WorldWideScience

Sample records for school recognition program

  1. School IPM Recognition and Certification

    Science.gov (United States)

    Schools and school districts can get support and recognition for implementation of school IPM. EPA is developing a program to provide recognition for school districts that are working towards or have achieved a level of success with school IPM programs.

  2. CASE Recognition Awards.

    Science.gov (United States)

    Currents, 1985

    1985-01-01

    A total of 294 schools, colleges, and universities received prizes in this year's CASE Recognition program. Awards were given in: public relations programs, student recruitment, marketing, program pulications, news writing, fund raising, radio programming, school periodicals, etc. (MLW)

  3. New Policies Allow High School Child Development Programs to Provide CDA Licensure

    Science.gov (United States)

    Langlais, Amanda G.

    2012-01-01

    Recent changes made by the Council for Professional Recognition to the Child Development Associate (CDA) credentialing program create an opportunity to redesign high school child development programs. On April 1, 2011, the Council for Professional Recognition lifted the age restriction in the CDA credentialing requirements, now allowing students…

  4. Neural-Network Object-Recognition Program

    Science.gov (United States)

    Spirkovska, L.; Reid, M. B.

    1993-01-01

    HONTIOR computer program implements third-order neural network exhibiting invariance under translation, change of scale, and in-plane rotation. Invariance incorporated directly into architecture of network. Only one view of each object needed to train network for two-dimensional-translation-invariant recognition of object. Also used for three-dimensional-transformation-invariant recognition by training network on only set of out-of-plane rotated views. Written in C language.

  5. Programming Recognition Arrays through Double Chalcogen-Bonding Interactions.

    Science.gov (United States)

    Biot, Nicolas; Bonifazi, Davide

    2018-04-11

    In this work, we have programmed and synthesized a recognition motif constructed around a chalcogenazolo-pyridine scaffold (CGP) that, through the formation of frontal double chalcogen-bonding interactions, associates into dimeric EX-type complexes. The reliability of the double chalcogen-bonding interaction has been shown at the solid-state by X-ray analysis, depicting the strongest recognition persistence for a Te-congener. The high recognition fidelity, chemical and thermal stability and easy derivatization at the 2-position makes CGP a convenient motif for constructing supramolecular architectures through programmed chalcogen-bonding interactions. © 2018 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

  6. Unpacking Recognition and Esteem in School Pedagogies

    Science.gov (United States)

    Wulf, Christoph; Bittner, Martin; Clemens, Iris; Kellermann, Ingrid

    2012-01-01

    The article focuses on pedagogical practices of recognition and esteem (Wertschatzung) and on the question of how those practices can be appropriately studied and epistemologically grasped. The investigation involves an inner-city elementary school in a socio-economically problematic district. With regard to the communication forms in this…

  7. A study on the Secondary School Teacher's Perception Change for Nuclear Power through an Experiment Practice Program

    International Nuclear Information System (INIS)

    Lee, ByungChae; Kim, JuHyun; Na, JungHyun; Yoo, DaYoung; Kim, WoongKi

    2016-01-01

    It is important to correct mis-understanding perception of general public for nuclear power for development of nuclear industry and the nation‟s advancement. It is required to provide secondary school students and teachers with correct information by learning activities in addition to mass media and textbook. If teachers have wrong concept, students are affected by the negative impact. Therefore, teachers should understand nuclear power correctly. KAERI(Korea Atomic Energy Research Institute) has served an education program entitled „to understand nuclear power correctly by experiment and practice‟ as an practice and improvement program for the secondary school teachers. We checked the change of the secondary teacher‟s recognition for nuclear power by the survey. In this study, we checked the change of the secondary school teacher‟s recognition level for nuclear power by the survey before and after the education program. Nuclear Perception level was increased by 8% showing optimistic mind for the safety, dangerousness, and necessity of nuclear power plants after the education. Nuclear knowledge level also went up 15% through the education program. It is concluded that the nuclear perception of the secondary school teachers can be improved through the education program for nuclear power. Secondary school students form general public in the future. Perception of the students is influenced by teachers deeply

  8. School Breakfast Program and school performance.

    Science.gov (United States)

