures, and patterns of friendships. We find that students at both types of schools experienced harassment and heard negative comments about lesbian and gay people. However, students at GSA schools reported more support from teachers and administrators than students at no-GSA schools, who have stories of teachers and administrators actively opposing equality for LGBTQ people. Students at GSA schools reported a wide variety of friendships across sexual identities, while students at no-GSA schools felt more isolated and withdrawn. This much-needed qualitative comparative analysis of students’ experiences brings a human face to the improved quality of life that schools with gay-straight alliances can bring to young people.

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

Science.gov (United States)

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

2016-01-01

The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

A study on the experiences and causes of school violence amongst middle school students in korea

OpenAIRE

都, 基鳳; 全, 宰一; 野島, 一彦; Do, Giebong; Jun, Jaeil; Nojima, Kazuhiko

2005-01-01

The purpose of this study is to prepare effective measures to successfully cope with school violence by examining student experiences of school violence and its causes. The participants were middle school students in Korea. An investigation was made into how male and female students are different from each other in patterns of violence experienced or committed and the causes of that violence. The results are as follows: 1) Students who were victims of school violence suffered more than those ...

Multiple case study analysis of young women's experiences in high school engineering

Science.gov (United States)

Pollock, Meagan C.

At a time when engineers are in critical demand, women continue to be significantly underrepresented in engineering fields (11.7%) and degree programs (21.3%) in the United States. As a result, there is a national demand for improved K-12 STEM education and targeted efforts to improve equity and access to engineering and science careers for every underrepresented group. High school engineering has become a nascent and growing market for developers and an emergent opportunity for students across the United States to learn introductory engineering skills through strategic career pathways; however there is a disparity in participation at this level as well. Much useful research has been used to examine the problematization of underrepresentation (K Beddoes, 2011), but there is a dearth of literature that helps us to understand the experiences of young women in high school engineering. By examining the experiences of young women in high school engineering, we can learn ways to improve the curriculum, pedagogy, and environment for underrepresented groups such as females to ensure they have equitable access to these programs and are subsequently motivated to persist in engineering. Understanding the needs of marginalized groups is complex, and intersectional feminism seeks to understand gender in relation to other identities such as race, class, ethnicity, sexuality, and nationality. This theory asserts that gender alone is neither a total identity nor a universal experience, and it is thus advantageous to consider each of the intersecting layers of identity so as to not privilege a dominate group as representative of all women. Thus, to understand how female students engage with and experience engineering in grade school, it is useful to examine through the lens of gender, class, race, and sexuality, because this intersection frames much of the human experience. The purpose of this study is to examine high school females' experiences in engineering, with a goal to

Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

Science.gov (United States)

Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

2016-01-01

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

Pornography and sexual experiences among high school students in Sweden.

Science.gov (United States)

Mattebo, Magdalena; Tydén, Tanja; Häggström-Nordin, Elisabet; Nilsson, Kent W; Larsson, Margareta

2014-04-01

The study investigated the differences between high school boys and girls in: (1) the use of pornography, (2) sexual experiences, (3) experience of sexual abuse, and (4) perceptions of sexuality and pornography. It also examined the possible predictors of experiencing sexual activities, such as sex, sociodemographic factors (high school program, household, and ethnic background), pornography consumption, experience of sexual abuse, perception of sexuality, and perception of pornography. A population-based classroom survey of 16-year-old boys (n = 477) and girls (n = 400) from 53 randomly selected high school classes in 2 towns in mid-Sweden. Almost all boys (96%, n = 453) and 54% of the girls (n = 213) had watched pornography. Regardless of sex, pornography consumers had a positive perception of pornography. There were no differences between pornography-consuming boys and girls regarding fantasies, and they had attempted sexual acts inspired by pornography. A higher proportion of girls (15%) than boys (6%) had experienced sexual abuse. Predictors for being sexually experienced (oral sex, intercourse, and anal sex) included: being a girl, attending a vocational high school program, living with separated parents, having experience of sexual abuse, stating that boys and girls are equally interested in sex, and having a positive perception of pornography (Adj. R = 0.166). Boys had more experience of and a more positive perception of pornography, but there were only a few differences between boys and girls in the pornography-consumer group. Girls were more sexually experienced than boys. A positive perception of pornography predicted being sexually experienced.

'It's a logistical nightmare!' Recommendations for optimising human papillomavirus school-based vaccination experience.

Science.gov (United States)

Robbins, Spring Chenoa Cooper; Bernard, Diana; McCaffery, Kirsten; Skinner, S Rachel

2010-09-01

To date, no published studies examine procedural factors of the school-based human papillomavirus (HPV) vaccination program from the perspective of those involved. This study examines the factors that were perceived to impact optimal vaccination experience. Schools across Sydney were selected to reflect a range of vaccination coverage at the school level and different school types to ensure a range of experiences. Semi-structured focus groups were conducted with girls; and one-on-one interviews were undertaken with parents, teachers and nurses until saturation of data in all emergent themes was reached. Focus groups and interviews explored participants' experiences in school-based HPV vaccination. Transcripts were analysed, letting themes emerge. Themes related to participants' experience of the organisational, logistical and procedural aspects of the vaccination program and their perceptions of an optimal process were organised into two categories: (1) preparation for the vaccination program and (2) vaccination day strategies. In (1), themes emerged regarding commitment to the process from those involved, planning time and space for vaccinations, communication within and between agencies, and flexibility. In (2), themes included vaccinating the most anxious girls first, facilitating peer support, use of distraction techniques, minimising waiting time girls, and support staff. A range of views exists on what constitutes an optimal school-based program. Several findings were identified that should be considered in the development of guidelines for implementing school-based programs. Future research should evaluate how different approaches to acquiring parental consent, and the use of anxiety and fear reduction strategies impact experience and uptake in the school-based setting.

School Social Workers' Experiences with Youth Suicidal Behavior: An Exploratory Study

Science.gov (United States)

Singer, Jonathan B.; Slovak, Karen

2011-01-01

No published studies have explored school social workers (SSWs) experiences with, or beliefs and attitudes about, working with suicidal youths at the elementary, middle, and high school levels. The authors surveyed SSWs (N = 399) who were members of the 11-state Midwest Council on School Social Workers. Results indicated significant SSW…

U.S. Principals’ Attitudes About and Experiences with Single-Sex Schooling

OpenAIRE

Fabes, Richard A.; Pahlke, Erin; Galligan, Kathrine; Borders, Adrienne

2015-01-01

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participat...

School Counselors' Experiences Working with Digital Natives: A Qualitative Study

Science.gov (United States)

Gallo, Laura L.

2017-01-01

To better understand school counselors' experiences related to students' use of social media, the authors conducted a qualitative study, utilizing a phenomenological approach, with eight practicing high school counselors. Three major themes emerged from the study: "the digital cultural divide," "frustration and fear," and…

Students' Experiences of Home--School Dissonance: The Role of School Academic Culture and Perceptions of Classroom Goal Structures

Science.gov (United States)

Kumar, Revathy

2006-01-01

This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents' experiences of home--school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle…

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

Science.gov (United States)

Gorges, Julia

2017-01-01

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration). First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating

First-Year Students' Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students' Out-of-School Experience.

Science.gov (United States)

Gorges, Julia

2017-01-01

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one's ASC and ITV regarding new learning content (here: business administration). First, students' experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration-mathematics-should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students' business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students' out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3-4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students' ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating revisions to them

Experiences of School Counselors during and after Making Suspected Child Abuse Reports

Science.gov (United States)

Sikes, April; Remley, Theodore P., Jr.; Hays, Danica G.

2010-01-01

The purpose of this study was to explore the experiences of school counselors during and after making suspected child abuse and neglect reports. A total of 847 school counselors who were members of the American School Counselor Association (ASCA) participated in this study. Results showed that professional school counselors encountered some…

The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools

Science.gov (United States)

Kosciw, Joseph G.; Greytak, Emily A.; Bartkiewicz, Mark J.; Boesen, Madelyn J.; Palmer, Neal A.

2012-01-01

In 1999, the Gay, Lesbian and Straight Education Network (GLSEN) identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national…

School nurse experiences with prescription opioids in urban and rural schools: A cross-sectional survey.

Science.gov (United States)

Pattison-Sharp, Ella; Estrada, Robin Dawson; Elio, Alice; Prendergast, Melissa; Carpenter, Delesha M

2017-01-01

Few studies have examined the use of prescription opioids in schools. The current study aimed to: (1) describe the context within which school nurses encounter student opioid prescriptions; (2) assess school nurses' preferences for training and student education; and (3) explore urban-rural differences in school nurses' experiences and training preferences. A convenience sample of school nurses (n = 633) from North Carolina and South Carolina participated in a brief, anonymous, online survey. Qualitative data were analyzed thematically and statistical tests (t-tests and Chi-square tests) were performed to investigate urban-rural differences. Many school nurses (40.3%) had encountered a student with an opioid prescription, but only 3.6% had naloxone available in case of an overdose. Most school nurses (69.9%), especially rural school nurses, believed students would benefit from opioid education (74.9 versus 66.6%, p = 0.03). The majority of school nurses (83.9%) were interested in opioid-related training. Many school nurses encounter students with prescription opioids and would like additional opioid-related training. The potential benefits of providing naloxone access to prevent opioid-related deaths at schools should be explored.

The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools

Science.gov (United States)

Kosciw, Joseph G.; Greytak, Emily A.; Giga, Noreen M.; Villenas, Christian; Danischewski, David J.

2016-01-01

The Gay, Lesbian and Straight Education Network (GLSEN) "National School Climate Survey" is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated…

How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles.

Science.gov (United States)

Erentaitė, Rasa; Vosylis, Rimantas; Gabrialavičiūtė, Ingrida; Raižienė, Saulė

2018-04-01

The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum.

Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

Science.gov (United States)

Witkowska, Eva; Menckel, Ewa

2005-02-01

Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

Exploring rural high school learners' experience of mathematics ...

African Journals Online (AJOL)

Exploring rural high school learners' experience of mathematics anxiety in ... State using the Statistical Package for the Social Sciences (SPSS), Version 17.0. ... to observe its prevalence and to implement strategies toward the alleviation of the ...

Governor's School students experience multidisciplinary research in a whole new way

OpenAIRE

Fay, Patrick

2010-01-01

High school students from the Virginia Governor's School were recently treated to a unique experience of immersive virtual reality technology and how it is used in understanding and solving real problems facing the commonwealth and the country.

Inclusive Education for Students with Refugee Experience: Whole School Reform in a South Australian Primary School

Science.gov (United States)

Pugh, Karen; Every, Danielle; Hattam, Robert

2012-01-01

In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These students face many barriers to education, and appropriately educating this diverse student population presents many challenges to schools and education departments. We argue that a whole of school approach that includes…

Primary School Principals' Experiences with Smartphone Apps

Science.gov (United States)

Çakir, Rahman; Aktay, Sayim

2016-01-01

Smartphones are not just pieces of hardware, they at same time also dip into software features such as communication systems. The aim of this study is to examine primary school principals' experiences with smart phone applications. Shedding light on this subject means that this research is qualitative. Criterion sampling has been intentionally…

Simon Langton Grammar School for boys visits the MoEDAL Experiment

CERN Multimedia

Anna Pantelia

2013-01-01

Simon Langton Grammar School for boys visits the MoEDAL Experiment. The School has just joined the MoEDAL collaboration. The group includes the 1000th student to participate in visits to CERN led by Dr Becky Parker

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

Directory of Open Access Journals (Sweden)

Julia Gorges

2017-07-01

Full Text Available The present study tested how academic self-concept of ability (ASC and intrinsic task value (ITV transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration. First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary

Building a Framework for Engineering Design Experiences in High School

Science.gov (United States)

Denson, Cameron D.; Lammi, Matthew

2014-01-01

In this article, Denson and Lammi put forth a conceptual framework that will help promote the successful infusion of engineering design experiences into high school settings. When considering a conceptual framework of engineering design in high school settings, it is important to consider the complex issue at hand. For the purposes of this…

School Nurses' Experiences in Dealing with Bullying Situations among Students

Science.gov (United States)

Pigozi, Pamela Lamarca; Jones Bartoli, Alice

2016-01-01

School nurses have an important role in helping students to deal with bullying. However, most of the previously undertaken studies do not have nurses as the subjects, considering their experiences around this theme. This study used a qualitative approach through in-depth interviews with 12 school nurses (SNs). The thematic analysis was employed…

Sexuality experiences of secondary school students in Nakuru ...

African Journals Online (AJOL)

2018-06-02

Jun 2, 2018 ... ... in sexual knowledge. Keywords: Sexuality experiences, secondary school students, Nakuru, Kenya. ... the age of 19 give birth of which 1 million are under 15 years. ..... could be the easy access to birth control and other pre-.

Factors Affecting Jordanian School Adolescents' Experience of Being Bullied.

Science.gov (United States)

Shaheen, Abeer M; Hammad, Sawsan; Haourani, Eman M; Nassar, Omayyah S

The purpose of this study was to identify the Jordanian school adolescents' experience of being bullied, and to examine its association with selected socio-demographic variables. This cross sectional descriptive study used multi-stages cluster sampling technique to recruit a sample of in-school adolescents in Jordan (N=436). The Personal Experiences Checklist was used to measure the experience of bullying. Descriptive statistics and parametric tests were used in the analysis. Relational-verbal bullying was the most common form of bullying while cyber bullying was the least common type. Male adolescents experienced bullying more than females. In addition, adolescents belonging to low-income families experienced bullying more than those from moderate-income families. Finally, being bullied was negatively correlated with academic performance of students. This study indicated that risk factors for bullying are multifaceted which necessitate the development of prevention and intervention strategies to combat bullying taking into consideration these factors. Schools should introduce environmental changes to discourage bullying and establish a policy with specific guidelines of what constitutes bullying behavior and expected disciplinary procedures. Staff training on information about the definition of bullying, current trends, and the effects of bullying is also recommended. Copyright © 2017 Elsevier Inc. All rights reserved.

The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

Science.gov (United States)

Huseyin, Aksu Hasan

2015-01-01

The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

A qualitative study of junior high school principals' and school food service directors' experiences with the Texas school nutrition policy.

Science.gov (United States)

Roberts, Stephen M; Pobocik, Rebecca S; Deek, Rima; Besgrove, Ashley; Prostine, Becky A

2009-01-01

The objective of this study was to learn about the experiences of principals and school food service directors with the Texas Public School Nutrition Policy. Semistructured qualitative interviews were conducted to gain first hand reactions to the new nutrition policy. Data were gathered from Texas middle schools. Principals and food service directors from 24 schools randomly selected from 10 Texas Education regions were interviewed. Participants were interviewed about their reactions to the implementation of the Texas School Nutrition Policy. Two researchers, using thematic analysis, independently analyzed each interview. Differences in coding were reconciled and themes were generated. The themes that surfaced included resistance to the policy, policy development process, communication, government role, parental role, food rewards, fund raising, and leadership. Resistance to the policy was not extreme. In the future a wider array of school personnel who are affected by school food regulations should be included in the development of new policies. It is critical to communicate with all concerned parties about the policy.

Experiences of Domestic and School Violence Among Child and Adolescent Psychiatric Outpatients.

Science.gov (United States)

Völkl-Kernstock, Sabine; Huemer, Julia; Jandl-Jager, Elisabeth; Abensberg-Traun, Marihan; Marecek, Sonja; Pellegrini, Elisabeth; Plattner, Belinda; Skala, Katrin

2016-10-01

The experience of cumulative childhood adversities, such as exposure to domestic violence or abuse by caregivers, has been described as risk factor for poor mental health outcomes in adolescence and adulthood. We performed an investigation of experience of violence in all patients aged 6 to 20 years who had consulted the Department of Child and Adolescent Psychiatry, Medical University of Vienna, as outpatients during the period of one year. We were using the Childhood Trauma Interview (CTI) in order to obtain information on the kind of violence. Seventy-five percent of all patients had reported experiences of violence. These youth were significantly more often involved in acts of school violence, thus a significant correlation between experience of domestic violence and violence at school could be revealed. The results of our study emphasize the need for interventions preventing violence both in domestic and in school environments.

Racial Microaggressions: The Schooling Experiences of Black Middle-Class Males in Arizona’s Secondary Schools

Directory of Open Access Journals (Sweden)

Quaylan Allen

2010-05-01

Full Text Available The literature on Black education has often neglected significant analysis of life in schools and the experience of racism among Black middle-class students in general and Black middle-class males specifically. Moreover, the achievement gap between this population and their White counterparts in many cases is greater than the gap that exists among working-class Blacks and Whites. This study begins to document the aforementioned by illuminating the racial microaggressions experienced by Black middle-class males while in school and how their families’ usage of social and cultural capital deflect the potential negative outcomes of school racism.

Adolescents' psychological health and experiences with unwanted sexual behavior at school

NARCIS (Netherlands)

Timmerman, G

2004-01-01

This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated

Bullying Experiences and Compromised Academic Performance across Middle School Grades

Science.gov (United States)

Juvonen, Jaana; Wang, Yueyan; Espinoza, Guadalupe

2011-01-01

The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools.…

Harsh Realities: The Experiences of Transgender Youth in Our Nation's Schools

Science.gov (United States)

Greytak, Emily A.; Kosciw, Joseph G.; Diaz, Elizabeth M.

2009-01-01

Lesbian, gay, bisexual, and transgender (LGBT) youth may face particularly hostile school climates, as they often report experiencing harassment, discrimination, and other negative experiences in school. LGBT youth, regardless of their gender identity, often face victimization and stigmatization based on both sexual orientation and gender…

Conducting Action Research in Kenyan Primary Schools: A Narrative of Lived Experiences

Science.gov (United States)

Otienoh, Ruth

2015-01-01

This paper is a narrative of my personal experiences of conducting action research in Kenyan primary schools. It highlights the opportunities, successes, challenges and dilemmas I encountered during the process: from the school hunting period, to the carrying out of the actual research in two schools, with four teachers. This study reveals that…

Educational experiments of radiochemistry in the nuclear engineering school

International Nuclear Information System (INIS)

Akatsu, Eiko

1995-06-01

Educational experiments of radiochemistry are described. They were an improvement of educational experiment of burn-up measurement as well as experiments on a solvent extraction, a cation exchange behavior of 60 Co, liquid scintillation spectrometry and half-life determination of 87 Rb, and determination of 137 Cs in sea water. Two or one of the experiments were ordinarily studied, depending the occasional situations, by the students of the general course or of the nuclear engineering course in the Nuclear Engineering School, Nuclear Education Center, JAERI from 1976 to 1994. (author)

Investigating the Experiences of Special School Visual Arts ...

African Journals Online (AJOL)

This paper reports on a recent hermeneutic phenomenological study aimed at understanding the experiences of special school teachers in Hong Kong, and specifically visual arts teachers tasked with teaching students with intellectual disabilities. Illustrating the use of a phenomenological research method, the paper ...

Dissociating the Influence of Affective Word Content and Cognitive Processing Demands on the Late Positive Potential.

Science.gov (United States)

Nowparast Rostami, Hadiseh; Ouyang, Guang; Bayer, Mareike; Schacht, Annekathrin; Zhou, Changsong; Sommer, Werner

2016-01-01

The late positive potential (LPP) elicited by affective stimuli in the event-related brain potential (ERP) is often assumed to be a member of the P3 family. The present study addresses the relationship of the LPP to the classic P3b in a published data set, using a non-parametric permutation test for topographical comparisons, and residue iteration decomposition to assess the temporal features of the LPP and the P3b by decomposing the ERP into several component clusters according to their latency variability. The experiment orthogonally manipulated arousal and valence of words, which were either read or judged for lexicality. High-arousing and positive valenced words induced a larger LPP than low-arousing and negative valenced words, respectively, and the LDT elicited a larger P3b than reading. The experimental manipulation of arousal, valence, and task yielded main effects without any interactions on ERP amplitude in the LPP/P3b time range. The arousal and valence effects partially differed from the task effect in scalp topography; in addition, whereas the late positive component elicited by affective stimuli, defined as LPP, was stimulus-locked, the late positive component elicited by task demand, defined as P3b, was mainly latency-variable. Therefore LPP and P3b manifest different subcomponents.

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.

Science.gov (United States)

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-05-01

The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence - exposure to aggression among peers at school, physical punishment at school, and exposure to community violence - were assessed by self-report using an interviewer administered questionnaire. Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school

The Political Socialization of Youth: Exploring the Influence of School Experience.

Science.gov (United States)

Banks, Michael H.; Roker, Debra

1994-01-01

Examined possible role of educational experience in political socialization by comparing political attitudes of girls (n=127) from similar family backgrounds attending either private or state schools. Found significant differences in political attitudes between two samples. Results led to formation of model of role of school in political…

THE CHALLENGES OF SCHOOL-BASED YOUTH SUICIDE PREVENTION: EXPERIENCES AND PERCEPTIONS OF MENTAL HEALTH PROFESSIONALS IN SOUTH AFRICAN SCHOOLS

OpenAIRE

Woolf, Maryke; Bantjes, Jason; Kagee, Ashraf

2015-01-01

Youth suicidal behaviour poses a significant public health concern. Mental health care professionals working in schools have an important role to play in youth suicide prevention initiatives, although little is known of the experiences of this group of professionals in the developing world. The aim of this study was to explore the experiences of mental health professionals working in South African schools and document their insights, attitudes and beliefs regarding youth suicidal behaviour. I...

TRANSFORMING RURAL SECONDARY SCHOOLS IN ZIMBABWE THROUGH TECHNOLOGY: LIVED EXPERIENCES OF STUDENT COMPUTER USERS

Directory of Open Access Journals (Sweden)

Gomba Clifford

2016-04-01

Full Text Available A technological divide exists in Zimbabwe between urban and rural schools that puts rural based students at a disadvantage. In Zimbabwe, the government, through the president donated computers to most rural schools in a bid to bridge the digital divide between rural and urban schools. The purpose of this phenomenological study was to understand the experiences of Advanced Level students using computers at two rural boarding Catholic High Schools in Zimbabwe. The study was guided by two research questions: (1 How do Advanced level students in the rural areas use computers at their school? and (2 What is the experience of using computers for Advanced Level students in the rural areas of Zimbabwe? By performing this study, it was possible to understand from the students’ experiences whether computer usage was for educational learning or not. The results of the phenomenological study showed that students’ experiences can be broadly classified into five themes, namely worthwhile (interesting experience, accessibility issues, teachers’ monopoly, research and social use, and Internet availability. The participants proposed teachers use computers, but not monopolize computer usage. The solution to the computer shortage may be solved by having donors and government help in the acquisitioning of more computers.

Decision ambiguity is mediated by a late positive potential originating from cingulate cortex.

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Sun, Sai; Zhen, Shanshan; Fu, Zhongzheng; Wu, Daw-An; Shimojo, Shinsuke; Adolphs, Ralph; Yu, Rongjun; Wang, Shuo

2017-08-15

People often make decisions in the face of ambiguous information, but it remains unclear how ambiguity is represented in the brain. We used three types of ambiguous stimuli and combined EEG and fMRI to examine the neural representation of perceptual decisions under ambiguity. We identified a late positive potential, the LPP, which differentiated levels of ambiguity, and which was specifically associated with behavioral judgments about choices that were ambiguous, rather than passive perception of ambiguous stimuli. Mediation analyses together with two further control experiments confirmed that the LPP was generated only when decisions are made (not during mere perception of ambiguous stimuli), and only when those decisions involved choices on a dimension that is ambiguous. A further control experiment showed that a stronger LPP arose in the presence of ambiguous stimuli compared to when only unambiguous stimuli were present. Source modeling suggested that the LPP originated from multiple loci in cingulate cortex, a finding we further confirmed using fMRI and fMRI-guided ERP source prediction. Taken together, our findings argue for a role of an LPP originating from cingulate cortex in encoding decisions based on task-relevant perceptual ambiguity, a process that may in turn influence confidence judgment, response conflict, and error correction. Copyright © 2017 Elsevier Inc. All rights reserved.

Project Overview of the Naval Postgraduate School Spacecraft Architecture and Technology Demonstration Experiment

National Research Council Canada - National Science Library

Reuer, Charles

2001-01-01

The Naval Postgraduate School's current attempt at getting another spacecraft into orbit is focusing on Naval Postgraduate School Spacecraft Architecture and Technology Demonstration Experiment (NPSAT1...

The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. Executive Summary

Science.gov (United States)

Kosciw, Joseph G.; Greytak, Emily A.; Giga, Noreen M.; Villenas, Christian; Danischewski, David J.

2016-01-01

The Gay, Lesbian and Straight Education Network (GLSEN) "National School Climate Survey" is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated…

School Psychologists' Experiences with Teacher-to-Student Mistreatment

Science.gov (United States)

Lyles, Sharon R. Brown

2014-01-01

The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

School Nurses and Health Education: The Classroom Experience

Science.gov (United States)

Klein, Julie; Sendall, Marguerite C.; Fleming, Marylou; Lidstone, John; Domocol, Michelle

2013-01-01

Objective: The aim of the study is to explore school nurses' experience of health education. Design: A qualitative approach, phenomenology was used to answer the question. Method: Sixteen participants were recruited through purposeful and snowball sampling. Participants undertook an audio-recorded interview which was transcribed and analysed.…

School-Related Stress Experience as a Risk Factor for Bullying Behavior.

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Natvig, Gerd Karin; Albrektsen, Grethe; Qvarnstrom, Ulla

2001-01-01

Studied associations between bullying behavior and school-related stress experience, self-efficacy, social support, and decision control in a sample of 885 Norwegian adolescents aged 13-15 years. Increasing school alienation was associated with an increased risk of bullying, while increasing support from teachers and peers decreased the risk.…

Adolescents' Psychological Health and Experiences with Unwanted Sexual Behavior at School

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Timmerman, Greetje

2004-01-01

This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated included psychosomatic problems and self-esteem. It…

School Nurses' Experiences of Managing Young People with Mental Health Problems

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Ravenna, Jean; Cleaver, Karen

2016-01-01

Prevalence of mental health disorder is increasing among young people. It is recognized that early intervention is essential in supporting young people, and care provided within schools to support emotional well-being is recommended as part of this process. A scoping review was undertaken examining school nurses' experiences of supporting the…

Teacher Candidates' Experiences with Clinical Teaching in Reading Instruction: A Comparison between the Professional Development School Environment and the Non-Professional Development School Environment

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Hopper, Cynthia J.

2016-01-01

Teacher candidates experience a variety of school settings when enrolled in teacher education methods courses. Candidates report varied experiences when in public school classrooms. This dissertation investigated clinical experiences of teacher candidates when placed in two different environments for clinical teaching. The two environments were a…

Secondary school teachers' experiences of teaching pregnant learners in Limpopo Province, South Africa

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Sogo F Matlala

2014-11-01

Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

Impact of the Worst School Experiences in Students: A Retrospective Study on Trauma

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Paloma Pegolo de Albuquerque

2015-12-01

Full Text Available AbstractThe literature indicates damage to students' mental health in cases of school violence. The aim of this retrospective study was to evaluate the psychological impact of school victimization in university students, and to analyze the association between PTSD symptoms and variables related to school victimization. 691 University students responded to the Portuguese version of the Student Alienation and Trauma Survey (SATS. Clinically significant scores in the subscales ranged from 4.7% (somatic symptoms to 20% (hypervigilance, with frequent symptoms described in the literature resulting from school victimization, such as depression, hopelessness, cognitive difficulties, and traumatic event recollection. Additionally, 7.8% of participants presented PTSD symptoms after suffering their "worst school experience". Associations were found between PTSD symptoms and the level of distress after the experience, as well as the perceived benefits after the event, and duration. The results confirm the potential detrimental effects of school victimization, and may be useful to further investigations on this topic.