    Meyers, A F; Sampson, A E; Weitzman, M; Rogers, B L; Kayne, H

    1989-10-01

    To test the hypothesis that participation in the School Breakfast Program by low-income children is associated with improvements in standardized achievement test scores and in rates of absence and tardiness, children in grades 3 through 6 were studied in the Lawrence, Mass, public schools, where the School Breakfast Program was begun at the start of the second semester 1986-1987 school year. The changes in scores on a standardized achievement test and in rates of absence and tardiness before and after the implementation of the School Breakfast Program for children participating in the program were compared with those of children who also qualified but did not participate. Controlling for other factors, participation in the School Breakfast Program contributed positively to the 1987 Comprehensive Tests of Basic Skills battery total scale score and negatively to 1987 tardiness and absence rates. These findings suggest that participation in the School Breakfast Program is associated with significant improvements in academic functioning among low-income elementary school children.

  9. Transforming the organizational culture of a school of nursing through innovative program development.

    Science.gov (United States)

    Lange, Jean W; Ingersoll, Gail; Novotny, Jeanne M

    2008-01-01

    This article illustrates how a grant designed to promote new program development provided a vehicle for organizational transformation. The collaboration surrounding this initiative created a common focus within the school that more effectively channeled its resources and resulted in an unprecedented level of scholarly achievement and recognition. Faculty leveraged the success of this initial grant to procure additional funding for related projects. The importance of partnerships and teamwork were two valuable lessons learned. We believe that our experience is replicable in other schools of nursing interested in organizational transformation. Gibson and Barsade's model of managed change guided the project's implementation and evaluation processes. Recommendations for engaging faculty, gaining support, and developing a collaborative network are discussed in the article, with findings from a stakeholder-focused evaluation demonstrating new program goal achievement as well as the transformative changes that occurred in the organizational culture. A focused, theory-derived program plan, with comprehensive process and outcome evaluation components resulted in a major transformation of one school of nursing. Unanticipated outcomes included renewed synergy among faculty; the development of a preferred vision for the future; scholarly collaboration around a central theme that effectively channeled limited resources and dramatically increased productivity; increased regional and national recognition; and the creation of regional, national, and international partnerships.

  10. Development of a safety communication and recognition program for construction.

    Science.gov (United States)

    Sparer, Emily H; Herrick, Robert F; Dennerlein, Jack T

    2015-05-01

    Leading-indicator-based (e.g., hazard recognition) incentive programs provide an alternative to controversial lagging-indicator-based (e.g., injury rates) programs. We designed a leading-indicator-based safety communication and recognition program that incentivized safe working conditions. The program was piloted for two months on a commercial construction worksite and then redesigned using qualitative interview and focus group data from management and workers. We then ran the redesigned program for six months on the same worksite. Foremen received detailed weekly feedback from safety inspections, and posters displayed worksite and subcontractor safety scores. In the final program design, the whole site, not individual subcontractors, was the unit of analysis and recognition. This received high levels of acceptance from workers, who noted increased levels of site unity and team-building. This pilot program showed that construction workers value solidarity with others on site, demonstrating the importance of health and safety programs that engage all workers through a reliable and consistent communication infrastructure. © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  11. Teachers' Recognition and Referral of Anxiety Disorders in Primary School Children

    Science.gov (United States)

    Headley, Clea J.; Campbell, Marilyn A.

    2011-01-01

    This study investigated the ability of primary school teachers to recognise and refer children with anxiety symptoms. Two hundred and ninety-nine primary school teachers completed a questionnaire exploring their recognition and referral responses to five hypothetical vignettes that described boys and girls with varying severity of anxiety…

  12. A study on the Secondary School Teacher's Perception Change for Nuclear Power through an Experiment Practice Program

    Energy Technology Data Exchange (ETDEWEB)

    Lee, ByungChae; Kim, JuHyun; Na, JungHyun; Yoo, DaYoung; Kim, WoongKi [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

    2016-10-15

    It is important to correct mis-understanding perception of general public for nuclear power for development of nuclear industry and the nation‟s advancement. It is required to provide secondary school students and teachers with correct information by learning activities in addition to mass media and textbook. If teachers have wrong concept, students are affected by the negative impact. Therefore, teachers should understand nuclear power correctly. KAERI(Korea Atomic Energy Research Institute) has served an education program entitled „to understand nuclear power correctly by experiment and practice‟ as an practice and improvement program for the secondary school teachers. We checked the change of the secondary teacher‟s recognition for nuclear power by the survey. In this study, we checked the change of the secondary school teacher‟s recognition level for nuclear power by the survey before and after the education program. Nuclear Perception level was increased by 8% showing optimistic mind for the safety, dangerousness, and necessity of nuclear power plants after the education. Nuclear knowledge level also went up 15% through the education program. It is concluded that the nuclear perception of the secondary school teachers can be improved through the education program for nuclear power. Secondary school students form general public in the future. Perception of the students is influenced by teachers deeply.

  13. Unalienated Recognition as a Feature of Democratic Schooling

    Science.gov (United States)

    Rheingold, Alison

    2012-01-01

    The current era of standards and accountability in U.S. public schooling narrows recognition and assessment to an almost exclusive focus on the production of test scores as legitimate markers of student achievement. This climate prevents rather than encourages democratic forms of exchange within and across social worlds. Via a case study of one…

  14. Endometriosis education in schools: A New Zealand model examining the impact of an education program in schools on early recognition of symptoms suggesting endometriosis.

    Science.gov (United States)

    Bush, Deborah; Brick, Emily; East, Michael C; Johnson, Neil

    2017-08-01

    Menstrual morbidity plays a significant role in adolescent females' lives. There are no studies to date reporting such data from menstrual health education programs in schools. The aim of our study was to report results from an audit of a menstrual health and endometriosis education program in secondary schools and observe age patterns of young women presenting for menstrual morbidity care. Audit data from education in secondary schools and audit data of patients from an Endometriosis and Pelvic Pain Coaching clinic operating in a private endometriosis specialised centre are reported. In a region of consistent delivery of the education program, student awareness of endometriosis was 32% in 2015. Overall in 2015, 13% of students experienced distressing menstrual symptoms and 27% of students sometimes or always missed school due to menstrual symptoms. Further, in one region of consistent delivery of the menstrual health education program, data show an increase in younger patients attending for specialised endometriosis care. There is strong suggestive evidence that consistent delivery of a menstrual health education program in schools increases adolescent student awareness of endometriosis. In addition, there is suggestive evidence that in a geographical area of consistent delivery of the program, a shift in earlier presentation of young women to a specialised health service is observed. © 2017 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

  15. Multitasking During Degraded Speech Recognition in School-Age Children.

    Science.gov (United States)

    Grieco-Calub, Tina M; Ward, Kristina M; Brehm, Laurel

    2017-01-01

    Multitasking requires individuals to allocate their cognitive resources across different tasks. The purpose of the current study was to assess school-age children's multitasking abilities during degraded speech recognition. Children (8 to 12 years old) completed a dual-task paradigm including a sentence recognition (primary) task containing speech that was either unprocessed or noise-band vocoded with 8, 6, or 4 spectral channels and a visual monitoring (secondary) task. Children's accuracy and reaction time on the visual monitoring task was quantified during the dual-task paradigm in each condition of the primary task and compared with single-task performance. Children experienced dual-task costs in the 6- and 4-channel conditions of the primary speech recognition task with decreased accuracy on the visual monitoring task relative to baseline performance. In all conditions, children's dual-task performance on the visual monitoring task was strongly predicted by their single-task (baseline) performance on the task. Results suggest that children's proficiency with the secondary task contributes to the magnitude of dual-task costs while multitasking during degraded speech recognition.

  16. School Breakfast Program and School Performance.

    Science.gov (United States)

    Meyers, Alan; And Others

    Children who participate in the School Breakfast Program show significant improvement in academic performance and tardiness rates, and a trend toward improvement in absenteeism. The School Breakfast Program was created by Congress in 1966 to provide a breakfast on school days for low income children who would otherwise have none. Children…

  17. National School Lunch Program

    Science.gov (United States)

    US Department of Agriculture, 2009

    2009-01-01

    The National School Lunch Program is a federally assisted meal program operating in over 101,000 public and non-profit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to more than 30.5 million children each school day in 2008. In 1998, Congress expanded the National School Lunch…

  18. 20 CFR 408.1205 - How can a State have SSA administer its State recognition payment program?