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

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Mar, Ellena; T-L Tang, Terrill; Sasaki-Hill, Debra; Kuperberg, James R.; Knapp, Katherine

2010-01-01

Objectives To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). Methods The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. Results No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Conclusions Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses. PMID:20498735

Impact of previous pharmacy work experience on pharmacy school academic performance.

Science.gov (United States)

Mar, Ellena; Barnett, Mitchell J; T-L Tang, Terrill; Sasaki-Hill, Debra; Kuperberg, James R; Knapp, Katherine

2010-04-12

To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses.

Do schools promote social inclusion? The experiences of intercountry adoptees in Australia

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Beverly Scarvelis

2014-06-01

Full Text Available Intercountry adoption programs have brought children from racially and culturally diverse backgrounds to live as Australians, including 30 children from Ransgit Children’s Home who arrived in South Australia in the late 1980s and early 1990s. As part of a larger project which explored the life experiences of 12 adults who had arrived as children aged between 4 and 9 from Ransgit, this paper explores the role of schools in facilitating their inclusion into life in Australia. The school experience was often critical in learning English and was pre-requisite for acceptance in the school yard but also a place in which most of these Thai-born intercountry adoptees experienced racism. Despite very few participants completing secondary school, all had employment. However, many held jobs which were low-paying and which precluded them from participating in opportunities to return to Thailand to learn more about their Thai origins or participating as adoptive parents in intercountry adoption programs. Hence, while schools can play an important role in facilitating social inclusion, the school system alone may be unable to address the multiple dimensions of exclusion experienced by intercountry adoptees.

The experiences of parents who report youth bullying victimization to school officials.

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Brown, James R; Aalsma, Matthew C; Ott, Mary A

2013-02-01

Current research offers a limited understanding of parental experiences when reporting bullying to school officials. This research examines the experiences of middle-school parents as they took steps to protect their bullied youth. The qualitative tradition of interpretive phenomenology was used to provide in-depth analysis of the phenomena. A criterion-based, purposeful sample of 11 parents was interviewed face-to-face with subsequent phone call follow-ups. Interviews were taped, transcribed, and coded. MAX qda software was used for data coding. In analyzing the interviews, paradigm cases, themes, and patterns were identified. Three parent stages were found: discovering, reporting, and living with the aftermath. In the discovery stage, parents reported using advice-giving in hopes of protecting their youth. As parents noticed negative psychosocial symptoms in their youth escalate, they shifted their focus to reporting the bullying to school officials. All but one parent experienced ongoing resistance from school officials in fully engaging the bullying problem. In the aftermath, 10 of the 11 parents were left with two choices: remove their youth from the school or let the victimization continue. One paradigm case illustrates how a school official met parental expectations of protection. This study highlights a parental sense of ambiguity of school officials' roles and procedures related to school reporting and intervention. The results of this study have implications in the development and use of school-wide bullying protocols and parental advocacy.

Project on School Staff Health Promotion in Poland: The First Experiences

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Woynarowska-Soldan, Magdalena

2015-01-01

Purpose: The purpose of this paper is to present the concept, methods of implementation, results and experiences from the first stage of the three-year project on school staff health promotion carried out within the framework of the health-promoting school (HPS) network in Poland. Design/methodology/approach: The project was implemented in 2012 in…

The Piney Woods School: An Exploration of the Historically Black Boarding School Experience in Shaping Student Achievement, Cultural Esteem, and Collegiate Integration

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Alexander-Snow, Mia

2011-01-01

This qualitative case study explores the cultural impact the Piney Woods School, a historically Black independent boarding school, had on the social and academic experiences of four of its graduates in attendance at two traditionally White universities. The article discusses the collegiate experiences of four students: Samantha, Ira, Tony, and…

Alpbach Summer School - a unique learning experience

Science.gov (United States)

Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

2011-12-01

The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

Exploring rural high school learners' experience of mathematics ...

African Journals Online (AJOL)

times, often, or always experience mathematics anxiety in academic settings. It is therefore ... South African Journal of Education, Volume 32(3), August 2012 in education and ... This study was conducted in rural school settings owing to the reality that I face as ..... European Journal of Social Sciences, 16:75-86. Leppavirta J ...

How Does Sexual Identity Disclosure Impact School Experiences?

Science.gov (United States)

Watson, Ryan J.; Wheldon, Christopher W.; Russell, Stephen T.

2015-01-01

Lesbian, gay, and bisexual (LGB) individuals disproportionately report negative academic outcomes and experiences as a result of stigma and discrimination. No research to date has investigated how being out in different social relationships may affect these youth. We compare youth who are out to family, friends, and people at school to understand…

The daily of an school of early childhood education: sharing experiences

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Adriana de Souza Broering

2008-09-01

Full Text Available Assuming the difficulty of talking about the experience and want to say without a model, this report presents the experience lived and shared by professionals, children and families of the "Creche Municipal Nossa Senhora Aparecida" known as nursery school "Pantanal".

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

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Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

Using school grounds for nature studies: An exploratory study of elementary teachers' experiences

Science.gov (United States)

Willis, Tamra Lee

2001-06-01

The purpose of this study was to gain understanding of the experiences of elementary teachers who used school grounds to do nature studies. Following an inductive, naturalistic approach, the goal was to explore the phenomenon using words of teachers as guides to understanding. Interviews were conducted with a purposeful sampling of ten quality public school teachers in grades K--5 who were well-known for their schoolyard nature programs. Interview questions were focused by a theoretical framework of environmental cognition. Data were gathered about how teachers came to use the outdoors to teach and how they experienced teaching nature studies on the school grounds. A conceptual model of Quality Teachers of Schoolyard Nature Studies was delineated. The model consisted of three components: teacher past and present experiences with nature, teacher beliefs relevant to using the school grounds for nature studies, and teacher action efficacy pertaining to schoolyard nature programs. The model suggested a relationship between teachers' personal experiences' with nature and their beliefs about sharing nature with children. In addition, the model connected teachers' beliefs about schoolyard nature to their action efficacy, i.e. action behavior reflected through motivation and commitment. The participants shared many common experiences and beliefs. Most had extensive childhood experiences in nature and memories of adults who shared nature with them. They did not consider themselves nature experts, but felt they knew the basics of natural science from their own experiences outdoors and from working with children. The teachers' beliefs about schoolyard nature studies developed from several dimensions of their lives: experiences with nature, experiences teaching, and experiences with students. They were motivated to share nature with students on the school grounds by their beliefs that students would come to appreciate and understand nature, just as they had during their own

Children with Type 1 Diabetes Mellitus: Self-Management Experiences in School

Science.gov (United States)

de Cássia Sparapani, Valéria; Liberatore, Raphael D. R., Jr.; Damião, Elaine B. C.; de Oliveira Dantas, Isa R.; de Camargo, Rosangela A. A.; Nascimento, Lucila C.

2017-01-01

Background: Children with type 1 diabetes mellitus (T1DM) need to perform self-management activities at school and in other environments. Learning about their experiences at school is crucial to assist them in this challenging task. Methods: Qualitative interviews were conducted with children with T1DM, aged between 7 and 12. A scenario was…

Start App: a coding experience between primary and secondary school

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Filippo Bruni

2016-04-01

Full Text Available The paper presents a coding experience in primary school (“Colozza” in Campobasso. Within the theoretical framework offered by computational thinking, using App Inventor, it was created a calculator for smartphone in the Android environment. High school students (from a technical secondary school guided the pupils in primary school, making an interesting form of cooperation between primary and secondary schools. Start App: una esperienza di coding tra scuola primaria e scuola secondariaIl contributo presenta una esperienza di coding nella scuola primaria dell’Istituto Comprensivo statale “Colozza” di Campobasso. All’interno della cornice teorica offerta dal pensiero computazionale, utilizzando App Inventor, è stata realizzata una calcolatrice per smartphone in ambiente Android. A guidare gli allievi della primaria sono stati gli studenti dell’Istituto Tecnico Industriale “Marconi” di Campobasso realizzando una interessante forma di collaborazione tra istituti scolastici di ordine diverso.

The Importance of Pupils' Interests and Out-of-School Experiences in Planning Biology Lessons

Science.gov (United States)

Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

2008-01-01

How to make learning more interesting is a basic challenge for school education. In this Finnish study, the international ROSE questionnaire was used to survey, during spring of 2003, the relationship between interest in biology and out-of-school experiences for 3626 ninth-grade pupils. Interest and experience factors were extracted by using the…

ROMANIAN PUPILS AT THE SPANISH PRIMARY SCHOOLS: CONTINUITIES AND DISCONTINUITIES BETWEEN FORMER AND CURRENT EDUCATIONAL EXPERIENCES

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Georgeta Ion

2011-07-01

Full Text Available During the last few years, East-Europeans, predominantly Romanians, have become the second largest cultural minority in Catalonia (Spain. Spanish educational institutions now have students from more than twenty different cultures. This paper focuses on the educational background and the factors which characterize the educational experience of Romanian students prior to attending schools in Spain, and how this affects their experiences into Catalonian primary schools. Twenty seven interviews were undertaken, of Catalonian and Romanian teachers, of experts and parents from the host primary schools where the proportion of Romanian students was highest. Two focus-group sessions were carried out with school teachers from Romania. The analysis shows that there is some consistency between educational practices and values in Romania and the practices and values of the host schools. The ability of children to assimilate into the host school is directly influenced by their previous experience in the schools in their country of origin.

Changing climates of conflict: A social network experiment in 56 schools.

Science.gov (United States)

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M

2016-01-19

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more "social referent" students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative.

Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula.

Science.gov (United States)

Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A

2011-09-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.

Experiences of Sexual Harassment among Elementary School Students in Taiwan: Implications for School Nurses

Science.gov (United States)

Chang, Yu-Ting; Hayter, Mark; Lin, Mei-Ling

2010-01-01

Sexual harassment is a significant issue in the lives of students. Understanding how young adolescents feel about sexual harassment and their coping strategies is a central element to guide school nursing interventions promoting sexual health. This study explored the sexual harassment experiences of young adolescents in Taiwan. A qualitative…

THE CHALLENGES OF SCHOOL-BASED YOUTH SUICIDE PREVENTION: EXPERIENCES AND PERCEPTIONS OF MENTAL HEALTH PROFESSIONALS IN SOUTH AFRICAN SCHOOLS.

Science.gov (United States)

Woolf, Maryke; Bantjes, Jason; Kagee, Ashraf

2015-01-01

Youth suicidal behaviour poses a significant public health concern. Mental health care professionals working in schools have an important role to play in youth suicide prevention initiatives, although little is known of the experiences of this group of professionals in the developing world. The aim of this study was to explore the experiences of mental health professionals working in South African schools and document their insights, attitudes and beliefs regarding youth suicidal behaviour. In-depth semi-structured interviews were conducted with seven school-based mental health care professionals and data were analysed using Thematic Analysis. Participants reported that they relied on a reactive strategy by responding to youths who were in crisis. They were challenged by a lack of support from faculty staff, lack of access to resources, and heavy caseloads. Findings highlight the need for a proactive and collaborative approach to suicide prevention among mental health care professionals, teachers and parents in South African schools and improved training and supervision.

Methodology for measurement in schools and kindergartens: experiences

International Nuclear Information System (INIS)

Fotjikova, I.; Navratilova Rovenska, K.

2015-01-01

In more than 1500 schools and preschool facilities, long-term radon measurement was carried out in the last 3 y. The negative effect of thermal retrofitting on the resulting long-term radon averages is evident. In some of the facilities, low ventilation rates and correspondingly high radon levels were found, so it was recommended to change ventilation habits. However, some of the facilities had high radon levels due to its ingress from soil gas. Technical measures should be undertaken to reduce radon exposure in this case. The paper presents the long-term experiences with the two-stage measurement methodology for investigation of radon levels in school and preschool facilities and its possible improvements. (authors)

Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria

Science.gov (United States)

Adeyemi, T. O.

2008-01-01

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…

The relationship of five boarding school experiences and physical health status among Northern Plains Tribes.

Science.gov (United States)

Running Bear, Ursula; Croy, Calvin D; Kaufman, Carol E; Thayer, Zaneta M; Manson, Spero M

2018-01-01

American Indian (AI) boarding school attendance is related to poor physical health status; however, little is known about how specific aspects of this experience contribute to poor health. Five experiences (age of first attendance, limited family visits, forced church attendance, prohibition on practicing AI culture and traditions, and punishment for use of AI language) may be independently associated with physical health status in adulthood. We expected the effect to be greater for those who began boarding school at older ages. Data on AI boarding school attenders (n = 771) came from the AI-Service Utilization, Psychiatric Epidemiology, Risk and Protective Factors Project. Multiple linear regression models examined the association of these five experiences with physical health status. Additionally, we conducted a separate set of regressions to test for an interaction effect of age of first attendance. Each of the five experiences noted above were independently associated with poorer physical health status compared to those who did not have these experiences. An interaction effect for those punished for use of AI language and who were aged 8 or older was confirmed. Findings are consistent with reports that boarding school attendance is related to poor AI adult health. To inform AI health programs, the relationship of specific diseases and boarding school attendance should be considered.

Excellence in High-Performing Public Schools in Chile: Students' Perceptions and Experiences

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Quaresma, Maria Luísa

2017-01-01

In this article, I aim to analyze the perceptions regarding excellence shared by students of high-performing public schools in Santiago de Chile and simultaneously to reflect on the way in which they experience it, inside and outside of school. Through the analysis of 24 focus groups conducted in six schools, I conclude that students share…

The Experiences of Lesbian, Gay, Bisexual and Transgender Middle School Students: Findings from the 2007 National School Climate Survey. Research Brief

Science.gov (United States)

Gay, Lesbian and Straight Education Network (GLSEN), 2009

2009-01-01

In 2007, Gay, Lesbian and Straight Education Network (GLSEN) conducted the fifth National School Climate Survey (NSCS), a biennial survey of LGBT (lesbian, gay, bisexual and transgender) secondary school students. The NSCS examines the experiences of LGBT youth in U.S. middle and high schools, documenting bias and behaviors that make schools…

The Academic Experience of Male High School Students with ADHD

OpenAIRE

Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.

2011-01-01

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed gr...

The Lived Experience of Teachers and Administrators in Persistently Low Achieving Schools

Science.gov (United States)

Bickenheuser, Charles William

2013-01-01

In 2010 Washington State's persistently lowest performing public schools were identified and published by the superintendent of public instruction. However, no research has described the lived experiences of teachers and administrators who work in those schools. Guided by the combined frameworks of Van Manen and Moustakas, this qualitative study…

Maltese Students' Perspectives about Their Experiences at School and Their Mental Health

Science.gov (United States)

Askell-Williams, Helen; Cefai, Carmel; Fabri, Francis

2013-01-01

In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A…

The role of law enforcement in schools: the Virginia experience--a practitioner report.

Science.gov (United States)

Clark, Steven

2011-01-01

Although there has been little academic research on the impact of placing police officers in schools, this practice has grown substantially in response to school shootings and other violent crimes in schools. With a standardized training program since 1999, the state of Virginia has law enforcement officers working in approximately 88 percent of Virginia's 631 secondary schools. Based on this experience, the state training coordinator describes how police officers should be selected and prepared to work as school resource officers. The success of school-based law enforcement requires careful selection and specialized training of officers who can adapt to the school culture and work collaboratively with school authorities. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Love-pursuing Patterns and Personality Traits: A Preliminary Study in Chinese University undergraduate Students

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Fangfang CAI

2009-12-01

Full Text Available The love-pursuing pattern (LPP, or love-initiating behavior, is important in building or maintaining a relationship, but has been less studied. We hypothesize that the LPPs might be modulated by personality traits. Therefore we have administered an adjective-based LPP questionnaire, the Zuckerman-Kuhlman Personality Questionnaire (ZKPQ, the Zuckerman Sensation Seeking Scales (SSS, and the Plutchik – van Praag Depression Inventory (PVP in 164 Chinese undergraduates who were in a current heterosexual-love relationship. We did not find any differences of LPP, ZKPQ, SSS, or PVP scale scores when either referred to gender or initiator/ receiver. In initiators (13 women, 85 men, the SSS Experience Seeking was negatively correlated with LPP Impulsive scale, Disinhibition was positively correlated with Threatening scale, and the PVP was negatively correlated with Persistent scale. In all subjects, the ZKPQ Aggression-Hostility was negatively correlated with the perceived happiness from the relationship, Activity was positively correlated with relationship suitability, and the SSS Experience Seeking was negatively correlated with a future marriage probability. Low SSS Experience Seeking and Disinhibition, ZKPQ Aggression-Hostility, together with high Activity and emotionality would be helpful to initiate a love relationship, and increase chances of the perceived happiness and suitability, and a future marriage.

School Experiences of Adolescents with Attention-Deficit/Hyperactivity Disorder

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Wiener, Judith; Daniels, Lesley

2016-01-01

This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured…

Experiences of School Principals with Newcomers from War-Affected Countries in Africa

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Okoko, Janet Mola

2011-01-01

This article is based on the results of an exploratory study of experiences of 2 urban school principals about leading schools with immigrants from war-affected countries in Africa. It examines how they perceived their preparation for multicultural leadership, and explores lessons that leadership development institutions can learn from their…

The Upward Spiral of Adolescents' Positive School Experiences and Happiness: Investigating Reciprocal Effects over Time

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Stiglbauer, Barbara; Gnambs, Timo; Gamsjager, Manuela; Batinic, Bernad

2013-01-01

In line with self-determination theory and Fredrickson's (2001) broaden-and-build theory of positive emotions, this study adopts a positive perspective on students' school experiences and their general psychological functioning. The reciprocal effects of positive school experiences and happiness, a dimension of affective well-being, are examined…

School farming for school feeding: experiences from Nakuru, Kenya

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Dick Foeken

2010-11-01

Full Text Available School feeding is an important development tool and is related to at least three Millennium Development Goals. School farming has been largely overlooked in the urban agriculture literature but with many parents nowadays unable to afford school lunches for their children, it can play a vital role in reducing the costs involved in providing nutritional meals for pupils. This paper examines school farming in an urban setting, namely Nakuru town, Kenya and looks at the current practice, the extent to which school farming contributes to school feeding programs, and the challenges it faces and how these can be overcome. Based on a survey done in almost all primary and secondary schools in Nakuru, it shows that school farming and school feeding are now common practice in the town and that in many cases school farming does indeed contribute to school feeding programs. However, much more is possible and the paper indicates how various constraints in terms of land, water, support and leadership might be overcome.

A novel Heart Rate Variability analysis using Lagged Poincaré plot: A study on hedonic visual elicitation.

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Nardelli, M; Greco, A; Valenza, G; Lanata, A; Bailon, R; Scilingo, E P

2017-07-01

This paper reports on a novel method for the analysis of Heart Rate Variability (HRV) through Lagged Poincaré Plot (LPP) theory. Specifically a hybrid method, LPP symb , including LPP quantifiers and related symbolic dynamics was proposed. LPP has been applied to investigate the autonomic response to pleasant and unpleasant pictures extracted from the International Affective Picture System (IAPS). IAPS pictures are standardized in terms of level of arousal, i.e. the intensity of the evoked emotion, and valence, i.e. the level of pleasantness/unpleasantness, according to the Circumplex model of Affects (CMA). Twenty-two healthy subjects were enrolled in the experiment, which comprised four sessions with increasing arousal level. Within each session valence increased from positive to negative. An ad-hoc pattern recognition algorithm using a Leave-One-Subject-Out (LOSO) procedure based on a Quadratic Discriminant Classifier (QDC) was implemented. Our pattern recognition system was able to classify pleasant and unpleasant sessions with an accuracy of 71.59%. Therefore, we can suggest the use of the LPP symb for emotion recognition.

Storied experiences of school-based habitat restoration

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Bell, Anne C.

The purpose of this study has been to consider the eco-pedagogical promise of school-based habitat restoration. How does the practice of restoration foster a lived sense of being in a more-than-human world1 while inviting alternative approaches to teaching and learning? What opportunities does it offer to resist the societal forces and patterns, reinforced through the school system, which are eroding and effacing human relationships with other life? A literature review sets the broader context for an in-depth exploration of the experiences and understandings of participants (students, teachers, parents) involved in a case study. I proceeded with my research on the assumption that both the discursive and non-discursive dimensions of habitat restoration were key to appreciating its eco-pedagogical potential. Through participant observation over a ten month period, interviewing and a survey, I listened to some of the ways that habitat restoration challenged the typically disembodied, decontextualized organization of schooling by privileging hands-on involvement and encouraging attentive, caring relationships within the human and natural communities of which students were a part. I investigated particular storylines and metaphors which encoded and supported participants' endeavours, especially with regard to their potential to disrupt human-centered values and beliefs. This study suggests that the promise of habitat restoration lies in the openings created to attune to and interact with human and nonhuman others in fully embodied, locally situated and personally meaningful ways. Participants overwhelmingly attested to the importance of the experience of restoration which many deemed to be memorable and motivating and to provide fertile ground for future engagements in/for nature and society. As participants attended to the nuances and complexities of their interactions with a specific place and its inhabitants, their intimate involvement added a depth of feeling and

School nurses’ experiences working with students with mental health problems : A qualitative study

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Jönsson, Julia; Maltestam, Malin; Bengtsson-Tops, Anita; Garmy, Pernilla

2017-01-01

The aim was to describe school nurses’ experiences working with students with mental health problems. In this inductive qualitative study, interviews were conducted with 14 school nurses in Sweden. The content analysis revealed three themes:(1) sense of worriedness about working with students with mental health problems, (2) taking care of students with mental health issues was an opportunity for personal and professional development, and (3) the experience of making a difference for young pe...

The 2009 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools

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Kosciw, Joseph G.; Greytak, Emily A.; Diaz, Elizabeth M.; Bartkiewicz, Mark J.

2010-01-01

For 20 years, GLSEN (Gay, Lesbian and Straight Education Network) has worked to ensure safe schools for all students, regardless of sexual orientation, gender identity or gender expression. For 10 of those years, GLSEN has been documenting the school experiences of lesbian, gay, bisexual and transgender (LGBT) youth: the prevalence of anti-LGBT…

My Sister, Our Stories: Exploring the Lived Experience of School Leavers through Narrative and Poetics

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Davis, C. Amelia; Pepperell, Jennifer L.

2012-01-01

The purpose of this study was to explore the educational experiences of two adult female siblings who are both school leavers. Through the use of thematic narrative analysis, sibling narratives and poetic re-presentations, their stories were developed. These stories represent the participants' experiences of prior schooling and their current…

Sampling Memories: Using Hip-Hop Aesthetics to Learn from Urban Schooling Experiences

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Petchauer, Emery

2012-01-01

This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what…

The Experience of Corporal Punishment in Schools, 1890-1940

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Middleton, Jacob

2008-01-01

Corporal punishment was an important part of the educational experience of many children educated during the nineteenth and twentieth centuries. It has often been assumed that it was an uncontroversial and widely accepted means of maintaining school discipline. This article questions these assumptions, using autobiographical accounts produced by…

Contribution of LPP/ERM-KMS to the modern developments of ICRH antenna systems

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Messiaen, A., E-mail: a.messiaen@fz-juelich.de; Ongena, J.; Dumortier, P.; Durodié, F.; Louche, F.; Ragona, R.; Vervier, M.

2016-11-15

Highlights: • Overview of ICRF antenna coupling physics, showing from first principles how to develop a state of the art ICRF system for ITER and DEMO. • Physics of conceptual solutions for the compact ITER antenna array, intended to radiate ∼10 MW/m2. • Implementing novel ideas into the matching-decoupling network of the ITER antenna array to avoid cross-coupling and to control the RF current distribution in the array. • Experimental tests of the theoretical predictions using scaled mock-ups of the ICRF antenna, including a dielectric dummy load to mimick the plasma. • Demonstrating an operational feedback control of the matching-decoupling network for the ITER antenna array, with 23 simultaneously active actuators. - Abstract: The paper gives an overview of the coupling physics of an ICRF antenna array to the plasma and of the original conceptual solutions proposed by the LPP/ERM-KMS group for the compact ITER antenna array and its matching to the RF power sources. The main contributions are (i) the use of an array of short straps grouped in triplets, (ii) the triplet feed by a four port junction and the use of a service stub to enlarge its frequency response, (iii) the multistep prematching to decrease the VSWR and minimise the voltage in the feeding transmission lines, (iv) the use of a decoupler network to neutralize the mutual coupling effects between different RF power sources and to simultaneously control the current distribution of the antenna array, (v) the various options to connect the decouplers and 3 dB hybrids for different array phasing cases in order to maintain the correct functioning of the decouplers together with load resiliency to fast variations of the plasma density in the edge (caused by e.g. pellet injection or Edge Localized Modes), (vi) the solution of the grounding problem of the ITER antenna plug-in, (vii) the test on mock-ups in front of a dielectric dummy load of the performance of the different solutions and particularly

Chemistry under Your Skin? Experiments with Tattoo Inks for Secondary School Chemistry Students

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Stuckey, Marc; Eilks, Ingo

2015-01-01

This paper discusses a set of easy, hands-on experiments that inquire into and differentiate among tattoo inks of varying quality. A classroom scenario is described for integrating these experiments into secondary school chemistry classes. Initial experiences from the classroom are also presented.

PRINCIPAL'S LEADERSHIP STYLE, AS PERCEIVED BY TEACHERS, IN RELATION TO TEACHER'S EXPERIENCE FACTOR OF SCHOOL CLIMATE IN ELEMENTARY SCHOOLS

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Gabriel Pinkas

2017-09-01

Full Text Available The experience of the environment in which the activity is performed is a significant factor of the outcome of this activity, that is, the efficiency of the work and the degree of achieving the goal. Within the work environment, physical and social conditions can be observed. The first, which includes material and technical means, are mostly static, easily perceivable and measurable. Others, which include social relations, are much more susceptible to change, more difficult to perceive and measure, and their experience with different individuals within the same group can be more distinct. Although all members of the group participate in group dynamics and relationships, not all are equally relevant to these processes. Considering the position that carries the right and responsibility of setting up a vision and mission, setting goals, creating conditions for work, making decisions and providing feedback, the leader is in most cases crucial. This paper analyzes the role of elementary school principals in creating a school climate, as a non - material environment in which educational activity is carried out, and in this sense it is a specific group / work organization. An estimate was used to measure both variables, i.e. teacher's experience. The instruments used are Multifactor Leadership Questionnaire - MLQ (Avolio and Bass and School Level Environment Questionnaire - SLEQ (Johnson, Stevens and Zvoch. The survey was conducted in elementary schools in the wider city area of Tuzla, on a sample of 467 teachers and 25 principals. In statistical data processing, multiple regression (Ordinary least squares and direct square discriminatory analysis were applied. The obtained results point to the connection between the perceived leadership style of elementary school principals and the school climate experienced by teachers, especially in the field of innovation in teaching and mutual cooperation.