    Science.gov (United States)

    2010-04-01

    ... recognition payment program? 408.1205 Section 408.1205 Employees' Benefits SOCIAL SECURITY ADMINISTRATION SPECIAL BENEFITS FOR CERTAIN WORLD WAR II VETERANS Federal Administration of State Recognition Payments § 408.1205 How can a State have SSA administer its State recognition payment program? A State (or...

  19. School Health: Findings from Evaluated Programs.

    Science.gov (United States)

    Public Health Service (DHHS), Rockville, MD. Office of Disease Prevention and Health Promotion.

    This publication presents findings from evaluations of many school health programs from across the United States. Each program includes at least one of the following eight components of a comprehensive school health program: health education, clinical services, counseling and mental health services, school environment, school food programs,…

  20. School Wellness Programs: Magnitude and Distribution in New York City Public Schools

    Science.gov (United States)

    Stiefel, Leanna; Elbel, Brian; Prescott, Melissa Pflugh; Aneja, Siddhartha; Schwartz, Amy Ellen

    2016-01-01

    BACKGROUND Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. METHODS Data on wellness programs were collected from program websites, NYC’s Office of School Food and Wellness, and direct contact with program sponsors for 2013. Programs were grouped into categories, nutrition, fitness, and comprehensive, and were combined with data on school characteristics available from NYC’s Department of Education. Numbers of programs and provision of programs were analyzed for relationships with demographic and school structural characteristics, using descriptive statistics and multiple regression. RESULTS Discretionary wellness programs are numerous, at 18 programs. Little evidence supports inequity according to student race/ethnicity, income, or nativity, but high schools, new schools, co-located schools, small schools, and schools with larger proportions of inexperienced teachers are less likely to provide wellness programs. CONCLUSIONS Opportunities exist to further the reach of wellness programs in public schools by modifying them for high school adoption and building capacity in schools less likely to have the administrative support to house them. PMID:27917485

  1. Improving Dementia Health Literacy Using the FLOW Mnemonic: Pilot Findings from the Old SCHOOL Hip-Hop Program

    Science.gov (United States)

    Noble, James M.; Hedmann, Monique G.; Williams, Olajide

    2015-01-01

    Background: Dementia health literacy is low among the public and likely poses a significant barrier to Alzheimer's disease (AD) symptom recognition and treatment, particularly among minority populations already facing higher AD burden. We evaluated the pilot phase of a novel AD health education program, Old SCHOOL (Seniors Can Have Optimal…

  2. 78 FR 79567 - National School Lunch Program and School Breakfast Program: Nutrition Standards for All Foods...

    Science.gov (United States)

    2013-12-31

    ... Program: Nutrition Standards for All Foods Sold in Schools as Required by the Healthy, Hunger-Free Kids... interim rule entitled National School Lunch Program and School Breakfast Program: Nutrition Standards for..., 2013 / Rules and Regulations [[Page 79567

  3. The Adopt-a-School Service-Learning Program: Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

    Science.gov (United States)

    Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

    2018-01-01

    Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the…

  4. Walking school bus programs in U.S. public elementary schools.

    Science.gov (United States)

    Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

    2013-07-01

    Active transportation to school provides an important way for children to meet physical activity recommendations. The "walking school bus" (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws. School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008-2009 and 2009-2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained. Nationwide, 4.2% of schools organized a WSB program during 2008-2009, increasing to 6.2% by 2009-2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P law requiring crossing guards around schools (OR = 2.72, P laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

  5. Recommendations for the Investigation and Delivery of Music Programs Aimed at Achieving Psychosocial Wellbeing Benefits in Mainstream Schools

    Science.gov (United States)

    Crooke, Alexander Hew Dale; McFerran, Katrina Skewes

    2014-01-01

    The potential for music programs to promote psychosocial wellbeing in mainstream schools is recognised in both policy and research literature. Despite this recognition, there is a dearth of consistent research evidence supporting this link. Authors attribute this lack of consistent evidence to limitations in the areas of research design and…

  6. Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

    Science.gov (United States)

    Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

    2000-06-01

    Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

  7. Marketing Schools for Survival

    Science.gov (United States)

    Padgett, Raven

    2007-01-01

    Principals desiring recognition in the community have added marketing to their job description. Faced with falling enrollments and more school choice for parents, they create strategies to market and brand their schools to potential parents and students, from promoting programs in school newsletters and websites to direct mailings and ads in real…

  8. Molecular recognition of nucleotides in micelles and the development and expansion of a chemistry outreach program

    Science.gov (United States)

    Schechinger, Linda Sue

    I. To investigate the delivery of nucleotide-based drugs, we are studying molecular recognition of nucleotide derivatives in environments that are similar to cell membranes. The Nowick group previously discovered that membrane-like surfactant micelles tetradecyltrimethylammonium bromide (TTAB) micelle facilitate molecular of adenosine monophosphate (AMP) recognition. The micelles bind nucleotides by means of electrostatic interactions and hydrogen bonding. We observed binding by following 1H NMR chemical shift changes of unique hexylthymine protons upon addition of AMP. Cationic micelles are required for binding. In surfactant-free or sodium dodecylsulfate solutions, no hydrogen bonding is observed. These observations suggest that the cationic surfactant headgroups bind the nucleotide phosphate group, while the intramicellar base binds the nucleotide base. The micellar system was optimized to enhance binding and selectivity for adenosine nucleotides. The selectivity for adenosine and the number of phosphate groups attached to the adenosine were both investigated. Addition of cytidine, guanidine, or uridine monophosphates, results in no significant downfield shifting of the NH resonance. Selectivity for the phosphate is limited, since adenosine mono-, di-, and triphosphates all have similar binding constants. We successfully achieved molecular recognition of adenosine nucleotides in micellar environments. There is significant difference in the binding interactions between the adenosine nucleotides and three other natural nucleotides. II. The UCI Chemistry Outreach Program (UCICOP) addresses the declining interest of the nations youth for science. UCICOP brings fun and exciting chemistry experiments to local high schools, to remind students that science is fun and has many practical uses. Volunteer students and alumni of UCI perform the demonstrations using scripts and material provided by UCICOP. The preparation of scripts and materials is done by two coordinators

  9. Linear Programming and Its Application to Pattern Recognition Problems

    Science.gov (United States)

    Omalley, M. J.

    1973-01-01

    Linear programming and linear programming like techniques as applied to pattern recognition problems are discussed. Three relatively recent research articles on such applications are summarized. The main results of each paper are described, indicating the theoretical tools needed to obtain them. A synopsis of the author's comments is presented with regard to the applicability or non-applicability of his methods to particular problems, including computational results wherever given.

  10. Solar for Schools program

    Energy Technology Data Exchange (ETDEWEB)

    Egles, D.; Lee, A. [Carmanah Technologies Corp., Victoria, BC (Canada)

    2005-07-01

    Carmanah Technologies proposed a nation wide program to bring photovoltaic (PV) power to secondary schools across Canada in 2004.The objectives of the Solar 4 Schools program were to improve awareness of energy issues within schools and to increase the acceptance of PV power through visibility in the community. The British Columbia Ministry of Energy and Mines provided a $300,000 grant to install the first 2 systems; one in Fort Nelson and one in Vernon, British Columbia. This paper described the 2 installed and fully functional 10 KW PV power systems and their expected electrical contributions to the schools. It also described the Internet based production monitoring software developed as part of the program. The incentives for renewable energy technologies stem from the increased demand for energy at a time when conventional energy supplies are declining. Another incentive is to reduce greenhouse gas (GHG) emissions associated with the combustion of fossil fuel. It is expected that PV technology will be competitive with fossil fuel generated electricity in Canada within the next decade. Currently, PV is cost effective in Canada at about 25 cents per kilowatt-hour. Cost projections and the cost of future electrical energy in Canada were presented. The Solar 4 Schools program raises awareness that there are viable alternatives to fossil fuel for producing electricity. At completion, the program anticipates to see PV power used by 1000 schools across Canada with an addition of 10 MW of solar capacity to Canada's current 7 MW. The program would deliver GHG offsets of about 12,000 tons of carbon dioxide equivalent per year if fossil fuel was the primary energy source. In addition to the energy savings that schools will gain from this program, other benefits will be gained by students, the community, industry and Canada, which currently lags behind most industrialized nations in the installation of renewable energy. 2 refs., 1 tab., 5 figs.