The National School Lunch Program: Ideas, proposals, policies, and politics shaping students' experiences with school lunch in the United States, 1946 - present

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Gosliner, Wendi Anne

2013-01-01

AbstractThe National School Lunch Program:Ideas, proposals, policies, and politics shaping students' experiences with school lunch in the United States, 1946 - presentBy Wendi Anne GoslinerDoctor of Public HealthUniversity of California, BerkeleyProfessor Ann Keller, ChairOn an average school day in 2012, The National School Lunch Program (NSLP) supported the provision of lunch meals to almost 2/3 of school-age youth in the United States. Recent spikes in childhood obesity rates and the emerg...

Cyberbullying: An Exploration of Secondary School Administrators' Experiences with Cyberbullying Incidents in Louisiana

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Castile, Holly; Harris, Sandra

2014-01-01

This qualitative phenomenological study explored school administrators' experiences with cyberbullying. The participants were secondary administrators in Louisiana public schools. Notable findings indicated that cyberbullying is a complex problem because the greatest amount of cyberbullying is occurring off-campus. This study found Facebook and…

Cinema Experiences at School: Assemblages as Encounters with Subjectivities

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Infante, Marta

2018-01-01

The aim of this article is to analyse how 15 students at a public elementary school detach from immobile representations of identity through aesthetic self-expressive work with cinema. Drawing on Deleuze and Guattari's concept of assemblage, I interrogate students' experiences of discrimination and challenge their processes of developing a short…

Bodily experiences in secondary school biology

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Orlander, Auli Arvola; Wickman, Per-Olof

2011-09-01

This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year-old students and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes in science education and in that way open up for new possibilities for students' meaning making.

School Psychologists' Family-School Partnering Experiences with Latinos

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Vega, Desireé; Lasser, Jon; Fernandez, Sarah E.

2017-01-01

The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family-school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre- and in-service…

Identification of hemostatic genes expressed in human and rat leg muscles and a novel gene (LPP1/PAP2A suppressed during prolonged physical inactivity (sitting

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Zderic Theodore W

2012-10-01

Full Text Available Abstract Background Partly because of functional genomics, there has been a major paradigm shift from solely thinking of skeletal muscle as contractile machinery to an understanding that it can have roles in paracrine and endocrine functions. Physical inactivity is an established risk factor for some blood clotting disorders. The effects of inactivity during sitting are most alarming when a person develops the enigmatic condition in the legs called deep venous thrombosis (DVT or “coach syndrome,” caused in part by muscular inactivity. The goal of this study was to determine if skeletal muscle expresses genes with roles in hemostasis and if their expression level was responsive to muscular inactivity such as occurs in prolonged sitting. Methods Microarray analyses were performed on skeletal muscle samples from rats and humans to identify genes associated with hemostatic function that were significantly expressed above background based on multiple probe sets with perfect and mismatch sequences. Furthermore, we determined if any of these genes were responsive to models of physical inactivity. Multiple criteria were used to determine differential expression including significant expression above background, fold change, and non-parametric statistical tests. Results These studies demonstrate skeletal muscle tissue expresses at least 17 genes involved in hemostasis. These include the fibrinolytic factors tetranectin, annexin A2, and tPA; the anti-coagulant factors TFPI, protein C receptor, PAF acetylhydrolase; coagulation factors, and genes necessary for the posttranslational modification of these coagulation factors such as vitamin K epoxide reductase. Of special interest, lipid phosphate phosphatase-1 (LPP1/PAP2A, a key gene for degrading prothrombotic and proinflammatory lysophospholipids, was suppressed locally in muscle tissue within hours after sitting in humans; this was also observed after acute and chronic physical inactivity conditions

Identification of hemostatic genes expressed in human and rat leg muscles and a novel gene (LPP1/PAP2A) suppressed during prolonged physical inactivity (sitting)

Science.gov (United States)

2012-01-01

Background Partly because of functional genomics, there has been a major paradigm shift from solely thinking of skeletal muscle as contractile machinery to an understanding that it can have roles in paracrine and endocrine functions. Physical inactivity is an established risk factor for some blood clotting disorders. The effects of inactivity during sitting are most alarming when a person develops the enigmatic condition in the legs called deep venous thrombosis (DVT) or “coach syndrome,” caused in part by muscular inactivity. The goal of this study was to determine if skeletal muscle expresses genes with roles in hemostasis and if their expression level was responsive to muscular inactivity such as occurs in prolonged sitting. Methods Microarray analyses were performed on skeletal muscle samples from rats and humans to identify genes associated with hemostatic function that were significantly expressed above background based on multiple probe sets with perfect and mismatch sequences. Furthermore, we determined if any of these genes were responsive to models of physical inactivity. Multiple criteria were used to determine differential expression including significant expression above background, fold change, and non-parametric statistical tests. Results These studies demonstrate skeletal muscle tissue expresses at least 17 genes involved in hemostasis. These include the fibrinolytic factors tetranectin, annexin A2, and tPA; the anti-coagulant factors TFPI, protein C receptor, PAF acetylhydrolase; coagulation factors, and genes necessary for the posttranslational modification of these coagulation factors such as vitamin K epoxide reductase. Of special interest, lipid phosphate phosphatase-1 (LPP1/PAP2A), a key gene for degrading prothrombotic and proinflammatory lysophospholipids, was suppressed locally in muscle tissue within hours after sitting in humans; this was also observed after acute and chronic physical inactivity conditions in rats, and exercise was

Meaningful Watershed Experiences for Middle and High School Students

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Landry, Melinda; Smith, Cynthia; Greene, Joy

2014-05-01

Prince William County Public Schools and George Mason University in Virginia, USA, partnered to provide Meaningful Watershed Educational Experiences (MWEEs) for over 25,000 middle and high school students (11-18 year olds) across 34 schools. This school district, situated in a rapidly growing region 55 km southwest of Washington DC, has over 82,000 K-12 students. As native forest cover has been replaced with farming and urbanization, water quality has significantly degraded in the 166,534 km2 Chesapeake Bay watershed. This project was designed to increase student awareness of their impact on the land and waters of the largest estuary in the United States. MWEE is a long-term comprehensive project that incorporates a classroom preparation phase, a hands-on outdoor field investigation, and a reflection and data-sharing component. Training and technical assistance enhances the capacity of teachers of 6th grade, high school Earth Science and Environmental Science to deliver MWEEs which includes schoolyard stewardship, inquiry driven field study, use of hand-held technology and computer based mapping and analysis, project sharing and outreach. George Mason University researchers worked closely with K-12 science educators to create a comprehensive watershed-focused curriculum. Graduate and undergraduate students with strong interests in environmental science and education were trained to deliver the field investigation component of the MWEE. Representative teachers from each school were provided 3 days of professional development and were responsible for the training of their school's science education team. A comprehensive curriculum provided teachers with activities and tools designed to enhance students' mastery of state science objectives. Watershed concepts were used as the unifying theme to support student understanding of curriculum and STEM objectives including: scientific investigation, data collection and communication, chemistry, energy, erosion, human

School experiences may be important determinants of mental health problems in middle childhood - a Swedish longitudinal population-based study.

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Waenerlund, Anna-Karin; Stenmark, Helena; Bergström, Erik; Hägglöf, Bruno; Öhman, Ann; Petersen, Solveig

2016-04-01

Little is known about the association between school experiences and mental health in young schoolchildren. This study explored the cross-sectional and prospective associations between children's school experiences and mental health in middle childhood. We gathered comprehensive population-based data on the school experiences and mental health of 592 schoolchildren attending grades three and six in Sweden (ages approximately nine and 12 years). The KIDSCREEN questionnaire was used to measure school experiences in both age groups while the Child Behavior Checklist and the Strengths and Difficulties Questionnaire measured mental health in grades three and six, respectively. Children with problematic school experiences in grade three had an approximately two times higher odds for concurrent total, internalised, externalised, attention-hyperactivity and social problems. They also had a 1.5-2.5 higher odds for these mental health problems three years later. Likewise, there was an association between problematic school experiences in grade three and lower levels of prosocial behaviour three years later. These associations were shown in both boys and girls, but were particularly pronounced in girls. This study indicated that school experiences in young schoolchildren may be important determinants of concurrent and later mental health problems. ©2016 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers

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Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…

Teaching Young Children How to Sing: One School's Experience

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Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

Changing climates of conflict: A social network experiment in 56 schools

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Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M.

2016-01-01

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school’s social network, randomly selected seed groups of 20–32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more “social referent” students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative. PMID:26729884

The 2011 National School Climate Survey: Key Findings on the Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools. Executive Summary

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Gay, Lesbian and Straight Education Network (GLSEN), 2012

2012-01-01

In 1999, the Gay, Lesbian and Straight Education Network (GLSEN) identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national…

Learners' experiences of learning support in selected Western Cape schools

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Olaniyi Bojuwoye

2014-01-01

Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

Differential effects of school experiences on active citizenship among German and Turkish-origin students.

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Jugert, Philipp; Eckstein, Katharina; Noack, Peter

2016-12-14

While research suggests that schools can foster active citizenship among youth, studies have not tested whether ethnic minority youth may benefit differently from school experiences than ethnic majority youth. In this study of 219 students (138 German majority and 81 Turkish-origin minority; M age  = 18.26; 55% females), we examined the association between different experiences at school and 4 indicators of youth active citizenship, controlling for various socio-demographic characteristics. Although value of social studies was associated with three out of four active citizenship indicators among both ethnic groups, the effects of the other school-related variables on active citizenship were moderated by ethnicity. Specifically, indicators of classroom climate, such as open classroom climate and classroom community, were only associated with greater active citizenship among Turkish-minority youth, while participatory factors, such as engagement in school decisions, were only associated with active citizenship among native German youth. © 2016 International Union of Psychological Science.

Goethe's Conception of "Experiment as Mediator" and Implications for Practical Work in School Science

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Park, Wonyong; Song, Jinwoong

2018-03-01

There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe's scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe's conception of scientific experimentation can make to practical work in school science.

Physical trauma experience among school children in periurban Blantyre, Malawi

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Muula Adamson S

2009-07-01

Full Text Available Abstract Background Physical trauma is an important cause of childhood morbidity and mortality in Africa. There are however, few community-based reports on the subject on the continent. The present study was conducted to explore school children's experience of physical trauma in a disadvantaged periurban area of Blantyre, in Malawi. Methods A cross sectional questionnaire study was carried out among school children in Ndirande-Blantyre, Malawi in 2004. Data were obtained to describe the following aspects of trauma experience: being a victim or observer of motor vehicular accidents involving pedestrians; history of falls from heights; and knowledge about road safety. Sex differences were determined for some of the variables in order to gain insights as to whether there is a difference in trauma experience between boys and girls. Results A total of 217 school children, 99 (45.6% boys and 118 (54.4% girls participated in the study. Eight of them reported to have ever been hit by a motor vehicle, 87 (40.1% had witnessed a road accident where a pedestrian had been hit and 83 (38.2% had witnessed a pedestrian they knew having been hit by a motor vehicle. Of those that reported to have ever been hit by motor vehicle, 2 (25% reported that they had been hospitalized as a result of injury. With regard to falling from heights, 86 reported to have ever fallen from tree, 44 of these (51.2% were injured from the fall and 14 (16.3% were hospitalized as a result of injury sustained from the fall. Girls were more likely to fall from trees and getting injured as compared to males (p = 0.04 for both situations. Just under half (41.9% of the study participants were able to report the correct procedure of crossing the road despite the fact that the majority (80% reported having been taught road safety at home or school. Conclusion Many school children in Blantyre, Malawi have been exposed to trauma either involving themselves or someone they observed. Prevention

To Be Alone or in a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers across One Urban School District

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Bristol, Travis J.

2018-01-01

One urban district administered the Black Male Teacher Environment Survey (BMTES) to each of its Black male teachers to measure their school-based experiences. This article highlights descriptive statistics from the 86 Black male teacher respondents. Findings suggest that participants' background characteristics and school-based experiences varied…

[Childhood Experiences of Adolescents in Boarding Schools. A Comparison with Adolescents in Residential Care and with the General Population].

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Rau, Thea; Ohlert, Jeannine; Fegert, Jörg M; Andresen, Sabine; Pohling, Andrea; Allroggen, Marc

2018-01-01

Childhood Experiences of Adolescents in Boarding Schools. A Comparison with Adolescents in Residential Care and with the General Population Various studies indicate that students in boarding schools experience a lot of violence during their accommodation. However, it is not proved whether adolescents in boarding schools are also a burdensome group regarding early childhood experiences such as neglect and abuse. The aim of the study was to find out more about the experiences of adolescents in boarding schools and to determine whether there are differences between adolescents in residential care and between the general population. Furthermore, it should be examined whether boys and girls differ in their experiences. In the study, adolescents of boarding schools and of residential care all over Germany, starting at the age of 15 (n = 322), were asked regarding physical and emotional neglect/abuse, light/severe parent violence, negative/positive educational behavior of the parents. The results show that students in boarding schools were less likely to be affected by childhood maltreatment and more likely to have experienced positive parental behavior compared to children in residential care. Compared to the general population, students in boarding schools were more often and more severely affected by parental violence. Moreover, girls had experienced parental violence more often than boys. The results indicate that in boarding schools there is a need for support offers for adolescents with a history of violent experiences and that the risk group should be identified directly at the admission to the school.

Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

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Kidd, Terry; Davis, Trina; Larke, Patricia

2016-01-01

Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

Expanded activity of schools in Serbia: Legal framework and practical experiences

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Ognjenović Kosovka Đ.

2012-09-01

Full Text Available Expanded activities of schools and activities of student cooperatives are important components of the educational process in schools, which are contributing to the improvement of the quality of education and better social inclusion of students. The main objective of this article is to focus on opportunities enabled by the legal framework that supports the realization of expanded activities and activities of student cooperatives in Serbian schools and to compare relevant experiences in Serbia with the practice in neighbouring countries and the old EU Member States. In particular, in this article it is examined to what extent the adoption of entrepreneurial competences through different entrepreneurship development programs contributes to the probability of implementation of additional activities in Serbian schools. For this purpose, the data of the Survey on practising, types and usefulness of expanded activities and activities of student cooperatives are used. This survey was conducted in 2010 at the samples of public primary and secondary schools that executed some sort of additional activities, as well as of schools that did not practice extended activities.

Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

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Buchanan, Carie M; McDougall, Patricia

2018-01-01

The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.

The Impact of School Design and Arrangement on Learning Experiences: A Case Study of an Architecturally Significant Elementary School

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Churchill, Deirdre Lyne

2014-01-01

This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge…

School Climate and the Experience of LGBT Students: A Comparison of the United States and Israel

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Pizmony-Levy, Oren; Kosciw, Joseph G.

2016-01-01

This article examines the school experience of lesbian, gay, bisexual, and transgender (LGBT) students in the United States and Israel. Through comparison of the sociocultural and edu-cational contexts, the authors assess whether school experience of LGBT students differs or operates similarly across countries. The authors use data from the…

School Experiences Influence Personal Health and Interpersonal Relationships of Adolescents: The Canadian Case

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Ma, Xin

2007-01-01

Canadian data from the 1998 Cross-National Survey on Health Behaviors in School-Aged Children were analyzed to examine the effects of school experiences on personal health (physical health, mental health, self-esteem, helplessness, and body image) and interpersonal relationships (number of close friends and making friends) among adolescents.…

Advocacy for and with LGBT Students: An Examination of High School Counselor Experiences

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Gonzalez, Maru

2017-01-01

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern…

Experiences of parents of children with special needs at school entry: a mixed method approach.

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Siddiqua, A; Janus, M

2017-07-01

The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with 'special needs'). We used a convergent mixed method approach to explore parents' experiences with service provision as their children transitioned to school. Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. While the quantitative results suggested that parents' experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents' experiences and components of service provision that require improvements to facilitate a successful school entry. © 2017 John Wiley & Sons Ltd.

Experiments to Generate New Data about School Choice: Commentary on "Defining Continuous Improvement and Cost Minimization Possibilities through School Choice Experiments" and Merrifield's Reply

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Berg, Nathan; Merrifield, John

2009-01-01

Benefiting from new data provided by experimental economists, behavioral economics is now moving beyond empirical tests of standard behavioral assumptions to the problem of designing improved institutions that are tuned to fit real-world behavior. It is therefore worthwhile to consider the potential for new experiments to advance school choice…

Mother's Schooling, Fertility, and Children's Education: Evidence from a Natural Experiment. NBER Working Paper No. 16856

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Lavy, Victor; Zablotsky, Alexander

2011-01-01

This paper studies the effect of mothers' education on their fertility and their children's schooling. We base our evidence on a natural experiment that sharply reduced the cost of attending school and, as a consequence, significantly increased the education of affected cohorts. This natural experiment was the result of the de facto revocation in…

Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education

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Elffers, L.; Oort, F.J.; Karsten, S.

2012-01-01

This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in

Strategies for Improving School Culture: Educator Reflections on Transforming the High School Experience for Black and Latino Young Men. Executive Summary

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Klevan, Sarah; Villavicencio, Adriana

2016-01-01

Researchers and practitioners increasingly recognize that a positive school culture not only enhances students' day-to-day experiences, but also plays a role in raising student achievement. Yet many schools struggle to create a welcoming and supportive schoolwide culture. Indeed, there is evidence that students of color in particular--and perhaps…

The Lived Experience of Black Nurse Faculty in Predominantly White Schools of Nursing.

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Whitfield-Harris, Lisa; Lockhart, Joan Such; Zoucha, Richard; Alexander, Rumay

2017-03-01

This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a "Lone Ranger," and surviving the workplace environment. The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies.

A Qualitative Study of Egyptian School Nurses' Attitudes and Experiences toward Sex and Relationship Education

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Farrag, Shewikar; Hayter, Mark

2014-01-01

School nurses play a vital role in the promotion of sexual health. However, there is very limited evidence of how school nurses experience this topic in an Islamic cultural setting. Using an exploratory qualitative design, 13 in-depth interviews were conducted with Egyptian school nurses. Data were subject to thematic analysis. Four themes emerged…

Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society

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Joseph, Nicole M.; Viesca, Kara Mitchell; Bianco, Margarita

2016-01-01

This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions…

Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences

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Lithari, Eleni

2018-01-01

Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The theoretical basis was symbolic interactionism and this paper aims to ext...

The Experience of Patriarchal Schooling.

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Clarricoates, Katherine

1981-01-01

The school is one of the primary agents in the reproduction of patriarchal relations within society. Methods whereby female students are socialized into more typical roles by patriarchal schooling include: (1) the organization and structure of the school; (2) biased curriculum materials; and (3) distinctions based on gender in the classroom. (JN)

Caring for Students with Type 1 Diabetes: School Nurses' Experiences

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Wang, Yueh-Ling; Volker, Deborah L.

2013-01-01

This qualitative study used a Husserlian phenomenological approach to obtain an understanding of the essences of five experienced Taiwanese school nurses' lived experience of caring for students with type 1 diabetes mellitus (T1DM). Audio-recorded, semi-structured, in-depth interviews were conducted. Data analysis entailed a modified method from…

Targeted disruption of the mouse Lipoma Preferred Partner gene

International Nuclear Information System (INIS)

Vervenne, Hilke B.V.K.; Crombez, Koen R.M.O.; Delvaux, Els L.; Janssens, Veerle; Ven, Wim J.M. van de; Petit, Marleen M.R.

2009-01-01

LPP (Lipoma Preferred Partner) is a zyxin-related cell adhesion protein that is involved in the regulation of cell migration. We generated mice with a targeted disruption of the Lpp gene and analysed the importance of Lpp for embryonic development and adult functions. Aberrant Mendelian inheritance in heterozygous crosses suggested partial embryonic lethality of Lpp -/- females. Fertility of Lpp -/- males was proven to be normal, however, females from Lpp -/- x Lpp -/- crosses produced a strongly reduced number of offspring, probably due to a combination of female embryonic lethality and aberrant pregnancies. Apart from these developmental and reproductive abnormalities, Lpp -/- mice that were born reached adulthood without displaying any additional macroscopic defects. On the other hand, Lpp -/- mouse embryonic fibroblasts exhibited reduced migration capacity, reduced viability, and reduced expression of some Lpp interaction partners. Finally, we discovered a short nuclear form of Lpp, expressed mainly in testis via an alternative promoter.

Experiences of Adolescents with Type 1 Diabetes as They Transition from Middle School to High School

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Fleischman, Katie; Smothers, Melissa K.; Christianson, Heidi F.; Carter, Laura; Hains, Anthony A.; Davies, W. Hobart

2011-01-01

The purpose of this study was to explore the experiences of adolescents with Type 1 Diabetes Mellitus (T1DM) as they transitioned into high school in order to understand the contextual factors that impact diabetic health-related behaviors and self-identity. A qualitative interviewing methodology called consensual qualitative research (CQR) was…

Motivational intensity modulates attentional scope: evidence from behavioral and ERP studies.

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Liu, Lei; Zhang, Guangnan; Zhou, Renlai; Wang, Zuowei

2014-10-01

Previous studies have found that affective states with high motivational intensity narrow attentional scope, whereas affective states with low motivational intensity broaden attentional scope. This conclusion, however, is based on fragmented evidence based on several separate studies. The present study tests this conclusion within a single study using both behavioral (Experiment 1) and neurophysiological (Experiment 2) measures. Experiment 1 showed that individuals had the global precedence effect in the neutral affective state. However, the global precedence effect was reduced for affective states with high motivational intensity, whereas the global precedence effect was not significantly enhanced for those with low motivational intensity. Experiment 2 replicated these results with event-related potential (ERP) recording. ERP results showed that affective states with high motivational intensity induced smaller N2 and greater late positive potential (LPP) amplitudes than low motivational intensity and neutral affective states. However, no differences were found between the low motivational intensity and neutral affective states. Furthermore, smaller LPP predicted the tendency a global attentional focus in the frontal and central areas and larger LPP predicted a narrowed focus in the frontal area. The findings suggested that high motivational intensity of affective states can affect attentional scope.

Career Advancement Experiences of Hispanic Secondary Principals in Suburban School Districts: A Phenomenological Study

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Fernandez, Rick

2013-01-01

Purpose: The purpose of this study was to examine the perceptions and experiences of Hispanic secondary school principals who work in suburban school districts regarding their career advancement. Moreover, the objective of this research was to understand these Hispanic principals' motivational drivers and barriers regarding their career choices,…

The Academic Experience of Male High School Students with ADHD

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Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.

2011-01-01

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly…

Racialized Space: Framing Latino and Latina Experience in Public Schools

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Barajas, Heidi Lasley; Ronnkvist, Amy

2007-01-01

Background: Educational research shows differences in experience, access, and outcomes across racial groups with some groups advantaged and others disadvantaged. One of the concepts used to explain racial differences, racialization, is a taken-for-granted term that is yet to be fully defined in the context of the school. We differentiate the term…

Forms of School Experience in France's Vocational Training Track Students

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Capdevielle-Mougnibas, Valérie; Courtinat-Camps, Amélie

2017-01-01

This article examines the existing relations between the social background, the cognitive skills, the sense of schooling experience, the relation to learning and the professional project in the construction of the meaning of their course choice for French boys living in working-class families and guided to vocational studies. It presents the…

Remote-controlled optics experiment for supporting senior high school and undergraduate teaching

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Choy, S. H.; Jim, K. L.; Mak, C. L.; Leung, C. W.

2017-08-01

This paper reports the development of a remote laboratory (RemoteLab) platform for practising technologyenhanced learning of optics. The development of RemoteLab enhances students' understanding of experimental methodologies and outcomes, and enable students to conduct experiments everywhere at all times. While the initial goal of the system was for physics major undergradutes, the sytem was also made available for senior secondary school students. To gauge the impact of the RemoteLab, we evaluated two groups of students, which included 109 physics 1st-year undergraduates and 11 students from a local secondary school. After the experiments, evaluation including questionnaire survey and interviews were conducted to collect data on students' perceptions on RemoteLab and implementation issues related to the platform. The surveys focused on four main topics, including user interface, experiment setup, booking system and learning process. The survey results indicated that most of the participants' views towards RemoteLab was positive.

'School adopts an experiment': the photoluminescence in extra-virgin olive oil and in tonic water

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Agliolo Gallitto, A.; Agnello, S.; Cannas, M.

2011-09-01

We report a laboratory activity, carried out along with high- and secondary-school students, that can be done to increase the interest of the young in scientific studies. Groups of selected students 'adopted' experiments at physics research laboratories, under the guidance of university researchers. Subsequently, the students demonstrated the experiments to the public at large during the annual science festival organized in Palermo by the association PalermoScienza, in collaboration with the University of Palermo. Experiments on the magnetic levitation of superconductors and on the photoluminescence of several substances were proposed. We discuss the experiment on photoluminescence as a case study. The students who adopted the experiments reinforced their commitment to learning. They acquired a physics-based knowledge of the topics connected with the experiments in a much better way compared with the usual didactics in school.

School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

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Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

2016-01-01

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

Everyday Family Experience: A Child’s Home Preparation for School

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Majerčíková Jana

2017-08-01

Full Text Available Introduction: The family life of a child of compulsory school age is influenced by the way that a child’s educational career is discussed and practically supported. This is transmitted into normal family life through the completion of the child’s homework and any other school-related responsibilities. The parent is considered an actor who contributes significantly to the supervision of the child’s homework. Methods: This research project explored how parents and children describe their experience of homework through semi-structured interviews with elementary school pupils and their parents. The results are presented in our study. Seven, mostly university-educated parents and six pupils were interviewed at the start of compulsory schooling, when the bonds and interaction are the most intensive between parents and children in the context of homework. The transcribed interviews were analysed using the technique of open coding. Codes identified were repeatedly read, reviewed and subsequently grouped into categories with the aim of description and explanation. Results: The survey revealed that the completion of homework in the parent - child interaction is an implicit part of everyday family life. Homework and advance home preparation are considered to be the responsibility of the parent as well as the child, on the other hand, the home preparation is also time-consuming and gendermarked. Limitations: The limitations of the study relate primarily to the construction of the research sample. The intentional sample of parents was determined by socioeconomic status and quantity and also by the parents’ willingness to share their parenting experience, and for the child by the extent of data gathered. In further research, this will be supported by observation in the home setting. Conclusions: The research findings contribute to a description of the child’s life in the family and confirm the importance of inevitable parental participation in their

Out-of-School Experience Categories Influencing Interest in Biology of Secondary School Students by Gender: Exploration on an Abu Dhabi Sample

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Badri, Masood; Yang, Guang; Al Mazroui, Karima; Mohaidat, Jihad; Al Rashedi, Asma; Al Housani, Najwa

2017-01-01

This study employed the international Relevance of Science Education questionnaire to survey the interest in biology and the out-of-school experiences of Abu Dhabi secondary school students (median age 17, mean age 17.53 and mode age of 16) in the third semester of 2014. It included 3100 participants. An exploratory factor analysis was used to…

Voiding school as a treatment of daytime incontinence or enuresis: Children's experiences of the intervention.

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Saarikoski, A; Koppeli, R; Salanterä, S; Taskinen, S; Axelin, A

2018-02-01

Daytime incontinence and enuresis are common problems in otherwise healthy children, and negatively influence their social lives and self-esteem. Motivation for treatment is often a real clinical problem. Children's experiences of their incontinence treatments have not been previously described. The aim of this study was to describe children's experiences of the Voiding School intervention as a treatment for their incontinence. A qualitative, descriptive focus-group study with a purposive sample was conducted at a Finish university hospital in 2014. Children aged 6-12 years participated in the Voiding School at an outpatient clinic. The intervention included two 1-day group visits 2 months apart. The educational content was based on the International Children Continence Society's standards for urotherapy. The education was delivered with child-oriented teaching methods. At the end of the second visit, 19 children were interviewed in five groups. Data were analysed with inductive content analysis. The children described incontinence as an embarrassing problem, which they had to hide at any cost. They had experienced bullying and social isolation because of it. Normal outpatient visits emphasized adult-to-adult communication, which made the children feel like outsiders. The children perceived the Voiding School as a nice and child-oriented experience. Making new friends was especially important to younger boys who felt that the Voiding School day was too long and issue-oriented. In the Voiding School, videos and 'learning by doing' helped the children to understand the basis of given advice, and they were able to learn new habits, which gave them control over the incontinence; this helped them to become 'the boss of the bladder'. Sharing experiences and improvements in their incontinence with their peers supported the children's self-esteem and encouraged them to do new things, such as staying overnight with friends. These experiences helped them to acquire control

Charter Schools: An Experiment in School Reform. ASPIRA Issue Brief.

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Dittmar, Belinda Corazon; And Others

Charter schools incorporate the focus of magnet schools but often go beyond their academic specialization to more social goals. They can operate at both elementary and secondary levels, although they are always quite small. The greatest difference, however, between charter schools and other public schools is their status as a bridge between public…

Teacher Experiences of Delivering an Obesity Prevention Programme (The WAVES Study Intervention) in a Primary School Setting

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Griffin, Tania L; Clarke, Joanne L; Lancashire, Emma R; Pallan, Miranda J; Passmore, Sandra; Adab, Peymane

2015-01-01

Objective: There has been a wealth of childhood obesity prevention studies in school-based settings. However, few have investigated the experiences of school staff charged with delivery of such programmes. This study aimed to elicit teachers' experiences of delivering a childhood obesity prevention programme for children aged 6-7 years. Design:…

Adolescent school experiences and dropout, adolescent pregnancy, and young adult deviant behavior.

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Kasen, S; Cohen, P; Brook, J S

1998-01-01

Outside of the family, schools are the most proximal socializing agent available to convey societal norms and prohibitions to young people. In some cases, a positive school experience can compensate for the antisocial influence of family and community. The present study investigated the predictive ability of school-related factors on later deviancy in a random sample of 452 US adolescents 12-18 years of age attending 150 junior or senior high schools in upstate New York and enrolled in a broader prospective study. A measure of conduct problems, obtained 2 years before measurement of school factors, was used to control for the predisposing effects of problematic behavior on later deviance. Academic achievement, academic aspirations, and a learning-focused school environment had deterrent effects on all deviant outcomes assessed--dropping out of school, adolescent pregnancy, engaging in criminal activities, criminal conviction, antisocial personality disorder, and alcohol abuse--independent of age, gender, intelligence quotient, socioeconomic status, childhood conduct problems, and proportion of deviance-oriented friends in adolescence. Given the persistence of deviant behavioral patterns of adolescence into adulthood, the systems-level influences identified in this study should be given careful attention.

Perceptions of Cultural Competence among Urban School Social Workers: Does Experience Make a Difference?

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Teasley, Martell L.; Baffour, Tiffany D.; Tyson, Edgar H.

2005-01-01

This exploratory study examined the contribution of social work experience and licensure to self-reported levels of cultural competence of social workers in urban public school systems. In addition, it examined the influence of practitioners race or ethnicity on perceived levels of culturally competent practice in urban schools. Using survey…

Parents' Experiences as Predictors of State Accountability Measures of Schools' Facilitation of Parent Involvement

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Elbaum, Batya; Blatz, Erin T.; Rodriguez, Raymond J.

2016-01-01

The aim of this study was to ascertain which dimensions of parents' experiences with schools are most strongly associated with parents' perceptions that schools are or are not facilitating parent involvement as mandated by the federal accountability system under the Individuals With Disabilities Education Act (IDEA). Participants were 92 parents…

Memory in Elementary School Children Is Improved by an Unrelated Novel Experience.

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Fabricio Ballarini

Full Text Available Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could exert an enhancing effect on learning and memory within the school environment. Here we show that novel experience improved the memory of literary or graphical activities when it is close to these learning sessions. We found memory improvements in groups of students who had experienced a novel science lesson 1 hour before or after the reading of a story, but not when these events were 4 hours apart. Such promoting effect on long-term memory (LTM was also reproduced with another type of novelty (a music lesson and also after another type of learning task (a visual memory. Interestingly, when the lesson was familiar, it failed to enhance the memory of the other task. Our results show that educationally relevant novel events experienced during normal school hours can improve LTM for tasks/activities learned during regular school lessons. This effect is restricted to a critical time window around learning and is particularly dependent on the novel nature of the associated experience. These findings provide a tool that could be easily transferred to the classroom by the incorporation of educationally novel events in the school schedule as an extrinsic adjuvant of other information acquired some time before or after it. This approach could be a helpful tool for the consolidation of certain types of topics that generally demand a great effort from the children.

Memory in Elementary School Children Is Improved by an Unrelated Novel Experience.

Science.gov (United States)

Ballarini, Fabricio; Martínez, María Cecilia; Díaz Perez, Magdalena; Moncada, Diego; Viola, Haydée

2013-01-01

Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could exert an enhancing effect on learning and memory within the school environment. Here we show that novel experience improved the memory of literary or graphical activities when it is close to these learning sessions. We found memory improvements in groups of students who had experienced a novel science lesson 1 hour before or after the reading of a story, but not when these events were 4 hours apart. Such promoting effect on long-term memory (LTM) was also reproduced with another type of novelty (a music lesson) and also after another type of learning task (a visual memory). Interestingly, when the lesson was familiar, it failed to enhance the memory of the other task. Our results show that educationally relevant novel events experienced during normal school hours can improve LTM for tasks/activities learned during regular school lessons. This effect is restricted to a critical time window around learning and is particularly dependent on the novel nature of the associated experience. These findings provide a tool that could be easily transferred to the classroom by the incorporation of educationally novel events in the school schedule as an extrinsic adjuvant of other information acquired some time before or after it. This approach could be a helpful tool for the consolidation of certain types of topics that generally demand a great effort from the children.

Chronic School Absenteeism and the Role of Adverse Childhood Experiences.

Science.gov (United States)

Stempel, Hilary; Cox-Martin, Matthew; Bronsert, Michael; Dickinson, L Miriam; Allison, Mandy A

To examine the association between chronic school absenteeism and adverse childhood experiences (ACEs) among school-age children. We conducted a secondary analysis of data from the 2011-2012 National Survey of Children's Health including children 6 to 17 years old. The primary outcome variable was chronic school absenteeism (≥15 days absent in the past year). We examined the association between chronic school absenteeism and ACEs by logistic regression with weighting for individual ACEs, summed ACE score, and latent class analysis of ACEs. Among the 58,765 school-age children in the study sample, 2416 (4.1%) experienced chronic school absenteeism. Witnessing or experiencing neighborhood violence was the only individual ACE significantly associated with chronic absenteeism (adjusted odds ratio [aOR] 1.55, 95% confidence interval [CI] 1.20-2.01). Having 1 or more ACE was significantly associated with chronic absenteeism: 1 ACE (aOR 1.35, 95% CI 1.02-1.79), 2 to 3 ACEs (aOR 1.81, 95% CI 1.39-2.36), and ≥4 ACEs (aOR 1.79, 95% CI 1.32-2.43). Three of the latent classes were also associated with chronic absenteeism, and children in these classes had a high probability of endorsing neighborhood violence, family substance use, or having multiple ACEs. ACE exposure was associated with chronic school absenteeism in school-age children. To improve school attendance, along with future graduation rates and long-term health, these findings highlight the need for an interdisciplinary approach to address child adversity that involves pediatricians, mental health providers, schools, and public health partners. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

High School Coaches' Experiences With Openly Lesbian, Gay, and Bisexual Athletes.

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Halbrook, Meghan K; Watson, Jack C; Voelker, Dana K

2018-01-17

Despite reports that there has been a positive trend in perception and treatment of lesbian, gay, and bisexual (LGB) individuals in recent years (Griffin, 2012 ; Loftus, 2001 ), sport, in general, is still an uncertain, and sometimes even hostile, environment for LGB athletes (Anderson, 2005 ; Waldron & Krane, 2005 ). To gain more information on coach understanding and perceptions of the team environment, 10 high school head coaches in the United States were interviewed to explore their experiences coaching openly LGB athletes. Qualitative analyses revealed four primary themes associated with coach experiences: team environment dogmas and observations, fundamental beliefs contributing to perceptions of LGB athletes, types and timing of sexual orientation disclosure, and differential LGB athlete characteristics. Future research should examine these primary themes in more detail through interviews with LGB athletes, as well as high school coaches in more traditionally masculine sports, such as football, men's basketball, and wrestling.

Escherichia coli lipoprotein binds human plasminogen via an intramolecular domain

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Tammy eGonzalez

2015-10-01

Full Text Available Escherichia coli lipoprotein (Lpp is a major cellular component that exists in two distinct states, bound-form and free-form. Bound-form Lpp is known to interact with the periplasmic bacterial cell wall, while free-form Lpp is localized to the bacterial cell surface. A function for surface-exposed Lpp has yet to be determined. We hypothesized that the presence of C-terminal lysines in the surface-exposed region of Lpp would facilitate binding to the host zymogen plasminogen, a protease commandeered by a number of clinically important bacteria. Recombinant Lpp was synthesized and the binding of Lpp to plasminogen, the effect of various inhibitors on this binding, and the effects of various mutations of Lpp on Lpp-plasminogen interactions were examined. Additionally, the ability of Lpp-bound plasminogen to be converted to active plasmin was analyzed. We determined that Lpp binds plasminogen via an atypical domain located near the center of mature Lpp that may not be exposed on the surface of intact E. coli according to the current localization model. Finally, we found that plasminogen bound by Lpp can be converted to active plasmin. While the consequences of Lpp binding plasminogen are unclear, these results prompt further investigation of the ability of surface exposed Lpp to interact with host molecules such as extracellular matrix components and complement regulators, and the role of these interactions in infections caused by E. coli and other bacteria.

Dialogue and Inclusive Education: The Experience of a Rural School in Brazil

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De Oliveira Aquino Maria Gerlandia

2016-12-01

Full Text Available This work examines the teaching method of Paulo Freire implemented in Jaguaquara Rural School, Escola Estadual Rural Taylor-Egídio (ERTE, Brazil. The school was the space where dialogical pedagogy has been analyzed and the dialogue between schools and rural households has been a positive and winning response in the children’s literacy process. This research has shown that, before Freire, rural families had not had an education system able to meet their need; then the study has taken into account some factors responsible for this lack; finally, it has singled out the possibility for an effective implementation in the rural school, according to Freire’s model of dialogic pedagogy. The results of this school experience are relevant from the point of view of socialization, for it fosters literacy in rural areas. We verified that the method proposed by Freire is of great social and cultural value and benefits from great appreciation.

School Experiences of Transgender and Gender Diverse Students in Australia

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Jones, Tiffany; Smith, Elizabeth; Ward, Roz; Dixon, Jennifer; Hillier, Lynne; Mitchell, Anne

2016-01-01

Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students, with…

Coming to America for Spiritual or Academic Growth? Experiences of International Students at One Christian School

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Yin, Lishu

2013-01-01

The number of international students flocking to North American private Christian schools has continued to grow. The author examined the overall experiences of 67 international high school students studying at a private Christian school in South Carolina. Their frustrations and struggles with academic and spiritual growth in a new cross-cultural…

Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School

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Lewis, Katherine

2017-01-01

The primary purpose of this study is to investigate and understand gender diverse individuals' retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education. In this qualitative study,…

Adolescent Problematic Social Networking and School Experiences: The Mediating Effects of Sleep Disruptions and Sleep Quality.

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Vernon, Lynette; Barber, Bonnie L; Modecki, Kathryn L

2015-07-01

An important developmental task for adolescents is to become increasingly responsible for their own health behaviors. Establishing healthy sleep routines and controlling media use before bedtime are important for adequate, quality sleep so adolescents are alert during the day and perform well at school. Despite the prevalence of adolescent social media use and the large percentage of computers and cell phones in adolescents' bedrooms, no studies to date have investigated the link between problematic adolescent investment in social networking, their sleep practices, and associated experiences at school. A sample of 1,886 students in Australia aged between 12 and 18 years of age completed self-report data on problematic social networking use, sleep disturbances, sleep quality, and school satisfaction. Structural equation modeling (SEM) substantiated the serial mediation hypothesis: for adolescents, problematic social networking use significantly increased sleep disturbances, which adversely affected perceptions of sleep quality that, in turn, lowered adolescents' appraisals of their school satisfaction. This significant pattern was largely driven by the indirect effect of sleep disturbances. These findings suggest that adolescents are vulnerable to negative consequences from social networking use. Specifically, problematic social networking is associated with poor school experiences, which result from poor sleep habits. Promoting better sleep routines by minimizing sleep disturbances from social media use could improve school experiences for adolescents with enhanced emotional engagement and improved subjective well-being.

The impact of emotional involvement on online service buying decisions: an event-related potentials perspective.

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Zhao, Meina; Wang, Jing; Han, Weiwei

2015-12-02

When examining a buying process, changes in human brain signals and their event-related potential (ERP) components can be considered a reflection of the consumers' emotions. In this experiment, participants were shown 12 products and related services that were available for purchase. After recording ERP components, we used a questionnaire to measure the individuals' emotional involvement toward the services (i.e. the same services shown in the stimuli) of the 12 products to measure the emotional valence of the services. The emotional ERP components and the late positive potential (LPP) were elicited under the service conditions and distributed over the left frontal regions. We determined that the services may evoke an LPP and that services with a high emotional value may evoke a larger LPP, which suggests that positive emotion may be measured using the LPP amplitude in the left frontal regions. This result helps elucidate whether positive emotions are stimulated during the product-service system decision-making process and helps understand the emotional valences of different services. Our analysis of the emotional motivation of the consumer suggests that the LPP may be useful as an emotional indicator for measuring consumers' evaluation of services that provides a neural view of product-service system buying decisions.

College students' experiences and attitudes regarding middle and high school-based breastfeeding education.

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Spear, Hila J

2007-10-01

This study examined the attitudes and experiences of male and female college students relative to breastfeeding education within middle and high school programs of study. Findings revealed that 36.7% of the participants were taught about breastfeeding while enrolled in a specific course in high school; 11.3% received information about breastfeeding in middle school. Overall, participants expressed positive attitudes toward breastfeeding and were supportive of the promotion of breastfeeding within a formal educational setting. However, 54% disagreed with offering information about breastfeeding to middle school students. Furthermore, most (67.8%) participants found public breastfeeding to be unacceptable; 77.7% indicated that breastfeeding is an intimate behavior that should be kept private. School nurses are in a unique position to influence school health and science-related curricula designed to promote the health benefits of breastfeeding. More education is needed to teach young people about the advantages of breastfeeding and to make breastfeeding a socially and culturally acceptable lifestyle behavior.

Cognitive development through schooling and everyday life : A natural experiment among Kharwar children in India

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Brouwers, S.A.; van de Vijver, F.J.R.; Mishra, R.C.

2012-01-01

The influences of schooling and everyday experiences on cognitive development are typically confounded. In the present study, we unraveled the influence of chronological age and years of schooling on the development of general cognitive competency in a two-wave longitudinal design with a three-year

Method of Instruction in Cooking and Experimenting with Eggs in Elementary School Homemaking Education

OpenAIRE

富士栄, 登美子; Fujie, Tomiko

1997-01-01

It is our wish and heart's desire that school children cultivate creative and active minds through homemaking education. Homemaking education also aims to develop school children's spirit of inquiry into various phenomena in their daily lives. We can take up a variety of subjects in homemaking classes in order to realize these wishes and desires. For instance, we can cook and experiment with eggs. Teachers should encourage school children not only to acquire the basic knowledge and skill to c...

Learned Helplessness in High School Students Following Experience of Noncontingent Rewards.

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Buys, Nicholas J.; Winefield, Anthony H.

1982-01-01

Compared high-school students differing in achievement motivation in a learned helplessness experiment. A strong helplessness effect was observed in both high- and low-achievement motivation groups. Results show a strong learned helplessness effect unrelated to individual differences in achievement motivation and refute claims that helplessness…

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

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Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics

Dental pain as the predictor for caries experience among school children of Udupi district, south India

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Sravan Kumar Y

2014-07-01

Full Text Available Objective: To evaluate child-Dental Pain Questionnaire (Child‐ DPQ as the predictor for caries experience. Methods: We conducted a cross‐sectional survey among 10‐15 year old school children of Udupi district, Karnataka. Prior consent from parents and verbal consent from school children was obtained. Permission to conduct the study was obtained from the school authorities. The study was approved by the ethics committee of Manipal University. All the eligible school children completed self-administered Child-DPQ followed by clinical examination for dental caries as per the WHO guidelines under natural day light within the school premises. Results: A total of 306 children participated in the study, of them 56.5% were ≤ 12 years old, 58.8% were males, 50.7% were in government school and 54.9 % were from urban areas. Around 45.1% of the children were caries experienced and the mean child-DPQ was significantly higher among caries experienced children than caries free children (p=0.017. The Area Under the Curve (AUC was 0.567 (p=0.043 and was above the reference line which was suggestive that the curve predicted individuals with disease (caries experience. The optimal cut-off point was considered as 3 points on child –DPQ score with sensitivity of 41.3% and specificity of 70.2% with a positive likelihood ratio of 1.39. Conclusion: The Child–Dental Pain Questionnaire showed to be an acceptable instrument to predict the caries experience among school children.

Dental pain as the predictor for caries experience among school children of Udupi district, south India

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Sravan Kumar Y

2014-01-01

Full Text Available Objective: To evaluate child-Dental Pain Questionnaire (Child - DPQ as the predictor for caries experience. Methods: We conducted a cross-sectional survey among 10-15 year old school children of Udupi district, Karnataka. Prior consent from parents and verbal consent from school children was obtained. Permission to conduct the study was obtained from the school authorities. The study was approved by the ethics committee of Manipal University. All the eligible school children completed self- administered Child-DPQ followed by clinical examination for dental caries as per the WHO guidelines under natural day light within the school premises. Results: A total of 306 children participated in the study, of them 56.5% were ≤ 12 years old, 58.8% were males, 50.7% were in government school and 54.9 % were from urban areas. Around 45.1% of the children were caries experienced and the mean child-DPQ was significantly higher among caries experienced children than caries free children (p=0.017. The Area Under the Curve (AUC was 0.567 (p=0.043 and was above the reference line which was suggestive that the curve predicted individuals with disease (caries experience. The optimal cut-off point was considered as 3 points on child –DPQ score with sensitivity of 41.3% and specificity of 70.2% with a positive likelihood ratio of 1.39. Conclusion: The Child – Dental Pain Questionnaire showed to be an acceptable instrument to predict the caries experience among school children.

The right location? Experiences of refugee adolescents seen by school-based mental health services.

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Fazel, Mina; Garcia, Jo; Stein, Alan

2016-07-01

Access to needed mental health services can be particularly difficult for newly arrived refugee and asylum-seeking adolescents, although many attend school. This study examined young refugees' impressions and experience of mental health services integrated within the school system. Semi-structured interviews were conducted with 40 adolescent refugees discharged by three school-based mental health services across the United Kingdom. Two-thirds preferred to be seen at school. Rumination and worry about insecurity in the asylum process had a negative impact particularly on the adolescents' social functioning and ability to focus at school. The important role played by teachers in supporting and mediating contact with mental health services was valued by those interviewed. The study confirms that schools offer an important location for mental health services for adolescent refugees and provide an important portal for integration of services. © The Author(s) 2016.

Chronicling Educator Practices and Experiences in the Context of Democratic Schooling and Quality Education in South Africa

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Mncube, Vusi; Harber, Clive

2010-01-01

An interview-based qualitative study was undertaken to explore the experiences and practices of educators in providing democratic schooling as a way of delivering quality education for learners in schools. The exploration looked at educators' understandings of the concept of democracy in schools, their understanding of the concept quality…

"I'm Used to It Now": Experiences of Homophobia among Queer Youth in South African Township Schools

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Msibi, Thabo

2012-01-01

This paper explores how sexually marginalised black high-school students from conservative schooling contexts in KwaZulu-Natal, South Africa, experience schooling. It draws on queer theories through life narratives in presenting findings from a small-scale interventionist project designed by the author. The project involved 14 participants…

Schools' Responses to Voucher Policy: Participation Decisions and Early Implementation Experiences in the Indiana Choice Scholarship Program

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Austin, Megan J.

2015-01-01

Little is known about the supply side of voucher programs, despite schools' central role in program effectiveness. Using survey and interview data on the Indiana Choice Scholarship Program (ICSP), I analyze schools' participation decisions and early implementation experiences to understand better how schools respond to program regulations. I find…

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

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Laura R. Hartman

2015-11-01

Full Text Available Acquired brain injury (ABI is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students’ and parents’ experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a lack of ABI-specific education for families and professionals, (b communication-related factors as a facilitator and/or barrier to transition, (c emotional focus, (d peer relationships, (e supports, and (f ABI sequelae in the classroom. Students’ and families’ personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

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Hartman, Laura R.; Tibbles, Alana; Paniccia, Alicia; Lindsay, Sally

2015-01-01

Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students’ and parents’ experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students’ and families’ personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face. PMID:28462322

A Qualitative Synthesis of Families' and Students' Hospital-to-School Transition Experiences Following Acquired Brain Injury.

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Hartman, Laura R; Tibbles, Alana; Paniccia, Alicia; Lindsay, Sally

2015-01-01

Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students' and parents' experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students' and families' personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

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Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

2008-10-01

The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

Spectrums of bullying in the everyday experience of school

OpenAIRE

Nassem, Elizabeth

2011-01-01

The aim of this paper is to examine, from children’s perspectives, where bullying exists in their everyday experiences of school. This research uses a postmodernist perspective to problematise the concept of bullying and examine it from a broader perspective than most current definitions do, which distinguish the concept of bullying as a specific form of aggression, experienced by a minority of people. Rather, this paper examines bullying as spectrums of maltreatment that are experienced, to ...

A qualitative study exploring adolescents' experiences with a school-based mental health program.

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Garmy, Pernilla; Berg, Agneta; Clausson, Eva K

2015-10-21

Supporting positive mental health development in adolescents is a major public health concern worldwide. Although several school-based programs aimed at preventing depression have been launched, it is crucial to evaluate these programs and to obtain feedback from participating adolescents. This study aimed to explore adolescents' experiences with a -based cognitive-behavioral depression prevention program. Eighty-nine adolescents aged 13-15 years were divided into 12 focus groups. The focus group interviews were analyzed using qualitative content analysis. Three categories and eight subcategories were found to be related to the experience of the school-based program. The first category, intrapersonal strategies, consisted of the subcategories of directed thinking, improved self-confidence, stress management, and positive activities. The second category, interpersonal awareness, consisted of the subcategories of trusting the group and considering others. The third category, structural constraints, consisted of the subcategories of negative framing and emphasis on performance. The school-based mental health program was perceived as beneficial and meaningful on both individual and group levels, but students expressed a desire for a more health-promoting approach.

Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'O

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Seto, Laurie U'ilani

2016-01-01

Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast of current developments and how to continue to engage and challenge students in creative ways. This study examined the experiences 21 Kamehameha Schools educators indicated best support their professional learning to gain further…

A Cross-Sectional Study of School Experiences of Boys with Duchenne and Becker Muscular Dystrophy

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Soim, Aida; Lamb, Molly; Campbell, Kimberly; Pandya, Shree; Peay, Holly; Howard, James F., Jr.; Fox, Deborah

2016-01-01

The objectives of this study were to investigate types of supportive school services received and factors related to provision of these services. We conducted a cross-sectional study to describe the school experience of males with Duchenne and Becker muscular dystrophies. Study subjects were identified through the Muscular Dystrophy Surveillance,…

Peer Observation of Teaching: Perceptions and Experiences of Teachers in a Primary School in Cyprus

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Karagiorgi, Yiasemina

2012-01-01

This article examines teachers' perceptions of, and experiences with, professional development opportunities involving a school-based project on peer observation of teaching. The study aims to reveal the ways in which seven teachers in one primary school in Cyprus see themselves as agents improving their own and peers' teaching through informal…

The Racial Stress of Membership: Development of the Faculty Inventory of Racialized Experiences in Schools

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Coleman, Sherry; Stevenson, Howard C.

2013-01-01

Research on the experience of faculty of color in predominately White independent schools (PWIS) is limited. This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to…

Comparison of robot-assisted versus conventional laparoscopic transperitoneal pyeloplasty for patients with ureteropelvic junction obstruction: a single-center study.

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Bird, Vincent G; Leveillee, Raymond J; Eldefrawy, Ahmed; Bracho, Jorge; Aziz, Mohammed S

2011-03-01

To compare conventional laparoscopic pyeloplasty (C-LPP) and robotic-assisted laparoscopic pyeloplasty (RA-LPP), which are both used for correction of ureteropelvic junction obstruction. Robotic assistance may further expedite dissection and reconstruction; however it is unclear whether this has an impact on results. Between 1999 and 2009, 172 conventional or robotic-assisted transperitoneal laparoscopic pyeloplasties were performed by 2 surgeons. Data were obtained from our prospective database, patient charts, and radiographic reports. Statistical analysis was performed for the groups. A total of 98 patients underwent R-LPP, and 74 underwent C-LPP. Mean age, body mass index, and gender distribution were similar for the groups. Of the patients, 22 (12.8%) had secondary ureteropelvic junction obstruction. Operative time in minutes was 189.3 ± 62 for RA-LPP, and 186.6 ± 69 for C-LPP (P = .69) respectively. Intraoperative and postoperative complication rates for RA-LPP and C-LPP were 1%, 5.1% and 0, 2.7% (P = .83 and .85) respectively. There was no significant difference in mean suturing time: 48.3 ± 30 and 60 ± 46 (P = .30) for RA-LPP and C-LPP, respectively. Long-term follow up (minimum 6 months; available for 136 patients) showed 93.4% and 95% radiographic success rate based upon diuretic scintirenography for RA-LPP and C-LPP respectively. Operative time, perioperative outcome and success rates are similar for C-LPP and RA-LPP. Mean suturing time for RA-LPP was shorter; however, there was no significant time difference in total operative time. Complications for both procedures are infrequent. Success rates, as measured by diuretic scintirenography, are high for the 2 procedures. Copyright © 2011 Elsevier Inc. All rights reserved.

Brief report: glycemic control, quality of life, and school experiences among students with diabetes.

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Wagner, Julie; Heapy, Alicia; James, Amy; Abbott, Gina

2006-09-01

To investigate the relationships among perceived school experiences, diabetes control, and quality of life (QOL) in children with diabetes. Fifty-eight children with type 1 diabetes and their parents participated. The typical child was 12 years old, had diabetes for 5 years, and attended public, suburban, middle/junior high schools with 300-500 students. Children whose parents reported that school personnel received diabetes training showed significantly better diabetes control than those who reported untrained school personnel. Children who reported their classmates received diabetes training had significantly better QOL than those who reported untrained classmates. Children who reported greater flexibility in performing diabetes care tasks at school had significantly better diabetes control than children who reported less flexibility. Students with diabetes continue to face challenges at school. Training staff and classmates and allowing students the maximum appropriate flexibility in diabetes care appears beneficial for disease control and QOL.

Inclusive Education for Pupils with Autistic Spectrum Disorders in Secondary Mainstream Schools: Teacher Attitudes, Experience and Knowledge

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Humphrey, Neil; Symes, Wendy

2013-01-01

The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic…

The National Eclipse Weather Experiment: use and evaluation of a citizen science tool for schools outreach.

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Portas, Antonio M; Barnard, Luke; Scott, Chris; Harrison, R Giles

2016-09-28

The National Eclipse Weather Experiment (NEWEx) was a citizen science project for atmospheric data collection from the partial solar eclipse of 20 March 20. Its role as a tool for schools outreach is discussed here, in seeking to bridge the gap between self-identification with the role of a scientist and engagement with science, technology, engineering and mathematics subjects. (The science data generated have had other uses beyond this, explored elsewhere.) We describe the design of webforms for weather data collection, and the use of several external partners for the dissemination of the project nationwide. We estimate that up to 3500 pupils and teachers took part in this experiment, through the 127 schools postcodes identified in the data submission. Further analysis revealed that 43.3% of the schools were primary schools and 35.4% were secondary. In total, 96.3% of participants reported themselves as 'captivated' or 'inspired' by NEWEx. We also found that 60% of the schools that took part in the experiment lie within the highest quintiles of engagement with higher education, which emphasizes the need for the scientific community to be creative when using citizen science projects to target hard-to-reach audiences.This article is part of the themed issue 'Atmospheric effects of solar eclipses stimulated by the 2015 UK eclipse'. © 2016 The Authors.

Optimized collection, storage and measurement of radon and radon decay products - school experiments

International Nuclear Information System (INIS)

Philipsborn, H. von; Geipel, R.; Just, G.

1998-01-01

Schools are expected more than ever to teach in physics and chemistry an understanding of radioactivity in its many aspects. Simple experiments on the occurrence, the measurement and the properties of radionuclides are necessary for true understanding. Such experiments are now possible with novel methods of collection and storage of ubiquitous radon and radon decay products from air, water and solids. (orig.) [de

The analysis of the physical education teacher candidates’ attitudes towards school experience course: the case of Batman University

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Enes IŞIKGÖZ

2016-12-01

Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.

A Summer at the University: A twenty five years experience with High School Students

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Zamorano, Nelson

2014-03-01

After running a summer school for enthusiastic high school students for 25 years, we reached the point where three of my colleagues at the physics department, are exstudents from two physics courses offered (more than ten years ago) within our program. There are also graduates in some others Faculties in different universities. Here we would like to describe the evolution of this project since its beginning, with 60 students in an introductory physics class to the 3000 now attending (January 2014) the around 60 courses offered in almost all areas of knowledge, from theater to Biotechnology. Lately, as we became aware of the relevance of teaching sciences to young kids in elementary school, we started a winter section addressing this group of students. The courses are mainly a hands on experience. In this talk we will comment about our learning experience working on this kind of projects and our projections for the future. Partial travel support from Escuela de Verano.

The Essence of the Distributed Leadership Experience of a High School Literacy Coaching Team: A Phenomenological Study

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Spaniak, Nancy Milwee

2012-01-01

This is a phenomenological study of a high school literacy coaching team's experience during the 2010-2011 school year, the first year of its existence. As a distributed leadership organizational routine, the practice of literacy coaching was adopted by a large suburban high school to promote its initiative to infuse literacy strategies into…

Postoperative pain management experiences among school-aged children: a qualitative study.

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Sng, Qian Wen; Taylor, Beverley; Liam, Joanne Lw; Klainin-Yobas, Piyanee; Wang, Wenru; He, Hong-Gu

2013-04-01

To explore postoperative pain management experiences among school-aged children. Ineffective postoperative pain management among children has been commonly reported. School-aged children are able to evaluate how their pain is managed and what their preferred strategies are. Most studies in pain management have adopted quantitative methods and have overlooked children's pain management experiences. This is a qualitative study using face-to-face interviews. Data were collected from 15 school-aged children admitted to a tertiary hospital in Singapore by in-depth interviews conducted between November 2010 and January 2011. Data were analysed by thematic analysis. Five themes were identified: children's self-directed actions to relieve their postoperative pain (e.g. using cognitive-behavioural methods of distraction and imagery, physical method of positioning, sleeping and drinking, seeking other people's help by informing parents and crying and using pain medications); children's perceptions of actions parents take for their postoperative pain relief (assessing pain, administering pain medications, using various cognitive-behavioural, physical methods and emotional support strategies, assisting in activities and alerting health professionals); children's perception of actions nurses take for their postoperative pain relief (administering medication, using cognitive-behavioural methods, emotional support strategies and helping with activities of daily living) and suggestions for parents (using distraction and presence) and nurses (administering medications, distraction and positioning) for their postoperative pain relief improvement. This study contributed to the existing knowledge about children's postoperative pain management based on their own experiences. Children, their parents and nurses used various strategies, including pain medication and non-pharmacological methods, especially distraction, for children's postoperative pain relief. This study provides evidence

Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices

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Leatitia Gabriel Mashaza

2017-08-01

Full Text Available This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.

Academic attainment and the high school science experiences among high-achieving African American males

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Trice, Rodney Nathaniel

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

The Schenley Experiment: A Social History of Pittsburgh’s First Public High School

OpenAIRE

Gabrion, Laura

2018-01-01

Jake Oresick, The Schenley Experiment: A Social History of Pittsburgh’s First Public High School. University Park, PA: Pennsylvania State University Press, 2017. 222 pp. ISBN 978-0-271-07833-5. $19.95 (paperback).

Learning from High School Students' Lived Experiences of Reading E-Books and Printed Books

Science.gov (United States)

Evans, Ellen

2017-01-01

E-book sales are down nationwide, and younger readers are proving to be surprisingly persistent in their preference for printed books. Although 66% of schools nationwide offer e-books, adoption is growing at a slower than expected rate. This study takes a closer look at high school students' experiences as they read John Steinbeck's fictional…

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

Science.gov (United States)

Whipp, Joan L.; Geronime, Lara

2017-01-01

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

Fluctuations of estradiol during women's menstrual cycle: Influences on reactivity towards erotic stimuli in the late positive potential.

Science.gov (United States)

Munk, Aisha J L; Zoeller, Aaron C; Hennig, Juergen

2018-05-01

While several studies examined the reactivity towards negative emotional stimuli across women's menstrual cycle, only few investigated responses to positive emotional cues in association with sexual hormones on a neural level. Therefore, the aim of the current EEG-experiment was to study the differential reactivity towards positive (erotic) words during the menstrual cycle (i.e. with fluctuations in the steroids estradiol and progesterone) in the late positive potential (LPP). Regarding reactivity towards erotic stimuli, the LPP is seen as the most relevant ERP-component, as more positive amplitudes in the LPP reflect larger incentive salience and higher arousal. The LPP towards erotic words was expected to be more pronounced during fertile phases of the menstrual cycle (around ovulation). Furthermore, associations with hormonal concentrations of estradiol and progesterone were investigated. 19 young, free cycling women were tested in an Erotic Stroop paradigm during the follicular phase, ovulation, and the luteal phase in a balanced cross-over design, while electroencephalogram (EEG) was recorded. LPPs in reaction to erotic compared to neutral words were larger in every phase. During the follicular phase and ovulation, higher estradiol-concentrations were associated with more positive LPP-amplitudes towards erotic- than to neutral words. No effects of progesterone, as well as no effects of cycle phase, were evident. Results are being discussed regarding implications for further research. Copyright © 2018 Elsevier Ltd. All rights reserved.

CREATING SUPPORTIVE LEARNING ENVIRONMENTS: EXPERIENCES OF LESBIAN AND GAY-PARENTED FAMILIES IN SOUTH AFRICAN SCHOOLS

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Diana Breshears

2016-06-01

Full Text Available Through in-depth interviews with 21 parents and 12 children in lesbian/gayparented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children’s education and used these reflections to offer advice to teachers and administrators wishing better to support lesbian/ gay-parented families. The results of our study offer an understanding of the challenges and needs of this diverse family in the school system, as well as a starting point for administrators and teachers wanting to create inclusive environments for all family types.

Language learning experience in school context and metacognitive awareness of multilingual children

NARCIS (Netherlands)

Le Pichon Vorstman, E.; de Swart, H.; Ceginskas, V.; van den Bergh, H.

2009-01-01

What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These

Program to enrich science and mathematics experiences of high school students through interactive museum internships

Energy Technology Data Exchange (ETDEWEB)

Reif, R.J. [State Univ. of New York, New Paltz, NY (United States); Lock, C.R. [Univ. of North Carolina, Charlotte, NC (United States)

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers. In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.

EXPERIENCE, BODY AND MEMORY IN SCHOOL – REFLECTIONS ON THE TEACHING OF VISUAL ARTS FOR CHILDREN

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Maristani Polidori Zamperetti

2011-12-01

Full Text Available The separation of body and spirit, body and mind experienced by western culture perpetuates denial of embodiment and expression, following and promoting the separation and estrangement between the observed and observer, between Man and Nature. The body, which has been forgotten by the adults at school, is the object of knowledge and learning for children. Contrary to conventional educational forms, the body needs to take and hold other school spaces, increasing the materialization of our desires and possibilities of becoming the world. Trying to understand the issues of embodiment and the Arts at school realized experiences of teaching with research (2007-2009, with students of elementary school of Pelotas, Brazil, in the discipline of Visual Arts. I looked through the artistic process of drawing with chalk on the floor, enabling experiences of being in space and not being in it, as proposed by Merleau-Ponty (1989. In the artistic productions that have made the body and the manner of acting and body movement in the schoolyard, children have reaffirmed the proposition's author. Children are formed in the psychic space of their culture, in touch with people and with pedagogical proposals circulating in the school environment. Thus, there is the experience, students become belonging to a particular culture produced at the time actually experienced it, according to the relationships established among themselves, peers and teacher. Supporting me in Brandão (2008, Josso (2004 and Maturana (2004 long to reflect on the questions of experience and memory, issues considered relevant to the question of teacher education and teaching practices in visual arts.

The 2009 National School Climate Survey: Key Findings on the Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools. Executive Summary

Science.gov (United States)

Gay, Lesbian and Straight Education Network (GLSEN), 2010

2010-01-01

For 20 years, GLSEN (Gay, Lesbian and Straight Education Network) has worked to ensure safe schools for all students, regardless of sexual orientation, gender identity or gender expression. For 10 of those years, GLSEN has been documenting the school experiences of lesbian, gay, bisexual and transgender (LGBT) youth: the prevalence of anti-LGBT…

The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

Science.gov (United States)

Stringer, Tomeka C.

2014-01-01

The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

Sublime science: Teaching for scientific sublime experiences in middle school classrooms

Science.gov (United States)

Cavanaugh, Shane

Due to a historical separation of cognition and emotion, the affective aspects of learning are often seen as trivial in comparison to the more 'essential' cognitive qualities - particularly in the domain of science. As a result of this disconnect, feelings of awe, wonder, and astonishment as well as appreciation have been largely ignored in the working lives of scientists. In turn, I believe that science education has not accurately portrayed the world of science to our students. In an effort to bring the affective qualities of science into the science classroom, I have drawn on past research in the field of aesthetic science teaching and learning as well as works by, Burke, Kant, and Dewey to explore a new construct I have called the "scientific sublime". Scientific sublime experiences represent a sophisticated treatment of the cognitive as well as affective qualities of science learning. The scientific sublime represents feelings of awe, wonder, and appreciation that come from a deep understanding. It is only through this understanding of a phenomenon that we can appreciate its true complexity and intricacies, and these understandings when mixed with the emotions of awe and reverence, are sublime. Scientific sublime experiences are an attempt at the re-integration of cognition and feeling. The goal of this research was twofold: to create and teach a curriculum that fosters scientific sublime experiences in middle school science classes, and to better understand how these experiences are manifested in students. In order to create an approach to teaching for scientific sublime experiences, it was first necessary for me to identify key characteristics of such an experience and a then to create a pedagogical approach, both of which are described in detail in the dissertation. This research was conducted as two studies in two different middle schools. My pedagogical approach was used to create and teach two five-week 7 th grade science units---one on weather

Speech-language pathology telehealth in rural and remote schools: the experience of school executive and therapy assistants.

Science.gov (United States)

Fairweather, Glenn C; Lincoln, Michelle A; Ramsden, Robyn

2017-01-01

Difficulties in accessing allied health services, especially in rural and remote areas, appear to be driving the use of telehealth services to children in schools. The objectives of this study were to investigate the experiences and views of school executive staff and therapy assistants regarding the feasibility and acceptability of a speech-language pathology telehealth program for children attending schools in rural and remote New South Wales, Australia. The program, called Come N See, provided therapy interventions remotely via low-bandwidth videoconferencing, with email follow-up. Over a 12-week period, children were offered therapy blocks of six fortnightly sessions, each lasting a maximum of 30 minutes. School executives (n=5) and therapy assistants (n=6) described factors that promoted or threatened the program's feasibility and acceptability, during semistructured interviews. Thematic content analysis with constant comparison was applied to the transcribed interviews to identify relationships in the data. Emergent themes related to (a) unmet speech pathology needs, (b) building relationships, (c) telehealth's advantages, (d) telehealth's disadvantages, (e) anxiety replaced by joy and confidence in growing skills, and (f) supports. School executive staff and therapy assistants verified that the delivery of the school-based telehealth service was feasible and acceptable. However, the participants saw significant opportunities to enhance this acceptability through building into the program stronger working relationships and supports for stakeholders. These findings are important for the future development of allied health telehealth programs that are sustainable as well as effective and fit the needs of all crucial stakeholders. The results have significant implications for speech pathology clinical practice relating to technology, program planning and teamwork within telehealth programs.

The Charter School Experience: Autonomy in Practice

Science.gov (United States)

McDonald, Tonya Senne

2013-01-01

While traditional public school and charter school systems continue to undergo dramatic reforms in response to the educational crisis, charter schools are praised as possessing the distinguishing characteristic of maintaining autonomy in exchange for increased accountability (Buckley & Schneider, 2009). The expectations for charter schools are…

Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance.

Science.gov (United States)

Holt, Melissa K; Finkelhor, David; Kantor, Glenda Kaufman

2007-05-01

This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth.

Occupational Therapy and assistive technology: thoughts about the experience with collaborative school consulting

Directory of Open Access Journals (Sweden)

Luciana Ramos Baleotti

2017-06-01

Full Text Available This study presents thoughts and ideas based on the experience developed in the project entitled Assistive Technology for Inclusion of Students with Physical Disorders: Resources and Procedures, in development since 2009. This project aims to help in the process of school inclusion of students with physical disorder in Early Childhood Education in the city of Marilia, Brazil, through the collaboration between Health and Education departments. Health professionals contribute through the implementation of the Assistive Technology by means of school consulting. The project has been developed in six different stages, namely: Gaining access and establishing goals for the team; Identifying the problem; Interventions/Recommendations; Implementation; Evaluation and further actions. This working model, seeks to insert occupational therapy in the school environment. This project showed the importance of occupational therapists as team members in school settings, and the importance of a collaborative work between Education and Health departments.

Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School

Science.gov (United States)

Malafaia, Carla; Teixeira, Pedro M.; Neves, Tiago; Menezes, Isabel

2016-01-01

This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people’s self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success. PMID:27199812

Linking Learning Contexts: The Relationship between Students' Civic and Political Experiences and Their Self-Regulation in School.

Science.gov (United States)

Malafaia, Carla; Teixeira, Pedro M; Neves, Tiago; Menezes, Isabel

2016-01-01

This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people's self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.

The impact of real-time, Internet experiments versus interactive, asynchronous replays of experiments on high school students science concepts and attitudes

Science.gov (United States)

Kubasko, Dennis S., Jr.

The purpose of this study was to investigate whether students' learning experiences were similar or different with an interactive, live connection via the Internet in real-time to an Atomic Force Microscope (AFM) versus a stored replay of AFM experiments. Did the two treatments influence students' attitudes towards the learning experience? Are there differences in students' understandings of viruses and science investigations? In addition, this study investigated treatment effects on students' understandings of the nature of science. The present study drew upon the research that examined students' attitudes toward science, students' views of the nature of science, instructional technology in education, and prior research on the nanoManipulator. Specific efforts have been made to address reform efforts in science education throughout the literature review. Eighty-five high school biology students participated in the nanoManipulator experience (44 males, 41 females, 64 Euro-American, 16 African-American, and 5 of other ethnicities). Two high school classes were randomly selected and administered the interactive, real-time treatment. Two different high school classes were randomly selected and administered the limited-interaction, experimental replay treatment. The intervention occurred over a one-week period. Qualitative and quantitative measures were used to examine the differences between two treatment conditions. Experiential, affective, cognitive, and the nature of science domains were assessed. Findings show that the questions and statements made in synchronous time by the live treatment group were significantly different than students' questions and statements in asynchronous communication. Students in the replay treatment made more statements about what they learned or knew about the experience than did students in the live experience. Students in both groups showed significant gains in understanding viruses (particularly viral dimensionality and shape

Striving to Make a Positive Difference: School Nurses' Experiences of Promoting the Health and Well-Being of Adolescent Girls

Science.gov (United States)

Larsson, Margaretha; Björk, Maria; Ekebergh, Margaretha; Sundler, Annelie Johansson

2014-01-01

In Sweden, school nurses are part of the School Health Service with the main objective of health promotion to support students' health and attainment of educational goals. The aim in this phenomenological study was to illuminate the experiences of school nurses in promoting the health and well-being of adolescent girls. Seventeen school nurses…

Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools

Directory of Open Access Journals (Sweden)

Jablan Branka

2011-01-01

Full Text Available As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a the problems the children with impaired vision are facing in regular school; (b readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students’ fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.

Perspective: the potential of student organizations for developing leadership: one school's experience.

Science.gov (United States)

Veronesi, Michael C; Gunderman, Richard B

2012-02-01

Leadership development is vital to the future of medicine. Some leadership development may take place through the formal curriculum of the medical school, yet extracurricular activities, such as student government and affiliated student organizations, can provide additional, highly valuable leadership development opportunities. These organizations and their missions can serve as catalysts for students to work with one another, with the faculty and administration of the medical school, with the community, and with local, regional, and national organizations. The authors have organized this discussion of the leadership development potential of student organizations around six important principles of leadership: ownership, experience, efficacy, sense of community, service learning, and peer-to-peer mentoring. They provide practical examples of these leadership principles from one institution. They do not presume that the school is unique, but they do believe their practical examples help to illuminate the potential of extracurricular programs for enhancing the leadership capabilities of future physicians. In addition, the authors use their examples to demonstrate how the medical school, its surrounding community, and the profession of medicine can benefit from promoting leadership through student organizations.

Muslim Youth Experiences in Quebec Secondary Schools: Race, Racialization, and the 'Dangerous Muslim Man'

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Naved Bakali

2016-10-01

Full Text Available This article examines the experiences of Muslim men who had attended the secondary schools in Quebec in the post-9/11 context. Employing a critical ethnographic approach stemming from institutional ethnography, this study presents biases/racism these men had experienced in their secondary schools in the aftermath of the 9/11 terror attacks and throughout the period of the War on Terror, and the possible causes for this treatment.

Students' perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique.

Science.gov (United States)

Victoroff, Kristin Zakariasen; Hogan, Sarah

2006-02-01

Students' views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students' dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third-year (seventy) and fourth-year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty-three dental students (thirty-five male and eighteen female; thirty-two third-year and twenty-one fourth-year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, "checking-in" with students, and an interactive style); 2) characteristics of the learning process (focus on the "big picture," modeling and demonstrations, opportunities to apply new knowledge, high-quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school

Experience in Use of Project Method during Technology Lessons in Secondary Schools of the USA

Science.gov (United States)

Sheludko, Inna

2015-01-01

The article examines the opportunities and prospects for the use of experience of project method during "technology lessons" in US secondary schools, since the value of project technology implementation experience into the educational process in the USA for ensuring holistic development of children, preparing them for adult life, in…

School Counselors' Professional Experience and Practices Working with Students Who Self-Harm: A Qualitative Study

Science.gov (United States)

Roberts, Ellen Adams

2013-01-01

The professional experiences and practices of school counselors and the interventions they employ while working with adolescent students who self-harm is an underrepresented area within current research. This generic qualitative study provides a rich description and a deeper understanding of the professional experiences and practices of school…

Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

Science.gov (United States)

Jones, Aslean Madison

2017-01-01

The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

Exploring Rural High School Learners' Experience of Mathematics Anxiety in Academic Settings

Science.gov (United States)

Hlalele, Dipane

2012-01-01

The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in…

Middle school girls: Experiences in a place-based education science classroom

Science.gov (United States)

Shea, Charlene K.

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

How science teachers' concerns about school-based assessment of practical work vary with time: the Hong Kong experience

Science.gov (United States)

Cheung, Derek; Yip, Din-Yan

2004-02-01

School-based assessment of science students' practical skills has two important roles--as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school-based assessment scheme for practical work. A 23-item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school-based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school-based assessment on student learning, their professional development in student assessment and the possible refinements in their school-based assessment scheme. Concerns-based interventions are suggested to help teachers grow professionally.

Poly(ethylene glycol-block-poly(ε-caprolactone– and phospholipid-based stealth nanoparticles with enhanced therapeutic efficacy on murine breast cancer by improved intracellular drug delivery

Directory of Open Access Journals (Sweden)

He XD

2015-03-01

breast tumor–bearing mice.Results: LPPs were vesicles around 100 nm in size with negative zeta potential. With enhanced stability, LPPs achieved sustainable release of cancer therapeutics. The cellular uptake level was closely related to the PEG chain length of PEG-b-PCL; a shorter PEG chain resulted in higher cellular uptake. Moreover, the cellular internalization of LPP2000 modified by PEG2000-b-PCL2000 on 4T1 cells was 2.1-fold higher than LDP2000 due to the improved stability of LPP2000. The cytotoxicity of PTX-loaded LPP2000 was also higher than that of LDP2000 and LPP5000 as observed using a WST-8 assay, while blank LPPs showed negligible toxicity. Consistent with the results of the in vitro study, in vivo experiments showed that LPPs allowed significantly improved bioavailability and prolonged T1/2ß as compared to free PTX injection. More importantly, LPPs mainly accumulated at the tumor site, probably due to the enhanced permeation and retention effect (EPR effect. As a nanomedicine, LPP2000 (tumor inhibition rate of 75.1% significantly enhanced the therapeutic effect of PTX in 4T1 breast tumor–bearing mice by inhibiting tumor growth compared to LDP2000 and LPP5000 (tumor inhibition rates of 56.3% and 49.5%, respectively.Conclusion: Modification of liposomes with PEG2000-b-PCL2000 can simultaneously improve drug accumulation at the target tumor site and tumor cells, showing great promise for utilization as a PEG modification tool in the fabrication of stealth nanoparticles for cancer chemotherapy. Keywords: nanoparticles PEG-b-PCL, phospholipid, murine breast cancer chemotherapy, paclitaxel

UKRAINIAN EXPERIENCE OF ENHANCING SECONDARY SCHOOL PUPILS’ FINANCIAL LITERACY AT MATHEMATICS LESSONS

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Nataliia VASILIUK

2017-12-01

Full Text Available The article covers the role of financial literacy in the country’s economic growth, reveals the essence of the notion and significance of financial literacy, highlights the main results of studies that determine the level of financial literacy of the population of Romania and Ukraine. The main steps to improve the level of financial literacy of the citizens of both countries are listed. The Ukrainian experience of developing financial literacy of high school students during mathematics lessons is underscored. The author suggests the recommendations and certain examples of tasks for raising the level of financial literacy of high school pupils in the process of teaching mathematics.

Linking learning contexts: The relationship between students’ civic and political experiences and their self-regulation in school

Directory of Open Access Journals (Sweden)

Carla eMalafaia

2016-04-01

Full Text Available This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people’s self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking. Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. There-fore, we argue that the pedagogical value of non-formal civic and political experiences is re-lated to learning in formal pedagogical contexts. This is because civic and political participa-tion with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.

Creating Supportive Learning Environments: Experiences of Lesbian and Gay-Parented Families in South African Schools

Science.gov (United States)

Breshears, Diana; Lubbe-De Beer, Carien

2016-01-01

Through in-depth interviews with 21 parents and 12 children in lesbian/gay-parented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children's education and used these reflections to offer advice to teachers and…

Educational laboratory experiments on chemistry in a nuclear engineering school

International Nuclear Information System (INIS)

Akatsu, E.

1982-01-01

An educational laboratory experiment on radiochemistry was investigated by students in the general course of the Nuclear Engineering School of Japan Atomic Energy Research Institute. Most of them are not chemical engineers, but electrical and mechanical engineers. Therefore, the educational experiment was designed for them by introducing a ''word experiment'' in the initial stage and by reducing the chemical procedure as far as possible. It began with calculations on a simple solvent extraction process-the ''word experiment''--followed by the chemical separation of 144 Pr from 144 Ce with tri-n-butyl phosphate in a nitric acid system and then measurement of the radioactive decay and growth of the separated 144 Pr and 144 Ce, respectively. The chemical procedure was explained by the phenomenon but not by the mechanism of chelation. Most students thought the experiment was an exercise in solvent extraction or radiochemical separation rather than a radioactive equilibrium experiment. However, a pure chemist considered it as a sort of physical experiment, where the chemical procedure was used only for preparation of measuring samples. Another experiment, where 137 Cs was measured after isolation with ammonium phosphomolybdate, was also investigated. The experiment eliminated the need for students who were not chemists to know how to use radioactive tracers. These students appreciated the realization that they could understand the radioactivity in the environmental samples in a chemical frame of reference even though they were not chemists

Improving Schools through Evaluation: The Experience of Catholic Schools in South Africa

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Potterton, Mark; Northmore, Colin

2014-01-01

This article addresses the development of quality assurance approaches in South Africa, with particular reference to Catholic schools. It also addresses questions of why whole school evaluation in general has failed to play any meaningful role in improving the quality of schools in South Africa. Reference is also made to specific school cases. The…

Cosmic Rays and Research in Schools: One School's Experience

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Chaffer, Andy; Tedd, Bernie

2016-01-01

The High School Project on Astrophysics Research with Cosmics (HiSPARC) is an international project in which secondary schools and academic institutions join forces to form a network of detectors to measure cosmic rays with extremely high energy. We present results of research done by students at the King Edward VI High School For Girls,…

A discrete choice experiment studying students' preferences for scholarships to private medical schools in Japan.

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Goto, Rei; Kakihara, Hiroaki

2016-02-09

The shortage of physicians in rural areas and in some specialties is a societal problem in Japan. Expensive tuition in private medical schools limits access to them particularly for students from middle- and low-income families. One way to reduce this barrier and lessen maldistribution is to offer conditional scholarships to private medical schools. A discrete choice experiment is carried out on a total of 374 students considering application to medical schools. The willingness to receive a conditional scholarship program to private medical schools is analyzed. The probability of attending private medical schools significantly decreased because of high tuition, a postgraduate obligation to provide a service in specific specialty areas, and the length of time of this obligation. An obligation to provide a service in rural regions had no significant effect on this probability. To motivate non-applicants to private medical schools to enroll in such schools, a decrease in tuition to around 1.2 million yen (US$ 12,000) or less, which is twice that of public schools, was found to be necessary. Further, it was found that non-applicants to private medical schools choose to apply to such schools even with restrictions if they have tuition support at the public school level. Conditional scholarships for private medical schools may widen access to medical education and simultaneously provide incentives to work in insufficiently served areas.

Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

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Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra

2017-01-01

Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

Plurality or Linearity: What Is the Experience of Emerging as a School Leader in the English Context?

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Fox, Alison

2016-01-01

This study in an English context focused on the development of teachers identified as "emergent" school leaders. It explored the aspirations and experiences of such leaders, applying a sociocultural view of identity development. Five participants from across school phases, backgrounds and ages were interviewed and generated participant…

Exploring rural high school learners' experience of mathematics anxiety in academic settings

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Dipane Hlalele

2012-01-01

Full Text Available The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in 18 rural schools in the Free State province of South Africa. Participants completed a 20-item questionnaire and 373 (92.5% questionnaires were found to contain valid responses and were analysed by a professional statistician at the University of the Free State using the Statistical Package for the Social Sciences (SPSS, Version 17.0. The questionnaire was testedfor reliability using the Cronbach alpha coefficient and was found to have a reliability score of .841, indicating an acceptable reliability coefficient. Findings reveal that all learners sometimes, often, or always experience mathematics anxiety in academic settings. It is therefore important for teachers and authorities in education to observe its prevalence and to implement strategies toward the alleviation of the effects ofmathematics anxiety.

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

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Kraft, Matthew A.; Papay, John P.

2014-01-01

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

The Myth of Free and Barrier-Free Access: India's Right to Education Act--Private Schooling Costs and Household Experiences

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Srivastava, Prachi; Noronha, Claire

2016-01-01

We examine relative household costs and experiences of accessing private and government schooling under India's "Right of Children to Free and Compulsory Education Act, 2009" in the early implementation phase. The Act deems that no child should incur any fee, charges, or expenses in accessing schooling. Private schools are mandated to…

"Do Whatever You Can to Try to Support That Kid": School Counselors' Experiences Addressing Student Homelessness

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Havlik, Stacey A.; Rowley, Patrick; Puckett, Jessica; Wilson, George; Neasen, Erin

2018-01-01

This qualitative study explored the experiences of 23 school counselors in addressing the needs of students experiencing homelessness. Phenomenological analysis revealed two overarching themes: (a) school counselors as the first line of support and (b) the desire to help while feeling helpless. Findings suggest that participants feel underprepared…

Investigating the experiences in a school-based occupational therapy program to inform community-based paediatric occupational therapy practice.

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Rens, Lezahn; Joosten, Annette

2014-06-01

A collaborative approach with teachers is required when providing community-based occupational therapy to educationally at risk children. Collaborators share common goals and interact and support each other but challenges arise in providing collaborative occupational therapy in settings outside the school environment. The aim of this study was to capture experiences of teachers and occupational therapists working within a school-based occupational therapy program to determine if their experiences could inform collaborative practice. In this pilot study, participant responses to questionnaires (n = 32) about their experiences formed the basis for focus groups and individual interviews. Two focus group were conducted, one with teachers (n = 11) and one with occupational therapy participants (n = 6). Individual interviews were conducted with the supervising occupational therapist, school principal and two leading teachers. Descriptive statistics were used to analyse the data from closed questions, and thematic analysis using a constant comparison approach was used to analyse open ended questions, focus groups and interviews. Three main themes emerged: (i) the need for occupational therapists to spend time in the school, to explain their role, build relationships, understand classroom routines and the teacher role; (ii) occupational therapists need to not see themselves as the expert but develop equal partnerships to set collaborative goals and (iii) occupational therapists advocating for all parties to be informed throughout the occupational therapy process. The pilot study findings identified teacher and therapist experiences within the school setting that could inform improved collaborative practice with teachers and community-based occupational therapists and these findings warrant further investigation. © 2013 Occupational Therapy Australia.

Absence of catagen/telogen phase and loss of cytokeratin 15 expression in hair follicles in lichen planopilaris.

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Habashi-Daniel, Arlette; Roberts, Janet L; Desai, Nisha; Thompson, Curtis T

2014-11-01

Lichen planopilaris (LPP) is a lymphocyte-mediated cicatricial alopecia mostly involving the bulge region of the hair follicle. The origin of LPP is unknown. Therapy for LPP often does not prevent disease progression. We describe histologic and immunohistologic features that aid in diagnosis and provide an explanation for disease progression in LPP. We sought to demonstrate a decrease in the number of catagen-/telogen-phase follicles and to confirm the loss of cytokeratin 15 (CK15) expression in the stem cells of LPP-affected follicles. In all, 144 LPP cases were retrieved; 55 cases were stained immunohistochemically, targeting the CK15 antigen with 40 cases ultimately analyzed for CK15 expression. Catagen/telogen phase was significantly decreased or absent in all cases of LPP, a novel clue useful in histologic diagnostics. The loss of CK15+ stem cells in most affected follicles in LPP was also confirmed, with unaffected follicles retaining CK15+ stem cells. Limited tissue for analysis remained in the clinical sample tissue blocks. Damaged follicles that have lost their CK15+ stem cells disappear when they enter catagen phase. CK15+ stem cell loss explains the clinical observation that LPP progresses despite immunosuppressive therapies. Finally, the absence of catagen/telogen hair follicles is a helpful diagnostic clue for LPP. Published by Elsevier Inc.

Comparative Global Gene Expression Profiles of Wild-Type Yersinia pestis CO92 and Its Braun Lipoprotein Mutant at Flea and Human Body Temperatures

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Cristi L. Galindo

2010-01-01

Full Text Available Braun/murein lipoprotein (Lpp is involved in inflammatory responses and septic shock. We previously characterized a Δlpp mutant of Yersinia pestis CO92 and found that this mutant was defective in surviving in macrophages and was attenuated in a mouse inhalation model of plague when compared to the highly virulent wild-type (WT bacterium. We performed global transcriptional profiling of WT Y. pestis and its Δlpp mutant using microarrays. The organisms were cultured at 26 and 37 degrees Celsius to simulate the flea vector and mammalian host environments, respectively. Our data revealed vastly different effects of lpp mutation on the transcriptomes of Y. pestis grown at 37 versus 26C. While the absence of Lpp resulted mainly in the downregulation of metabolic genes at 26C, the Y. pestis Δlpp mutant cultured at 37C exhibited profound alterations in stress response and virulence genes, compared to WT bacteria. We investigated one of the stress-related genes (htrA downregulated in the Δlpp mutant relative to WT Y. pestis. Indeed, complementation of the Δlpp mutant with the htrA gene restored intracellular survival of the Y. pestis Δlpp mutant. Our results support a role for Lpp in Y. pestis adaptation to the host environment, possibly via transcriptional activation of htrA.

Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion

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Rajović Vera

2010-01-01

Full Text Available In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence. Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental

iPad Deployment in a Diverse Urban High School: A Formative Experiment

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Frey, Nancy; Fisher, Douglas; Lapp, Diane

2015-01-01

We explore the use of iPads in a diverse urban high school and the ways in which teachers and students were supported to integrate these tools into their instruction. We provided 4 English teachers with 20 iPads with little or no professional development about how to integrate them into their instruction. Using a formative experiment design, we…

Laser projection positioning of spatial contour curves via a galvanometric scanner

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Tu, Junchao; Zhang, Liyan

2018-04-01

The technology of laser projection positioning is widely applied in advanced manufacturing fields (e.g. composite plying, parts location and installation). In order to use it better, a laser projection positioning (LPP) system is designed and implemented. Firstly, the LPP system is built by a laser galvanometric scanning (LGS) system and a binocular vision system. Applying Single-hidden Layer Feed-forward Neural Network (SLFN), the system model is constructed next. Secondly, the LGS system and the binocular system, which are respectively independent, are integrated through a datadriven calibration method based on extreme learning machine (ELM) algorithm. Finally, a projection positioning method is proposed within the framework of the calibrated SLFN system model. A well-designed experiment is conducted to verify the viability and effectiveness of the proposed system. In addition, the accuracy of projection positioning are evaluated to show that the LPP system can achieves the good localization effect.

Considering High School Students' Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Model

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Malinovski, Toni; Vasileva, Marina; Vasileva-Stojanovska, Tatjana; Trajkovik, Vladimir

2014-01-01

Early identification of relevant factors that influence students' experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students' subjective experience and quality expectations during asynchronous…

The Influence of University Coursework on Pre-service Middle and High School Teachers' Experiences with Multicultural Themes

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Verma, Geeta

2009-08-01

The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants ( N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.

Children's Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section.

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van Lier, Pol A C; Deater-Deckard, Kirby

2016-01-01

Children's executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children's social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children's executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention.

Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

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Aschbacher, Pamela R.; Ing, Marsha

2017-01-01

Background/Context: Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective/Research Question/Focus of Study: This study explores the…

Examining High School Anatomy and Physiology Teacher Experience in a Cadaver Dissection Laboratory and Impacts on Practice

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Mattheis, Allison; Ingram, Debra; Jensen, Murray S.; Jackson, Jon

2015-01-01

This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university-school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys,…

School nurses' experiences of delivering the UK HPV vaccination programme in its first year.

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Hilton, Shona; Hunt, Kate; Bedford, Helen; Petticrew, Mark

2011-08-24

In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration.

Aspartate tightens the anchoring of staphylococcal lipoproteins to the cytoplasmic membrane.

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Kumari, Nimerta; Götz, Friedrich; Nguyen, Minh-Thu

2017-12-01

In gram-negative bacteria, the ABC transporter LolCDE complex translocates outer membrane-specific lipoproteins (Lpp) from the inner membrane to the outer membrane. Lpp possessing aspartate (Asp) at position +2 are not translocated because it functions as a LolCDE avoidance signal. In gram-positive bacteria, lacking an outer membrane and the Lol system, Lpp are only anchored at the outer leaflet of the cytoplasmic membrane. However, the release of Lpp particularly in pathogenic or commensal species is crucial for immune modulation. Here, we provide evidence that in Staphylococcus aureus Asp at position +2 plays a role in withholding Lpp to the cytoplasmic membrane. Screening of published exoproteomic data of S. aureus revealed that Lpp mainly with Gly or Ser at position +2 were found in exoproteome, but there was no Lpp with Asp+2. The occurrence of Lpp with Asp+2 is infrequent in gram-positive bacteria. In S. aureus USA300 only seven of the 67 Lpp possess Asp+2; among them five Lpp represented Lpl lipoproteins involved in host cell invasion. Our study demonstrated that replacing the Asp+2 present in Lpl8 with a Ser enhances its release into the supernatant. However, there is no different release of Asp+2 and Ser+2 in mprF mutant that lacks the positive charge of lysyl-phosphatidylglycerol (Lys-PG). Moreover, substitution of Ser+2 by Asp in SitC (MntC) did not lead to a decreased release indicating that in staphylococci positions +3 and +4 might also be important for a tighter anchoring of Lpp. Here, we show that Asp in position +2 and adjacent amino acids contribute in tightening the anchoring of Lpp by interaction of the negative charged Asp with the positive charged Lys-PG. © 2017 The Authors. MicrobiologyOpen published by John Wiley & Sons Ltd.

School nurses' attitudes towards and experiences of the Swedish school-based HPV vaccination programme - A repeated cross sectional study.

Directory of Open Access Journals (Sweden)

Maria Grandahl

Full Text Available The aim was to investigate school nurses' attitudes towards, and experiences of vaccination against human papillomavirus (HPV, and compare the results with a similar study three years earlier. School nurses (n = 736 from all counties in Sweden completed a questionnaire in spring 2016, four years after the implementation of the national HPV vaccination programme, and three years after the previous survey. Overall, the school nurses had more favourable attitudes towards the HPV vaccination programme compared to the study in 2013 (p = 0.015. More than half of the nurses (n = 415, 56% strongly agreed that boys should also be offered the vaccine (p<0.001. There were no differences in school nurses' perceived knowledge about HPV in order to inform and to answer questions about the vaccine from the girls or from the parents. More than half of the nurses (n = 409, 56% reported that they needed more education about HPV. Almost all nurses (n = 659, 90% had been contacted by parents with questions about the vaccine, and most questions were related to vaccine safety. School nurses have a more favourable attitude towards the vaccination programme against HPV compared to three years earlier, although almost all nurses had been contacted by parents with diverse questions and concerns. The nurses believed that they needed more education about HPV. Thus, it is essential to provide ongoing education and training for school nurses who are key healthcare professionals for providing information about HPV and HPV vaccination to parents and to pupils.

Building the Caring School Community: The James Hamblin School Experience.

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Sedo, Julie; Hindle, Douglas R.

2000-01-01

A rural Saskatchewan K-12 school developed a schoolwide sense of community and a solid relationship with the larger community by setting new directions, team building, and building bridges with parents and the community. Positive staff behaviors, school appearance, and cross-grade interactive projects were critical to the success of the plan. (TD)

To break the weight gain-A qualitative study on the experience of school nurses working with overweight children in elementary school.

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Thorstensson, Stina; Blomgren, Carola; Sundler, Annelie J; Larsson, Margaretha

2018-01-01

To describe the experiences of school nurses working with overweight schoolchildren. School nurses play an important role in health promotion of overweight children. Lifestyle changes and interventions to address being overweight can improve health outcomes and decrease the risk for future health problems. A descriptive and qualitative design with a phenomenological approach was used. Data were gathered through interviews with school nurses working with overweight schoolchildren in Swedish elementary school; the data were subsequently analysed for meanings. Working with overweight children was perceived as demanding and challenging by the school nurses who found conversations on this topic emotionally loaded and complex. In addition, the school nurses needed to be sensitive and supportive to succeed in their support for a healthier everyday life for the schoolchildren. It was stated as important to find ways to break the child's weight gain and to cooperate with the parents in this work. The children's decrease in weight was experienced to be more successful when making small, step-by-step changes together with the child and his or her parents. This study concludes that health talks about being overweight may be a challenge for school nurses. Strategies used to manage and succeed in this work included engaging in motivational conversations, working step by step and cooperating with the child's parents. Furthermore, the nurses experienced that they needed to provide emotional support for overweight children during school time. The school nurses' health promotion needs to focus on how to break weight gain in overweight children. In this work, the nurses' sensitiveness seems pivotal. Further research is needed on school nurses' work with health promotion and support of overweight children concerning how to perform efficient communication and cooperation with the children and their parents. © 2017 John Wiley & Sons Ltd.

A comparison between girls' and boys' experiences of unwanted sexual behaviour in secondary schools

NARCIS (Netherlands)

Timmerman, G

Background This study examines gender differences (and similarities) in the context, meaning and effects of unwanted sexual behaviour in secondary schools. Purpose First, the study's purpose is exploration of variables that discriminate between girls' and boys' experiences of unwanted sexual

Neural substrate of the late positive potential in emotional processing

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Liu, Yuelu; Huang, Haiqing; McGinnis, Menton; Keil, Andreas; Ding, Mingzhou

2012-01-01

The late positive potential (LPP) is a reliable electrophysiological index of emotional perception in humans. Despite years of research the brain structures that contribute to the generation and modulation of LPP are not well understood. Recording EEG and fMRI simultaneously, and applying a recently proposed single-trial ERP analysis method, we addressed the problem by correlating the single-trial LPP amplitude evoked by affective pictures with the blood-oxygen-level-dependent (BOLD) activity. Three results were found. First, relative to neutral pictures, pleasant and unpleasant pictures elicited enhanced LPP, as well as heightened BOLD activity in both visual cortices and emotion-processing structures such as amygdala and prefrontal cortex, consistent with previous findings. Second, the LPP amplitude across three picture categories was significantly correlated with BOLD activity in visual cortices, temporal cortices, amygdala, orbitofrontal cortex, and insula. Third, within each picture category, LPP-BOLD coupling revealed category-specific differences. For pleasant pictures, the LPP amplitude was coupled with BOLD in occipitotemporal junction, medial prefrontal cortex, amygdala, and precuneus, whereas for unpleasant pictures, significant LPP-BOLD correlation was observed in ventrolateral prefrontal cortex, insula, and posterior cingulate cortex. These results suggest that LPP is generated and modulated by an extensive brain network comprised of both cortical and subcortical structures associated with visual and emotional processing and the degree of contribution by each of these structures to the LPP modulation is valence-specific. PMID:23077042

Doing race and ethnicity – exploring the lived experience of whiteness at a Danish Public School

DEFF Research Database (Denmark)

Tørslev, Mette Kirstine; Nørredam, Marie Louise; Vitus, Kathrine

2017-01-01

This article addresses race and ethnicity as social practices among young students at a Danish public sports school and explores how these practices engage with emotional well-being in the institutional context. The study is based on ethnographic fieldwork carried out in two school classes in 2012...... as racial enables everyday racism while blocking the positions available to speak out against ethnic and racial discriminatory experiences....

A Daily Diary Approach to Understanding Cyberbullying Experiences Among Latino Adolescents: Links with Emotional, Physical and School Adjustment

OpenAIRE

Espinoza, Guadalupe

2013-01-01

With the growing use of electronic communication devices among adolescents, bullying encounters are no longer limited to the school grounds and cyberbullying is becoming increasingly more common. The current study examines how daily cyberbullying experiences among Latino adolescents are associated with their emotional and physical well-being as well as their school adjustment. High school students (N = 136) from predominately Latino backgrounds (88%) completed a baseline questionnaire and dai...

An evaluation of the student and tutor experience of a residential summer school event (OPTIMAX)

International Nuclear Information System (INIS)

Higgins, Robert; Robinson, Leslie; Hogg, Peter

2014-01-01

Aim: To explore the experiences of students and tutors who participated in a residential multi-cultural and multi-professional 3 week summer school event (OPTIMAX). Method: A grounded theory approach was adopted. Two semi-structured focus group interviews (student and tutor) were conducted to explore participant experiences. Both focus groups were audio recorded and then transcribed and coded to identify the main themes and draw conclusions. Results: Inductive coding defined categories and sub-categories to explore the relationships within and between the two sets of focus group data. Discussion: OPTIMAX was seen a positive experience by both students and tutors and provided an opportunity to undertake team learning with peers from different countries or professional backgrounds. However, consideration needs to be given to team size and tutor leadership. Summary: By participating with international collaborative projects such as this, there is an opportunity to develop learning and explore current practices within radiography. - Highlights: • We explored the experiences of students and tutors during a summer school event. • This was a multi-cultural and multi-professional event. • It was found to be a valuable learning experience by both students and tutors. • Key to this was collaborative team learning by students. • However, consideration needs to be given to team size and tutor leadership

Student pharmacists provide tobacco use prevention education to elementary school children: A pilot experience.

Science.gov (United States)

Ostroff, Jared L; Wolff, Marissa L; Andros, Christina; Nemec, Eric C

2017-09-01

The purpose of this article is to describe a service learning experience involving tobacco prevention education and to measure the education's effect on the learners' knowledge of tobacco products. Student pharmacists planned and presented a 40-min tobacco prevention education program using the Tar Wars curriculum to fourth and fifth grade students at three suburban elementary schools in Western Massachusetts. Mean scores on a five-question assessment given to school age children before and after the presentation were compared. A total of 206 elementary school students in ten classrooms participated. The average survey score increased from 1.87 on the pre-survey to 3.72 out of a maximum of five on the post-survey (Peducation to three suburban elementary schools. The children demonstrated an increase in short-term knowledge regarding tobacco use. Tobacco prevention is a unique co-curricular opportunity for student pharmacists to get involved in their community. Copyright © 2017 Elsevier Inc. All rights reserved.

The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

NARCIS (Netherlands)

Horrevorts, Esther M B; Monshouwer, Karin; Wigman, Johanna T W; Vollebergh, Wilma A M

2014-01-01

This study aims to examine the association between the bully climate of school classes and the prevalence of subclinical psychotic experiences among students who are involved in bullying (either as bully or as victim). Data were derived from the Dutch health behavior in school-aged children survey

The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

NARCIS (Netherlands)

Horrevorts, Esther M. B.; Monshouwer, Karin; Wigman, Johanna T. W.; Vollebergh, Wilma A. M.

This study aims to examine the association between the bully climate of school classes and the prevalence of subclinical psychotic experiences among students who are involved in bullying (either as bully or as victim). Data were derived from the Dutch health behavior in school-aged children survey

School nurses' attitudes towards and experiences of the Swedish school-based HPV vaccination programme - A repeated cross sectional study.

Science.gov (United States)

Grandahl, Maria; Larsson, Margareta; Tydén, Tanja; Stenhammar, Christina

2017-01-01

The aim was to investigate school nurses' attitudes towards, and experiences of vaccination against human papillomavirus (HPV), and compare the results with a similar study three years earlier. School nurses (n = 736) from all counties in Sweden completed a questionnaire in spring 2016, four years after the implementation of the national HPV vaccination programme, and three years after the previous survey. Overall, the school nurses had more favourable attitudes towards the HPV vaccination programme compared to the study in 2013 (p = 0.015). More than half of the nurses (n = 415, 56%) strongly agreed that boys should also be offered the vaccine (pHPV in order to inform and to answer questions about the vaccine from the girls or from the parents. More than half of the nurses (n = 409, 56%) reported that they needed more education about HPV. Almost all nurses (n = 659, 90%) had been contacted by parents with questions about the vaccine, and most questions were related to vaccine safety. School nurses have a more favourable attitude towards the vaccination programme against HPV compared to three years earlier, although almost all nurses had been contacted by parents with diverse questions and concerns. The nurses believed that they needed more education about HPV. Thus, it is essential to provide ongoing education and training for school nurses who are key healthcare professionals for providing information about HPV and HPV vaccination to parents and to pupils.

An Examination of U.S. AACSB International Accounting-Accredited Schools to Determine Global Travel Experience Requirements in Accounting Masters Programs

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Taylor, Susan Lee; Finley, Jane B.

2010-01-01

The authors report on the extent to which U.S. graduate accounting programs accredited by the Association to Advance Collegiate Schools of Business have included some type of global travel experience in their graduate accounting curriculum. The authors contacted 137 member schools offering accounting masters degrees. Only one school required an…

This person is saying bad things about you: The influence of physically and socially threatening context information on the processing of inherently neutral faces.

Science.gov (United States)

Klein, Fabian; Iffland, Benjamin; Schindler, Sebastian; Wabnitz, Pascal; Neuner, Frank

2015-12-01

Recent studies have shown that the perceptual processing of human faces is affected by context information, such as previous experiences and information about the person represented by the face. The present study investigated the impact of verbally presented information about the person that varied with respect to affect (neutral, physically threatening, socially threatening) and reference (self-referred, other-referred) on the processing of faces with an inherently neutral expression. Stimuli were presented in a randomized presentation paradigm. Event-related potential (ERP) analysis demonstrated a modulation of the evoked potentials by reference at the EPN (early posterior negativity) and LPP (late positive potential) stage and an enhancing effect of affective valence on the LPP (700-1000 ms) with socially threatening context information leading to the most pronounced LPP amplitudes. We also found an interaction between reference and valence with self-related neutral context information leading to more pronounced LPP than other related neutral context information. Our results indicate an impact of self-reference on early, presumably automatic processing stages and also a strong impact of valence on later stages. Using a randomized presentation paradigm, this study confirms that context information affects the visual processing of faces, ruling out possible confounding factors such as facial configuration or conditional learning effects.

VIRTUAL MODELING OF PHYSICAL EXPERIMENT FOR DISTANCE LEARNING SYSTEMS IN THE SECONDARY AND HIGHER PEDAGOGICAL SCHOOLS

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Mykola V. Holovko

2015-05-01

Full Text Available The article investigates the state of the educational computer simulation and its modern features. It deals with psychological and didactic approaches to modeling in physics education and school physical experiment. It was considered the possible classification of computer models for distance learning system, as well as proposed the ways of implementing virtual experiment in distance education in physics. The main types of virtual modeling, the most widely used computer systems support in teaching physics, their possible application in teaching secondary school students were characterized. The peculiarities of distance education of future physics teachers by means of electronic teaching methods as a combination of integrated electronic educational resources and services were highlighted.

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

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Gibbs, Kathryn; Mercer, K. Louise; Carrington, Suzanne

2016-01-01

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple,…

Biomedical learning experiences for middle school girls sponsored by the Kansas State University Student Chapter of the IEEE EMBS.

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Gruber, Lucinda; Griffith, Connor; Young, Ethan; Sullivan, Adriann; Schuler, Jeff; Arnold-Christian, Susan; Warren, Steve

2009-01-01

Learning experiences for middle school girls are an effective means to steer young women toward secondary engineering curricula that they might not have otherwise considered. Sponsorship of such experiences by a collegiate student group is worthwhile, as it gives the group common purpose and places college students in a position to mentor these young women. This paper addresses learning experiences in different areas of bio-medical engineering offered to middle school girls in November 2008 via a day-long workshop entitled "Engineering The Body." The Kansas State University (KSU) Student Chapter of the IEEE Engineering in Medicine and Biology Society (EMBS) worked with the KSU Women in Engineering and Science Program (WESP) to design and sponsor these experiences, which addressed the areas of joint mechanics, electrocardiograms, membrane transport, computer mouse design, and audio filters for cochlear implants. Fifty five middle-school girls participated in this event, affirming the notion that biomedical engineering appeals to young women and that early education and recruitment efforts have the potential to expand the biomedical engineering talent pool.

Ideologies of sexuality, menstruation and risk: girls' experiences of puberty and schooling in northern Tanzania.

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Sommer, Marni

2009-05-01

This paper examines girls' voiced experiences of menstruation, puberty and schooling in northern Tanzania. The study was conducted in Moshi and Rombo Districts of Kilimanjaro, a predominantly Chagga region with historically strong support for girls' education. The major question explored was how the onset of menses and puberty may be impacting on girls' school participation, given societal implications of pubertal onset and potentially gender discriminatory school environments. The methodology included a comparative case study using in-depth interviews and participatory research with young women living in urban and rural Kilimanjaro. Along with important findings about how menstrual onset creates challenges for girls attending school emerged findings about the significant gaps in girls' knowledge about body changes, sexual health and HIV/AIDS. These findings underline the importance of identifying new girl-centred approaches to guidance on bodily development and HIV prevention.

Bangladeshi school-age children's experiences and perceptions on child maltreatment: A qualitative interview study.

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Atiqul Haque, M; Janson, S; Moniruzzaman, S; Rahman, A K M F; Mashreky, S R; Eriksson, U-B

2017-11-01

Child maltreatment (CM) is a public health problem and is recognized as a huge barrier for child development. Most of the research and definitions on CM are from the perspective of high-income western countries. Because no major studies have been conducted on CM in Bangladesh, the aim of the current study was to explore the experiences of and perceptions on CM in school-age children in rural and urban Bangladesh in order to understand maltreatment in a local context and from a child perspective. Semistructured individual interviews with 24 children (13 boys and 11 girls), between the ages of 9 and 13 years of which 11 were schoolgoing and 13 non-schoolgoing, were conducted during July 2013 and analysed according to qualitative content analysis. CM was a common and painful experience with serious physical and emotional consequences but highly accepted by the society. Vulnerable groups were especially young children, girls, and poor children. The children's voices were not heard due to their low status and low position in their families, schools, and working places. The main theme that emerged in the analysis was children's subordination, which permeated the five categories: (a) perception of children's situation in society, (b) understanding children's development and needs, (c) CM associated to school achievement, (d) negative impact of CM, and (e) emotional responses. Different kinds of abuse are obviously common in Bangladesh, and the schools do not follow the law from 2011 prohibiting corporal punishment at school. The society has to take further steps to live up to the UN Convention on the Rights of the Child, which was ratified already in 1990, to protect the Bangladeshi children from CM. © 2017 John Wiley & Sons Ltd.

The late positive potential as a marker of motivated attention to underweight bodies in girls with anorexia nervosa.

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Horndasch, Stefanie; Heinrich, Hartmut; Kratz, Oliver; Moll, Gunther H

2012-12-01

In anorexia nervosa (AN), aspects of motivational salience and reward are increasingly discussed. Event related potentials, particularly the late positive potential (LPP), have been investigated as a marker for motivational salience of stimuli, for example in addictive disorders. The aim of this study was to assess the LPP as a possible indicator of motivated attention towards disease-specific pictures of underweight female bodies in adolescents with AN in comparison to typically developing (TD) adolescent girls. 13 girls with AN and 18 TD adolescent girls (aged 12 to 18 years) viewed pictures of underweight, normal-weight and overweight women while EEG activity was recorded. An earlier (450-680 ms after stimulus onset) as well as a later time window (850-1250 ms after stimulus onset) of the LPP were examined for the different picture categories. Participants were also asked to rate subjective emotions (fear, disgust, happiness) elicited by the pictures. Subjective ratings showed no differential experience of emotions for the two groups. For AN patients, highest LPP amplitudes were found for underweight women in the earlier as well as in the later time window. In TD girls, highest amplitudes for pictures of overweight women were observed in the earlier time window. A differential LPP pattern for girls with AN and TD girls when viewing pictures of women's bodies of different weight categories was obtained. Highest amplitudes in AN patients for pictures of underweight women may reflect motivational significance of strongly underweight body shapes. Copyright © 2012 Elsevier Inc. All rights reserved.

Leaders' Experiences with High School-College Writing Center Collaborations: A Qualitative Multiple-Case Study

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Story, Julie A.

2014-01-01

The purpose of this qualitative multiple-case study was to explore academic leaders' experiences with the organizational elements of their own high school-college writing center collaborations. Conjoining theories framed this study: collaborative leadership theory, Kenneth Bruffee's notion of social constructionism and collaborative learning…

School nurses' experiences of delivering the UK HPV vaccination programme in its first year

Science.gov (United States)

2011-01-01

Background In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration. PMID:21864404

School nurses' experiences of delivering the UK HPV vaccination programme in its first year

Directory of Open Access Journals (Sweden)

Bedford Helen

2011-08-01

Full Text Available Abstract Background In the United Kingdom (UK in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further

Education Quality and the Kenyan 8-4-4 Curriculum: Secondary School Learners' Experiences

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Milligan, Lizzi O.

2017-01-01

This article explores the implementation of Kenyan secondary education in rural Western Kenya, focusing on learners' experiences. One of the key challenges to educational quality is shown to be the size and breadth of the secondary education curriculum. Learners are in school 12 hours a day with those approaching their final exams working three to…

Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum

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Ryan, Caitlin L.; Patraw, Jasmine M.; Bednar, Maree

2013-01-01

This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions…

Ichthyosiform large plaque parapsoriasis: report of a rare entity.

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Nag, Falguni; Ghosh, Arghyaprasun; Biswas, Projna; Chatterjee, Gobinda; Biswas, Saugato

2013-09-01

Large plaque parapsoriasis (LPP) is an idiopathic, chronic scaly dermatosis classified within parapsoriasis group of diseases, occurring commonly in middle aged patients of all races and geographic regions. LPP and its variants are closely related to the patch stage of mycosis fungoides. The two types of LPP mostly described are the poikilodermatous and retiform parapsoriasis. We are reporting an ichthyosiform LPP for its rarity.

Ichthyosiform large plaque parapsoriasis: Report of a rare entity

Directory of Open Access Journals (Sweden)

Falguni Nag

2013-01-01

Full Text Available Large plaque parapsoriasis (LPP is an idiopathic, chronic scaly dermatosis classified within parapsoriasis group of diseases, occurring commonly in middle aged patients of all races and geographic regions. LPP and its variants are closely related to the patch stage of mycosis fungoides. The two types of LPP mostly described are the poikilodermatous and retiform parapsoriasis. We are reporting an ichthyosiform LPP for its rarity.

Education and training in dental schools in Spain, Sevilla University experience

International Nuclear Information System (INIS)

Mateos, J. C.; Carrera, F.; Gomez, A.; Luis, J.; Rodriguez, M.; Herrador, M.

2003-01-01

The ICRP, in its publication 73 entitled Radiological Protection and Safety in Medicine states (paragraph 128) that one important need is to provide adequate resources for the education and training in radiological protection for future professional and technical staff in medical practice. The training programme should include initial training for all incoming staff and regular updating retraining. The European Directive 97/743/EURATOM on Medical Exposure (MED) lays down requirements for education and training. The document RP 116 published by the European commission give guidelines on Education and Training in Radiation Protection and in its paragraph 51 establish that Members States shall encourage the introduction of a course on radiation protection in the basic curriculum of medical and dental schools according to the EC Medical Exposure Directive (MED). In the Spanish legislation RD 815/2001 referred to the medical exposures, it is encourage the need for the introduction of Radiological Protection courses in Medicine and Dental schools with the objective of patient protection. In this study it has been analysed the actual situation of the education and training in Radiation Protection in Dental Schools in Spain. In addition it is described the experience of the University of Sevilla. The results of the study shows that only 4 from 9 dental schools have disciplines of Radiation Protection in its curriculum. In one of them the course is mandatory and has a content of 2 credits (20 hours). In the rest of dental schools the discipline has an optional character with an average of 4 credits. The discipline of Radiation Protection of the curriculum of Dental School at Sevilla university has 4 credits and it is configured as a course with the necessary requirements from the Spanish Nuclear Safety Council to obtain the Radiological Accreditation of Responsible of Dental Radiodiagnostic Installations. This diploma is given once the students have finished the Bachelor

Work Begins at School.

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Casto, James E.

2001-01-01

Students at Clay County High School (West Virginia) get real-world work experience through the school's comprehensive School-to-Work program, now in its third year. Given the limited job availability in this poor rural area, the school supplements work-site experiences with school-based business enterprises, student construction projects, and…

Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students.

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Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Paradies, Yin; Kelaher, Margaret

2014-10-01

While studies investigating the health effects of racial discrimination for children and youth have examined a range of effect modifiers, to date, relationships between experiences of racial discrimination, student attitudes, and health outcomes remain unexplored. This study uniquely demonstrates the moderating effects of vicarious racism and motivated fairness on the association between direct experiences of racism and mental health outcomes, specifically depressive symptoms and loneliness, among primary and secondary school students. Across seven schools, 263 students (54.4% female), ranging from 8 to 17 years old (M = 11.2, SD = 2.2) reported attitudes about other racial/ethnic groups and experiences of racism. Students from minority ethnic groups (determined by country of birth) reported higher levels of loneliness and more racist experiences relative to the majority group students. Students from the majority racial/ethnic group reported higher levels of loneliness and depressive symptoms if they had more friends from different racial/ethnic groups, whereas the number of friends from different groups had no effect on minority students' loneliness or depressive symptoms. Direct experiences of racism were robustly related to higher loneliness and depressive symptoms in multivariate regression models. However, the association with depressive symptoms was reduced to marginal significance when students reported low motivated fairness. Elaborating on the negative health effects of racism in primary and secondary school students provides an impetus for future research and the development of appropriate interventions.

Asthma medication adherence among urban teens: a qualitative analysis of barriers, facilitators and experiences with school-based care.

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Blaakman, Susan W; Cohen, Alyssa; Fagnano, Maria; Halterman, Jill S

2014-06-01

Teens with persistent asthma do not always receive daily preventive medications or do not take them as prescribed, despite established clinical guidelines. The purpose of this study was to understand urban teens' experiences with asthma management, preventive medication adherence and participation in a school-based intervention. Teens (12-15 years) with persistent asthma, and prescribed preventive medication, participated in a pilot study that included daily observed medication therapy at school and motivational interviewing. Semi-structured interviews occurred at final survey. Qualitative content analysis enabled data coding to identify themes. Themes were classified as "general asthma management" or "program-specific." For general management, routines were important, while hurrying interfered with taking medications. Forgetfulness was most commonly linked to medication nonadherence. Competing demands related to school preparedness and social priorities were barriers to medication use. Independence with medications was associated with several benefits (e.g. avoiding parental nagging and feeling responsible/mature). Program-specific experiences varied. Half of teens reported positive rapport with their school nurse, while a few felt that their nurse was dismissive. Unexpected benefits and barriers within the school structure included perceptions about leaving the classroom, the distance to the nurse's office, the necessity of hall passes and morning school routines. Importantly, many teens connected daily medication use with fewer asthma symptoms, incenting continued adherence. Teens with asthma benefit from adherence to preventive medications but encounter numerous barriers to proper use. Interventions to improve adherence must accommodate school demands and unique teen priorities. The school nurse's role as an ally may support teens' transition to medication independence.

From a Managerial Imperative to a Learning Imperative: Experiences of Urban, Public School Principals

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Terosky, Aimee LaPointe

2014-01-01

Purpose: This article examines the experiences of urban, public school principals noted for their instructional leadership and highlights a leadership approach grounded in a learning imperative. Framework: This article explores the concept of instructional leadership, defined as attending to instructional matters, as embedded in an urban public…

The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families

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Adair, Jennifer Keys

2015-01-01

How the young children of immigrants experience their early school years may in large part determine their academic future and negatively affect their emotional, social, and mental development. Children benefit from a positive, supportive learning environment where their contributions are valued; many from immigrant families, however, experience…

Educators' Beliefs about Raising Lesbian, Gay, Bisexual, and Transgender Issues in the Schools: The Experience in Ontario, Canada

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Schneider, Margaret; Dimito, Anne

2008-01-01

This study investigated the experiences of 132 LGBT and heterosexual teachers and school administrators in Ontario, Canada. Participants completed a survey that asked about their comfort addressing LGBT issues in the school setting, how safe they felt, how active they were, and their perceptions of barriers. There were few differences between the…

Development of instructional manual encouraging student active learning for high school teaching on fluid mechanics through Torricelli's tank experiment

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Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purposes of this research were to help students to perform Physics laboratory by themselves and to provide guidelines for high school teacher to develop active learning on fluid mechanics by using Torricelli's tank experiment. The research was conducted as follows: 1) constructed an appropriate Torricelli's tank experiment for high school teaching and investigated the condition for maximum water falling distance. As a consequence, it was found that the distance of the falling water measured from the experiment was shorter than that obtained from the theory of ideal fluid because of the energy loss during a flow, 2) developed instructional manual for high school teaching that encourages active learning by using problem based learning (PBL) approach, which is consistent with the trend of teaching and learning in 21st century. The content validity of our instructional manual using Index of Item-objective Congruence (IOC) as evaluated by three experts was over 0.67. The manual developed was therefore qualified for classroom practice.

Indian boarding school experience, substance use, and mental health among urban two-spirit American Indian/Alaska natives.

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Evans-Campbell, Teresa; Walters, Karina L; Pearson, Cynthia R; Campbell, Christopher D

2012-09-01

Systematic efforts of assimilation removed many Native children from their tribal communities and placed in non-Indian-run residential schools. To explore substance use and mental health concerns among a community-based sample of 447 urban two-spirit American Indian/Alaska Native adults who had attended boarding school as children and/or who were raised by someone who attended boarding school. Eighty-two respondents who had attended Indian boarding school as children were compared to respondents with no history of boarding school with respect to mental health and substance use. Former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees. About 39% of the sample had been raised by someone who attended boarding school. People raised by boarding school attendees were significantly more likely to have a general anxiety disorder, experience posttraumatic stress disorder symptoms, and have suicidal thoughts in their lifetime compared to others.

The effects of experience and attrition for novice high-school science and mathematics teachers.

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Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

Comparing among the Experiences of Self-Cutting, Hitting, and Scratching in Chinese Adolescents Attending Secondary Schools: An Interview Study

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You, Jianing; Ma, Congfen; Lin, Min-Pei; Leung, Freedom

2015-01-01

This study examined adolescents' experiences associated with nonsuicidal self-injury (NSSI) and compared among the experiences of self-cutting, hitting, and scratching. Participants included 42 Chinese adolescents attending secondary schools. They had at least three NSSI episodes in the preceding year. Information about their experiences of NSSI…

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

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Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, porganizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, porganizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

School nurses’ attitudes towards and experiences of the Swedish school-based HPV vaccination programme – A repeated cross sectional study

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Larsson, Margareta; Tydén, Tanja; Stenhammar, Christina

2017-01-01

The aim was to investigate school nurses’ attitudes towards, and experiences of vaccination against human papillomavirus (HPV), and compare the results with a similar study three years earlier. School nurses (n = 736) from all counties in Sweden completed a questionnaire in spring 2016, four years after the implementation of the national HPV vaccination programme, and three years after the previous survey. Overall, the school nurses had more favourable attitudes towards the HPV vaccination programme compared to the study in 2013 (p = 0.015). More than half of the nurses (n = 415, 56%) strongly agreed that boys should also be offered the vaccine (pHPV in order to inform and to answer questions about the vaccine from the girls or from the parents. More than half of the nurses (n = 409, 56%) reported that they needed more education about HPV. Almost all nurses (n = 659, 90%) had been contacted by parents with questions about the vaccine, and most questions were related to vaccine safety. School nurses have a more favourable attitude towards the vaccination programme against HPV compared to three years earlier, although almost all nurses had been contacted by parents with diverse questions and concerns. The nurses believed that they needed more education about HPV. Thus, it is essential to provide ongoing education and training for school nurses who are key healthcare professionals for providing information about HPV and HPV vaccination to parents and to pupils. PMID:28419156

A Person-Centered Exploration of Children of Immigrants' Social Experiences and Their School-Based Well-Being

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Pieloch, Kerrie A.; Marks, Amy K.; García Coll, Cynthia

2018-01-01

This study aimed to explore commonalities among discrimination, stereotyping, and peer-related social experiences of children of immigrants, and to see if these experiences might relate to children's school-based well-being. Two age-based cohorts of 294 children and their immigrant parents from Portugal, the Dominican Republic, and Cambodia were…

An adenoviral vector expressing lipoprotein A, a major antigen of Mycoplasma mycoides subspecies mycoides, elicits robust immune responses in mice.

Science.gov (United States)

Carozza, Marlène; Rodrigues, Valérie; Unterfinger, Yves; Galea, Sandra; Coulpier, Muriel; Klonjkowski, Bernard; Thiaucourt, François; Totté, Philippe; Richardson, Jennifer

2015-01-01

Contagious bovine pleuropneumonia (CBPP), caused by Mycoplasma mycoides subsp. mycoides small colony type (MmmSC), is a devastating respiratory disease of cattle. In sub-Saharan Africa, where CBPP is enzootic, live attenuated vaccines are deployed but afford only short-lived protection. In cattle, recovery from experimental MmmSC infection has been associated with the presence of CD4(+) T lymphocytes that secrete interferon gamma in response to MmmSC, and in particular to the lipoprotein A (LppA) antigen. In an effort to develop a better vaccine against CBPP, a viral vector (Ad5-LppA) that expressed LppA was generated from human adenovirus type 5. The LppA-specific immune responses elicited by the Ad5-LppA vector were evaluated in mice, and compared to those elicited by recombinant LppA formulated with a potent adjuvant. Notably, a single administration of Ad5-LppA, but not recombinant protein, sufficed to elicit a robust LppA-specific humoral response. After a booster administration, both vector and recombinant protein elicited strong LppA-specific humoral and cell-mediated responses. Ex vivo stimulation of splenocytes induced extensive proliferation of CD4(+) T cells for mice immunized with vector or protein, and secretion of T helper 1-associated and proinflammatory cytokines for mice immunized with Ad5-LppA. Our study - by demonstrating the potential of a viral-vectored prototypic vaccine to elicit prompt and robust immune responses against a major antigen of MmmSC - represents a first step in developing a recombinant vaccine against CBPP. Copyright © 2014 Elsevier Ltd. All rights reserved.

Sexual experience among emotionally and behaviorally disordered students in therapeutic day schools: an ecological examination of adolescent risk.

Science.gov (United States)

Donenberg, Geri R; Emerson, Erin; Brown, Larry K; Houck, Christopher; Mackesy-Amiti, Mary Ellen

2012-09-01

This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.

First-principle optimal local pseudopotentials construction via optimized effective potential method

International Nuclear Information System (INIS)

Mi, Wenhui; Zhang, Shoutao; Wang, Yanchao; Ma, Yanming; Miao, Maosheng

2016-01-01

The local pseudopotential (LPP) is an important component of orbital-free density functional theory, a promising large-scale simulation method that can maintain information on a material’s electron state. The LPP is usually extracted from solid-state density functional theory calculations, thereby it is difficult to assess its transferability to cases involving very different chemical environments. Here, we reveal a fundamental relation between the first-principles norm-conserving pseudopotential (NCPP) and the LPP. On the basis of this relationship, we demonstrate that the LPP can be constructed optimally from the NCPP for a large number of elements using the optimized effective potential method. Specially, our method provides a unified scheme for constructing and assessing the LPP within the framework of first-principles pseudopotentials. Our practice reveals that the existence of a valid LPP with high transferability may strongly depend on the element.

Experiências da desigualdade: os sentidos da escolarização elaborados por jovens pobres Experiences of inequality: the meanings of schooling envisaged by poor youths

Directory of Open Access Journals (Sweden)

Geraldo Magela Pereira Leão

2006-04-01

Full Text Available Neste artigo, pretendo discutir os sentidos atribuídos à experiência de escolarização por jovens pobres da periferia de Belo Horizonte atendidos em um programa federal de inclusão social - o Programa Serviço Civil Voluntário (1996-2002 do Ministério da Justiça e do Ministério do Trabalho e Emprego. Os dados e depoimentos relatados foram coletados por meio da observação participante e da realização de entrevistas com jovens, pais/mães e profissionais (gestores, instrutores e coordenadores. Em uma de suas fases, debrucei-me sobre as experiências escolares dos sujeitos pesquisados, procurando captar os sentidos elaborados, valores e expectativas quanto à sua escolarização. Esses jovens cresceram sob o impacto da ampliação das desigualdades sociais e econômicas das últimas décadas no Brasil. Ao mesmo tempo em que usufruíram a expansão da escolarização para as novas gerações, experimentaram o acesso à educação de forma desigual. Ao olhar para os sujeitos da pesquisa, constatei que a maioria deles viveu uma trajetória escolar atribulada. Embora tenham maior escolaridade em relação aos seus pais, eles viveram uma trajetória incerta, coberta de dificuldades, feita de idas e vindas na escola. Ao mesmo tempo, embora vivenciem situações de exclusão social e econômica, os sentidos por eles atribuídos à escolarização são múltiplos. A educação permanece como um valor para esses jovens, apesar de manifestarem uma relação tensa e ambígua com relação à instituição escolar. Demandam uma escola de qualidade, com regras e procedimentos claros, mas também que sejam respeitados e reconhecidos como sujeitos de direito.In this article I intend to discuss the meanings attributed to the experience of schooling by poor young people from the outskirts of Belo Horizonte who took part in a federal program of social inclusion - the Voluntary Civil Service Program (1996-2002 of the Ministry of Justice and Ministry for

"Sticking Together": The Adolescent Experience of the Cohesion Process in Rural School Counseling Groups

Science.gov (United States)

Gray, Tara M.; Rubel, Deborah

2018-01-01

The purpose of this study was to develop a grounded theory of how adolescents experience the cohesion process in rural school counseling groups. A total of 20 individual interviews with 7 participants were conducted. Data analysis generated the central category of the cohesion process as "sticking together," which describes a "tight…

Young Students' Aesthetic Experiences and Meaning-Making Processes in an Outdoor Environmental School Practice

Science.gov (United States)

Manni, Annika; Ottander, Christina; Sporre, Karin

2017-01-01

This study uses John Dewey's theoretical concept of "aesthetic experience" in empirically exploring expressions of cognition and emotion in students' meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical…

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

Science.gov (United States)

Utami, Wiwik Sri; Sumarmi; Ruja, I. Nyoman; Utaya, Sugeng

2016-01-01

The purpose of this study is to examine the effectiveness of geography student worksheet in developing high school students' learning experiences. The student worksheet was planned to gain opportunity to develop creative and geography skills. The effectiveness is assessed from the contribution of the worksheets in improving the skills of…

Experiments with radioactive materials at schools. Didactically important and possible without risk; Experimente mit radioaktiven Stoffen an Schulen. Didaktisch wichtig und gefahrlos moeglich.

Energy Technology Data Exchange (ETDEWEB)

Vahlbruch, Jan-Willem [Hannover Univ. (Germany). Inst. fuer Radiooekologie und Strahlenschutz

2017-04-01

The basis for the understanding of radioactivity and radioprotection is formed in the secondary school. Therefore, the German-Swiss Radiation Protection Association has been trying to support the appropriate teaching of relevant topics in school for a long time. Unfortunately experiments with radioactive materials are hampered in Germany by complex and confusing legislation. In this contribution the framework is described which is given by the German legislation for the use of radioactive sources in secondary schools. Additionally, proposals for different simple experiments with radioactivity are presented, alternative methods like e.g. virtual experiments are introduced and a recommendation for a simplified regulatory framework is made.

Pushing and Pulling Sara: A Case Study of the Contrasting Influences of High School and University Experiences on Engineering Agency, Identity, and Participation

Science.gov (United States)

Godwin, Allison; Potvin, Geoff

2017-01-01

This manuscript reports a longitudinal case study of how one woman, Sara, who had previously considered dropping out of high school, authored strong mathematics and science identities and purposefully exhibited agency through her experiences in high school science. These experiences empowered her to choose an engineering major in college; however,…

The Rhetoric and Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived Experiences

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Lindy-Anne Abawi

2018-04-01

Full Text Available This paper details a cross-cultural study of inclusive leadership practices within a basic education context in each of the following countries: Australia, Canada, and Colombia. Each school was selected after district educational leaders identified the school as being inclusive of students with diverse learning needs over an extended period of time. The researchers were particularly interested in the norms and assumptions that were evident within conversations because these were viewed as indicators of the nature of the embedded school culture within each context. School leaders and teachers were interviewed to determine the link between rhetoric and reality, and what inclusion ‘looked like’, ‘felt like’, and ‘sounded like’ at each site, and whether any discernible differences could be attributed to societal culture. A refractive phenomenological case study approach was used to capture the messages within each context and the lived experiences of the participants as they sought to cater for the needs of students. Data were collected from semi-structured interviews with school leaders and teaching staff. Each researcher conducted environmental observations, documenting the impressions and insights gained from the more implicit messages communicated verbally, non-verbally, and experientially from school structures, visuals, and school ground interactions. Themes were collated from the various narratives that were recounted. Both similarities and distinct socio-cultural differences emerged.

The role of school-based dental programme on dental caries experience in Yogyakarta Province, Indonesia

NARCIS (Netherlands)

Amalia, Rosa; Schaub, Rob M. H.; Widyanti, Niken; Stewart, Roy; Groothoff, Johan W.

Objectives. To assess the effectiveness of a school-based dental programme (SBDP) in controlling caries by measuring the relationship between the SBDP performance and caries experience in children aged 12 in Yogyakarta Province, Indonesia, by taking into account influencing factors. Methods. A

The Perceptions of Georgia School Board Members' Need for Training on School Board Governance

Science.gov (United States)

Nutt, Pamela Studdard

2010-01-01

This study explored the perceptions of training needs of school board members in Georgia. The study examined perceptions of school board chairs, board members with 1 to 5 years experience, members with 6 to 10 years experience, members with 11 to 15 years experience and board members with 16 plus years experience in the areas of school board…

A questão da diversidade na experiência escolar de jovens na Guiana Francesa The issue of diversity in the school experience of youngsters in the French Guiana

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Izabel Galvão

2007-04-01

Full Text Available O artigo apresenta uma pesquisa realizada em dois colégios (5ª à 8ª séries do Ensino Fundamental da cidade de Caiena, na Guiana Francesa, e analisa práticas discursivas produzidas por alunos, visando compreender como se manifesta a questão da diversidade e como ela participa da construção da experiência escolar. O dispositivo empírico consistiu em entrevistas coletivas e individuais e se apoiou numa perspectiva compreensiva das práticas sociais, que valoriza a capacidade de ação e reflexão dos atores. Examina-se o modo como esses alunos constroem sua experiência escolar numa sociedade dependente e marcada pela diversidade cultural e lingüística, numa escola que combina a retórica da igualdade de oportunidades e um clima fortemente competitivo. A sociabilidade entre pares se destaca como importante dimensão da experiência escolar e os jovens relatam como ela é balizada pelas imagens de si e do outro, construídas a partir de elementos próprios ao mundo escolar, ao universo das culturas juvenis, ao contexto sociocultural da Guiana. Os alunos fazem eco às diferentes visões sobre a escola na Guiana e, situando-se entre a crítica e a adesão ao modelo e às práticas da escola francesa, expressam suas expectativas, formulam suas perspectivas. Por trás das críticas que tecem, os adolescentes formulam a demanda de serem reconhecidos como pessoa singular, questão que se situa no cerne dos processos de sua construção subjetiva.The article presents a study conducted with two schools (5th to 8th year of fundamental school in the city of Cayenne, French Guiana. It analyzes discursive practices produced by pupils with the purpose of understanding how the issue of diversity is manifested, and how it takes part in the construction of the experience of schooling. The empirical device consisted of collective and individual interviews, and was supported by a perspective sensitive to the social practices, recognizing the value of the

Internationalization in schools - perspectives of school leaders

DEFF Research Database (Denmark)

Egekvist, Ulla Egidiussen; Lyngdorf, Niels Erik; Du, Xiangyun

2017-01-01

This paper explores how internationalization ideas in primary and lower secondary schools can be developed through the acquisition of international experience abroad by leaders. The study was inspired by existing literature on internationalization and leadership, and theories of experiential...... learning and reflection. Empirically, qualitative material was derived from a study of nineteen Danish school leaders participating in an eight-day delegation visit to China. This study shows that international experience for leaders can be used to develop ideas for internationalization at the school level...

Development of a compact laser-produced plasma soft X-ray source for radiobiology experiments

Energy Technology Data Exchange (ETDEWEB)

Adjei, Daniel, E-mail: nana.adjeidan@gmail.com [Institute of Optoelectronics, Military University of Technology, 2, Kaliskiego Str., 00-908 Warsaw (Poland); Radiation Protection Institute, Ghana Atomic Energy Commission, P.O. Box LG 80, Legon, Accra (Ghana); Ayele, Mesfin Getachew; Wachulak, Przemyslaw; Bartnik, Andrzej; Wegrzynski, Łukasz; Fiedorowicz, Henryk [Institute of Optoelectronics, Military University of Technology, 2, Kaliskiego Str., 00-908 Warsaw (Poland); Vyšín, Luděk [Institute of Physics, Czech Academy of Sciences, Na Slovance 2, 182 21 Prague 8 (Czech Republic); Faculty of Nuclear Sciences and Engineering Physics, Czech Technical University in Prague, Břehová 7, 115 19 Prague 1 (Czech Republic); Wiechec, Anna; Lekki, Janusz; Kwiatek, Wojciech M. [Institute of Nuclear Physics, Polish Academy of Sciences, 152, Radzikowskiego Str., 31-342 Cracow (Poland); Pina, Ladislav [Faculty of Nuclear Sciences and Engineering Physics, Czech Technical University in Prague, Břehová 7, 115 19 Prague 1 (Czech Republic); Davídková, Marie [Institute of Nuclear Physics, Czech Academy of Sciences, Řež (Czech Republic); Juha, Libor [Institute of Physics, Czech Academy of Sciences, Na Slovance 2, 182 21 Prague 8 (Czech Republic)

2015-12-01

A desk-top laser-produced plasma (LPP) source of soft X-rays (SXR) has been developed for radiobiology research. The source is based on a double-stream gas puff target, irradiated with the focused beam of a commercial Nd:YAG laser. The source has been optimized to get a maximum photon emission from LPP in the X-ray “water window” spectral wavelength range from 2.3 nm (i.e., an absorption edge of oxygen) to 4.4 nm (i.e., an absorption edge of carbon) (280–540 eV in photon energy units) by using argon gas-puff target and spectral filtering by free-standing thin foils. The present source delivers nanosecond pulses of soft X-rays at a fluence of about 4.2 × 10{sup 3} photons/μm{sup 2}/pulse on a sample placed inside the vacuum chamber. In this paper, the source design, radiation output characterization measurements and initial irradiation experiments are described. The source can be useful in addressing observations related to biomolecular, cellular and organisms’ sensitivity to pulsed radiation in the “water window”, where carbon atoms absorb X-rays more strongly than the oxygen, mostly present in water. The combination of the SXR source and the radiobiology irradiation layout, reported in this article, make possible a systematic investigation of relationships between direct and indirect action of ionizing radiation, an increase of a local dose in carbon-rich compartments of the cell (e.g., lipid membranes), an experimental estimation of a particular role of the Auger effect (in particular in carbon atoms) in the damage to biological systems, and the study of ionization/excitation-density (LET – Linear Energy Transfer) and dose-rate effects in radiobiology.

Tourette's Syndrome and the School Experience: A Qualitative Study of Children's and Parents' Perspectives

Science.gov (United States)

Grace, Rebekah; Russell, Cherry

2005-01-01

This article reports on research exploring the school experiences of 26 children (aged between 8 and 15.5 years) diagnosed with Tourette's Syndrome. The research adopted a qualitative methodology, and is reported here from the perspective of both the parents and the children themselves. Three different groups of families emerged: those who were…

Experiences of Leaders in One Texas School District Integrating Social Media as a Communication Medium: Bounded Phenomenological Case Study

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Lewis, Bradley D.

2017-01-01

The purpose of this bounded phenomenological case study was to investigate the experiences of leaders in one Texas school district integrating social media into communication practices. The participants in this study were twelve campus leaders, four district level leaders, and the superintendent of schools. The focus groups consisted of three…

"Boy Crisis" or "Girl Risk"? The Gender Difference in Nonsuicidal Self-Injurious Behavior Among Middle-School Students in China and its Relationship to Gender Role Conflict and Violent Experiences.

Science.gov (United States)

Yang, Xueyan; Xin, Moye

2018-03-01

We attempted to test if there were gender differences in nonsuicidal self-injurious (NSSI) behaviors among Chinese middle-school students, and analyze the impact of gender role conflict and violent experiences on these behaviors among middle-school students of different genders. Based on the survey data from seven middle schools in Xi'an region of China, the gender difference in NSSI behaviors and its associated factors were analyzed in this study. There was no significant gender difference in NSSI behaviors among middle-school students; however, female middle-school students were more likely to experience gender role conflicts while male students were more likely to experience all kinds of violence earlier. Gender role conflicts and violent experiences can explain the prevalence of NSSI behaviors by gender, to some extent. The hypothesis on gender patterns of "boy crisis" or "girl risk" on NSSI prevalence was not verified; however, a "girl risk" for gender role conflicts and a "boy crisis" in violent experiences were found. The gender role conflicts were significantly associated with NSSI prevalence among middle-school students to some extent; however, this relationship was adjusted by variables of violent experiences. The different variables of violent experiences were the important predictors of NSSI prevalence among male and female middle-school students with specific contents varying across genders.

Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience

Science.gov (United States)

De Grove, Frederik; Van Looy, Jan; Neys, Joyce; Jansz, Jeroen

2012-01-01

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification,…

Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School

Science.gov (United States)

DeMatthews, David

2015-01-01

Social justice leadership in high-poverty urban schools is complex. Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive…

Do Schools Discriminate Against Homosexual Parents? Evidence from an Internet Field Experiment

OpenAIRE

Diaz-Serrano, Luis; Meix-Llop, Enric

2015-01-01

The recognition of homosexual rights is a controversial issue in many countries. Spain was the third country in the world (after Netherlands and Belgium) to introduce a law recognizing homosexual marriage and adoption of children. In this paper, we examine for the first time whether schools are more hesitant to give feedback to homosexual parents during children's pre-registration period in Spain. In order to do that, we designed an internet field experiment to be conducted in ...

Avoiding student infection during a Middle East respiratory syndrome (MERS) outbreak: a single medical school experience.

Science.gov (United States)

Park, Seung Won; Jang, Hye Won; Choe, Yon Ho; Lee, Kyung Soo; Ahn, Yong Chan; Chung, Myung Jin; Lee, Kyu-Sung; Lee, Kyunghoon; Han, Taehee

2016-06-01

In outbreaks of infectious disease, medical students are easily overlooked in the management of healthcare personnel protection although they serve in clinical clerkships in hospitals. In the early summer of 2015, Middle East respiratory syndrome (MERS) struck South Korea, and students of Sungkyunkwan University School of Medicine (SKKUSOM) were at risk of contracting the disease. The purpose of this report is to share SKKUSOM's experience against the MERS outbreak and provide suggestions for medical schools to consider in the face of similar challenges. Through a process of reflection-on-action, we examined SKKUSOM's efforts to avoid student infection during the MERS outbreak and derived a few practical guidelines that medical schools can adopt to ensure student safety in outbreaks of infectious disease. The school leadership conducted ongoing risk assessment and developed contingency plans to balance student safety and continuity in medical education. They rearranged the clerkships to another hospital and offered distant lectures and tutorials. Five suggestions are extracted for medical schools to consider in infection outbreaks: instant cessation of clinical clerkships; rational decision making on a school closure; use of information technology; constant communication with hospitals; and open communication with faculty, staff, and students. Medical schools need to take the initiative and actively seek countermeasures against student infection. It is essential that medical schools keep constant communication with their index hospitals and the involved personnel. In order to assure student learning, medical schools may consider offering distant education with online technology.

"School Adopts an Experiment": The Photoluminescence in Extra-Virgin Olive Oil and in Tonic Water

Science.gov (United States)

Gallitto, A. Agliolo; Agnello, S.; Cannas, M.

2011-01-01

We report a laboratory activity, carried out along with high- and secondary-school students, that can be done to increase the interest of the young in scientific studies. Groups of selected students "adopted" experiments at physics research laboratories, under the guidance of university researchers. Subsequently, the students…

Internationalization in schools - perspectives of school leaders

DEFF Research Database (Denmark)

Egekvist, Ulla Egidiussen; Lyngdorf, Niels Erik; Du, Xiangyun

2017-01-01

This paper explores how internationalization ideas in primary and lower secondary schools can be developed through the acquisition of international experience abroad by leaders. The study was inspired by existing literature on internationalization and leadership, and theories of experiential...... through reflections of lived experiences, participation in meaningful activities, and active engagement in interaction with international and local colleagues. However, the realization of ideas depends on various elements, including leadership, teacher engagement, policy support, and financial support....... learning and reflection. Empirically, qualitative material was derived from a study of nineteen Danish school leaders participating in an eight-day delegation visit to China. This study shows that international experience for leaders can be used to develop ideas for internationalization at the school level...

After-School Growth: What Young People Have to Say. A Response to "Democracy and Development: The Role of Outside-of-School Experiences in Preparing Young People to Be Active Citizens"

Science.gov (United States)

Gildin, Bonny

2011-01-01

In the context of a conference on after-school programs, sponsored by the nonprofit All Stars Project, youth from the organization's programs discuss their experiences and growth as citizens in a video-captured panel discussion. Their discussion illustrates how outside-of-school social and cultural development helps disenfranchised youth to see…

Conceptions of childhood and identity in Neuquén Mapuche children’s school experiences

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Andrea Szulc

2016-01-01

Full Text Available Elementary schools continue to play a central role today in mapuche rural communities, at neuquén —Argentina—, sometimes, as the only government enclave. In the school context, thus, the hegemonic definition of identity is reinforced, as well as the school’s model of childhood. such identity relegates mapuche culture and subordinates it to the national, provincial and catholic identity. Anthropologi- cal research carried out since 2001 has been showing how some mapuche children and adolescents question school’ conceptions.This article presents a brief description of the educational system in this region, and explores the school experiences of mapuche children, examining the disputes over conceptions of childhood and mapuche identity introduced by children’ resistance practices. Considering mainly original ethnographic materials, the analysis reveals how through this controversial attitude not only they have strengthened their self recognition as mapuche but also they havebeen «succesfull» in the educational system.

Sociocultural Experiences of Bulimic and Non-Bulimic Adolescents in a School-Based Chinese Sample

Science.gov (United States)

Jackson, Todd; Chen, Hong

2010-01-01

From a large school-based sample (N = 3,084), 49 Mainland Chinese adolescents (31 girls, 18 boys) who endorsed all DSM-IV criteria for bulimia nervosa (BN) or sub-threshold BN and 49 matched controls (31 girls, 18 boys) completed measures of demographics and sociocultural experiences related to body image. Compared to less symptomatic peers, those…

Creating Better Schools through Democratic School Leadership

Science.gov (United States)

San Antonio, Diosdado M.

2008-01-01

This paper examines the impact of implementing democratic school leadership via advisory school councils in Philippine public secondary schools. Through an experiment with empirical surveys and interviews, this study reveals that the experimental group had higher levels of commitment, empowerment and trust compared with the control group after one…

Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement

Science.gov (United States)

Heddy, Benjamin Charles

This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

Using Symbolic Interactionism to Analyze a Specialized STEM High School Teacher's Experience in Curriculum Reform

Science.gov (United States)

Teo, Tang Wee; Osborne, Margery

2012-01-01

In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher's experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: "inquiry curriculum" and "curriculum change" through the process lens of interactions, actions,…

Self-Concept in Arab American Adolescents: Implications of Social Support and Experiences in the Schools

Science.gov (United States)

Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

2012-01-01

The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self-Worth) of self-concept in Arab American adolescents in relation to their school experiences, including discrimination, self-perceived teacher social support, and self-perceived classmate social support. Half of the sample either…

Contrasting Disclosure Practices and Experiences of School Support for Australian Adolescents with Cancer, Cystic Fibrosis and Anorexia Nervosa: Parent Perspectives

Science.gov (United States)

Bowtell, Evelyn Cecile; Aroni, Rosalie; Green, Julie; Sawyer, Susan M.

2018-01-01

Schools in Australia are required to promote equitable access to education and provide support services to students with chronic health conditions (CHCs). This qualitative study was conducted to explore stakeholders' experiences and perceptions regarding school-based support. In-depth interviews were conducted with 38 parents of upper secondary…

Ambivalence and Fluidity in the Teenage Smoking and Quitting Experience: Lessons from a Qualitative Study at an English Secondary School

Science.gov (United States)

Buswell, Marina; Duncan, Peter

2013-01-01

Objective: To evaluate a school-based stop smoking pilot project and to understand the teenage experience of smoking and quitting within that context. Design: Flexible design methods. Setting: A Kent (United Kingdom [UK]) secondary school. Methods: Semi-structured interviews analyzed following a grounded theory approach. Results: The main themes…

Emotional event-related potentials are larger to figures than scenes but are similarly reduced by inattention

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Nordström Henrik

2012-05-01

Full Text Available Abstract Background In research on event-related potentials (ERP to emotional pictures, greater attention to emotional than neutral stimuli (i.e., motivated attention is commonly indexed by two difference waves between emotional and neutral stimuli: the early posterior negativity (EPN and the late positive potential (LPP. Evidence suggests that if attention is directed away from the pictures, then the emotional effects on EPN and LPP are eliminated. However, a few studies have found residual, emotional effects on EPN and LPP. In these studies, pictures were shown at fixation, and picture composition was that of simple figures rather than that of complex scenes. Because figures elicit larger LPP than do scenes, figures might capture and hold attention more strongly than do scenes. Here, we showed negative and neutral pictures of figures and scenes and tested first, whether emotional effects are larger to figures than scenes for both EPN and LPP, and second, whether emotional effects on EPN and LPP are reduced less for unattended figures than scenes. Results Emotional effects on EPN and LPP were larger for figures than scenes. When pictures were unattended, emotional effects on EPN increased for scenes but tended to decrease for figures, whereas emotional effects on LPP decreased similarly for figures and scenes. Conclusions Emotional effects on EPN and LPP were larger for figures than scenes, but these effects did not resist manipulations of attention more strongly for figures than scenes. These findings imply that the emotional content captures attention more strongly for figures than scenes, but that the emotional content does not hold attention more strongly for figures than scenes.

Emotional event-related potentials are larger to figures than scenes but are similarly reduced by inattention

Science.gov (United States)

2012-01-01

Background In research on event-related potentials (ERP) to emotional pictures, greater attention to emotional than neutral stimuli (i.e., motivated attention) is commonly indexed by two difference waves between emotional and neutral stimuli: the early posterior negativity (EPN) and the late positive potential (LPP). Evidence suggests that if attention is directed away from the pictures, then the emotional effects on EPN and LPP are eliminated. However, a few studies have found residual, emotional effects on EPN and LPP. In these studies, pictures were shown at fixation, and picture composition was that of simple figures rather than that of complex scenes. Because figures elicit larger LPP than do scenes, figures might capture and hold attention more strongly than do scenes. Here, we showed negative and neutral pictures of figures and scenes and tested first, whether emotional effects are larger to figures than scenes for both EPN and LPP, and second, whether emotional effects on EPN and LPP are reduced less for unattended figures than scenes. Results Emotional effects on EPN and LPP were larger for figures than scenes. When pictures were unattended, emotional effects on EPN increased for scenes but tended to decrease for figures, whereas emotional effects on LPP decreased similarly for figures and scenes. Conclusions Emotional effects on EPN and LPP were larger for figures than scenes, but these effects did not resist manipulations of attention more strongly for figures than scenes. These findings imply that the emotional content captures attention more strongly for figures than scenes, but that the emotional content does not hold attention more strongly for figures than scenes. PMID:22607397

Experiences of high school Hispanic girls in pursuit of science, technology, engineering, and mathematics-related coursework and careers

Science.gov (United States)

Vijil, Veronica G.

2011-12-01

An overall increased awareness of the importance of science, technology, engineering, and mathematics (STEM) has prompted attention toward the continued underrepresentation of Hispanic women in this field. The purpose of this collective case study was to explore the support systems, perceived barriers, and prior experiences influencing high school Hispanic girls' decisions to pursue advanced coursework and related careers through a career pathway in science, technology, engineering, and mathematics (STEM) areas. Specifically, participants were interviewed regarding their mathematics and science experiences in elementary and middle schools, as well as perceived supports and barriers to their choices to pursue STEM careers and advanced coursework. Results indicated that the participants linked their elementary and middle school experiences with their teachers rather than specific activities. Accolades such as certificates and good grades for academic achievement contributed to the girls' strong self-efficacy at an early age. The participants possessed self-discipline and self-confidence, using intrinsic motivation to pursue their goals. Support systems included families and a few teachers. Barriers were revealed in different forms including derogatory comments by boys in class, difficult curricula with limited tutors available for higher level courses, and receipt of financial assistance to attend a university of their choice.

Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?

Science.gov (United States)

Eisenkopf, Gerald; Sulser, Pascal A.

2016-01-01

The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic…

Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience

Science.gov (United States)

Körhasan, Nilüfer Didis; Didis, M. Gözde

2015-01-01

This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own…

Making ionising radiation a real experience for high school science students

International Nuclear Information System (INIS)

Whitlock, J.; Lang, P.; De La Matter, D.; Hinman, P.; White, B.

2009-01-01

The Canadian public has little understanding of ionising radiation due in part to its treatment in popular media. In principle, students learn about ionising radiation in their school science classes. Developments in science curricula are providing more education opportunities for this subject. The Canadian Nuclear Society's program for introducing real, personal experience with ionising radiation in the classroom is starting to make a difference. The demand is expected to exceed the resources of the CNS and the program is being developed to facilitate external support. This paper summarizes the need, the history of this program development, and the path forward. (author)

Avoiding student infection during a Middle East respiratory syndrome (MERS outbreak: a single medical school experience

Directory of Open Access Journals (Sweden)

Seung Won Park

2016-06-01

Full Text Available Purpose: In outbreaks of infectious disease, medical students are easily overlooked in the management of healthcare personnel protection although they serve in clinical clerkships in hospitals. In the early summer of 2015, Middle East respiratory syndrome (MERS struck South Korea, and students of Sungkyunkwan University School of Medicine (SKKUSOM were at risk of contracting the disease. The purpose of this report is to share SKKUSOM’s experience against the MERS outbreak and provide suggestions for medical schools to consider in the face of similar challenges. Methods: Through a process of reflection-on-action, we examined SKKUSOM’s efforts to avoid student infection during the MERS outbreak and derived a few practical guidelines that medical schools can adopt to ensure student safety in outbreaks of infectious disease. Results: The school leadership conducted ongoing risk assessment and developed contingency plans to balance student safety and continuity in medical education. They rearranged the clerkships to another hospital and offered distant lectures and tutorials. Five suggestions are extracted for medical schools to consider in infection outbreaks: instant cessation of clinical clerkships; rational decision making on a school closure; use of information technology; constant communication with hospitals; and open communication with faculty, staff, and students. Conclusion: Medical schools need to take the initiative and actively seek countermeasures against student infection. It is essential that medical schools keep constant communication with their index hospitals and the involved personnel. In order to assure student learning, medical schools may consider offering distant education with online technology.

Punishment in School: The Role of School Security Measures

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Thomas J Mowen

2014-09-01

Full Text Available Although investigation of school security measures and their relationships to various outcomes including school crime rates (Gottfredson, 2001, perpetuation of social inequality (Ferguson, 2001; Nolan, 2011; Welch & Payne, 2010, and the impact on childhood experiences has seen significant growth within the last 20 years (Newman, 2004; Kupchik, 2010, few studies have sought to explore the impacts of these measures on suspension rates. Using data from the Educational Longitudinal Study (2002, I explore the relationship between security measures and in-school, out-of-school, and overall suspension rates. Results indicate schools with a security officer experience higher rates of in-school suspensions but have no difference in rates of out-of-school or overall suspensions compared to schools without a security officer. No other measure of security was related to higher suspension rates. As prior literature suggests, schools with greater proportions of black students experienced significantly higher rates of all suspension types. Finally, different types of parental involvement correlated with both higher and lower suspension rates.

The experience of parents implementing authoritarian parenting for their school-age children.

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Benga Olla, Marice; Catharina Daulima, Novy Helena; Eka Putri, Yossie Susanti

2018-02-01

To explore families' experiences who use an authoritarian parenting style in caring for school-age children. This was a qualitative study employing a phenomenological approach. The sampling method was to interview parents of school-age children living in the Central Maluku district in Indonesia. The findings of this study generated the following themes: (1) parents strictly controlled their children to achieve the parental values and expectations, (2) children failed to meet the parental values and expectations, and (3) problems experienced by the children were the results of the parenting style. This study suggested nursing professionals provide adequate information for parents with respect to parenting styles that may facilitate the optimal growth and development of the children. Future studies pertinent to cultural factors associated with authoritarian parenting were also suggested to better understand the cultural context of this parenting style. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

Building on the US Eclipse Experience in Schools, with the Public, and Beyond the US

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Simmons, Mike; Chee, Zoe; Bartolone, Lindsay

2018-01-01

Astronomers Without Borders (AWB) organized several programs for the August 21, 2017 total solar eclipse, both before and after the event, to increase participation, build on the inspiration of the eclipse, share the eclipse experience, and prepare for the eclipse in 2024.AWB focused on preparing institutions that were least likely to receive resources despite extensive nationwide efforts. AWB distributed more than 100,000 donated glasses, to isolated schools, children's cancer hospitals, abused women’s shelters, and other institutions without access to other resource providers.AWB’s Building on the Eclipse Education Program builds on the inspiration of the eclipse for STEM education. The program uses a small, personal spectroscope kit to study sunlight in different scientific fields and includes free classroom activities that meet NGSS standards.A program to collect eclipse observing glasses for schools in developing countries for future eclipses was announced around the time of the eclipse and quickly went viral, with coverage by national and innumerable local media outlets. This effort builds on AWB’s earlier programs for schools in Africa and in South America for past eclipses. Well over one million pairs are expected, as compared to the tens of thousands AWB provided through crowdfunding for previous efforts. Nearly 1000 glasses collection centers were created spontaneously, without a public call. Factors leading to widespread and diverse public participation will be presented.A program calling for first-time eclipse observers to share their experiences addresses a major issue in encouraging people to travel to the path of totality. Expert and eclipse-enthusiast testimony often fails to convince people of the value of the experience of totality as “a few minutes of darkness.” This program will share the disconnect between expectation and experience from first-time “ordinary” observers to encourage others to travel to the path of totality for the

The Role of Senior High School Experiences in Shaping a Life Project Linked to Higher Education for Students With Disabilities

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Rodolfo Cruz-Vadillo

2016-05-01

Full Text Available This article aims to approach the school experiences of 13 students with disabilities. It corresponds to a cross, synchronous and non experimental study, whose scope is mainly descriptive. The data collection was carried out through a semi-structured interview and transcribed from audio recordings to make a category analysis. The main results showed that in the case of students who were born with disabilities, the fact that an institution was inclusive turned out essential for them to have adequate transit through the educational system and thus become apt for higher education. The combination disability-inclusion-right to education-higher education is what this paper aimed to weave, trying to follow as thread or anchor, the previous school experiences of students with disabilities. We recognize that an adequate, inclusive, positive experience besides a subjective construction of the body and disability by family members, become important conditions to access schooling. Education is a right, therefore it can not be seen as an act of charity; it should be required as a quality practice.

The School Leader's Tool for Assessing and Improving School Culture

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Wagner, Christopher R.

2006-01-01

School culture consists of "the beliefs, attitudes, and behaviors which characterize a school" (Phillips, 1996, p. 1). It is the shared experiences both in school and out of school (traditions and celebrations) that create a sense of community, family, and team membership. It affects everything that happens in a school, including student…

Further characterization of a highly attenuated Yersinia pestis CO92 mutant deleted for the genes encoding Braun lipoprotein and plasminogen activator protease in murine alveolar and primary human macrophages.

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van Lier, Christina J; Tiner, Bethany L; Chauhan, Sadhana; Motin, Vladimir L; Fitts, Eric C; Huante, Matthew B; Endsley, Janice J; Ponnusamy, Duraisamy; Sha, Jian; Chopra, Ashok K

2015-03-01

We recently characterized the Δlpp Δpla double in-frame deletion mutant of Yersinia pestis CO92 molecularly, biologically, and immunologically. While Braun lipoprotein (Lpp) activates toll-like receptor-2 to initiate an inflammatory cascade, plasminogen activator (Pla) protease facilitates bacterial dissemination in the host. The Δlpp Δpla double mutant was highly attenuated in evoking bubonic and pneumonic plague, was rapidly cleared from mouse organs, and generated humoral and cell-mediated immune responses to provide subsequent protection to mice against a lethal challenge dose of wild-type (WT) CO92. Here, we further characterized the Δlpp Δpla double mutant in two murine macrophage cell lines as well as in primary human monocyte-derived macrophages to gauge its potential as a live-attenuated vaccine candidate. We first demonstrated that the Δpla single and the Δlpp Δpla double mutant were unable to survive efficiently in murine and human macrophages, unlike WT CO92. We observed that the levels of Pla and its associated protease activity were not affected in the Δlpp single mutant, and, likewise, deletion of the pla gene from WT CO92 did not alter Lpp levels. Further, our study revealed that both Lpp and Pla contributed to the intracellular survival of WT CO92 via different mechanisms. Importantly, the ability of the Δlpp Δpla double mutant to be phagocytized by macrophages, to stimulate production of tumor necrosis factor-α and interleukin-6, and to activate the nitric oxide killing pathways of the host cells remained unaltered when compared to the WT CO92-infected macrophages. Finally, macrophages infected with either the WT CO92 or the Δlpp Δpla double mutant were equally efficient in their uptake of zymosan particles as determined by flow cytometric analysis. Overall, our data indicated that although the Δlpp Δpla double mutant of Y. pestis CO92 was highly attenuated, it retained the ability to elicit innate and subsequent acquired immune

SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN

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Natalya T. Таgiltseva; Filip D. Shavov

2015-01-01

The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G...

Complexity of Choice: Teachers' and Students' Experiences Implementing a Choice-Based Comprehensive School Health Model

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Sulz, Lauren; Gibbons, Sandra; Naylor, Patti-Jean; Wharf Higgins, Joan

2016-01-01

Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of…

Phenomenological Analysis of Teachers' Organizational Deviance Experiences in a Rural Primary School in Turkey

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Anasiz, Burcu Türkkas; Püsküllüoglu, Elif Iliman

2018-01-01

The purpose of this study was to analyze organizational deviance experiences of teachers. The study was in phenomenological design among qualitative research methods. In the research convenience sampling technique was used. The research was conducted in a rural primary school in Mugla province in Turkey. Nine teachers participated in the study,…