  11. Interprofessional development and implementation of a pharmacist professional advancement and recognition program.

    Science.gov (United States)

    Hager, David; Chmielewski, Eric; Porter, Andrea L; Brzozowski, Sarah; Rough, Steve S; Trapskin, Philip J

    2017-11-15

    The interprofessional development, implementation, and outcomes of a pharmacist professional advancement and recognition program (PARP) at an academic medical center are described. Limitations of the legacy advancement program, in combination with low rates of employee engagement in peer recognition and professional development, at the UW Health department of pharmacy led to the creation of a task force comprising pharmacists from all practice areas to develop a new pharmacist PARP. Senior leadership within the organization expanded the scope of the project to include an interprofessional work group tasked to develop guidelines and core principles that other professional staff could use to reduce variation across advancement and recognition programs. Key program design elements included a triennial review of performance against advancement standards and the use of peer review to supplement advancement decisions. The primary objective was to meaningfully improve pharmacists' engagement as measured through employee engagement surveys. Secondary outcomes of interest included the results of pharmacist and management satisfaction surveys and the program's impact on the volume and mix of pharmacist professional development activities. Of the 126 eligible pharmacists, 93 participated in the new program. The majority of pharmacists was satisfied with the program. For pharmacists who were advanced as part of the program, meaningful increases in employee engagement scores were observed, and a mean of 95 hours of professional development and quality-improvement activities was documented. Implementation of a PARP helped increase pharmacist engagement through participation in quality-improvement and professional development activities. The program also led to the creation of organizationwide interprofessional guidelines for advancement programs within various healthcare disciplines. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  12. AUTOMATION PROGRAM FOR RECOGNITION OF ALGORITHM SOLUTION OF MATHEMATIC TASK

    Directory of Open Access Journals (Sweden)

    Denis N. Butorin

    2014-01-01

    Full Text Available In the article are been describing technology for manage of testing task in computer program. It was found for recognition of algorithm solution of mathematic task. There are been justifi ed the using hierarchical structure for a special set of testing questions. Also, there has been presented the release of the described tasks in the computer program openSEE. 

  13. AUTOMATION PROGRAM FOR RECOGNITION OF ALGORITHM SOLUTION OF MATHEMATIC TASK

    OpenAIRE

    Denis N. Butorin

    2014-01-01

    In the article are been describing technology for manage of testing task in computer program. It was found for recognition of algorithm solution of mathematic task. There are been justifi ed the using hierarchical structure for a special set of testing questions. Also, there has been presented the release of the described tasks in the computer program openSEE. 

  14. Recognition of Demobilized Youth from the Armed Groups in Colombia: Transitions and Challenges for School Practices

    OpenAIRE

    Bejarano-Sanabria, Henry Camilo; Corporación de educación tecnológica Colsubsidio-Airbus Group, CET; Delgado-Salazar, Ricardo Mauricio; Pontificia Universidad Javeriana

    2017-01-01

    This article examines how the models of social recognition contribute to the school practices of demobilized young people from the organizations involved in the armed conflict in Colombia, who decide to return to the educational system. Results of this reflection are presented in four sections. The first section deals with the structure of social recognition through three models or stages of intersubjective recognition according to Georg Wilhelm Friedrich Hegel, Axel Honneth and Paul Ricoeur....

  15. Reducing School Violence: School-Based Curricular Programs and School Climate

    Science.gov (United States)

    Greene, Michael B.

    2008-01-01

    This article examines two different, but interrelated approaches to reduce school violence: school-based curricular programs and efforts to change school climate. The state of the research for each is reviewed and the relationship between them is explored.

  16. 20 CFR 408.1235 - How does the State transfer funds to SSA to administer its recognition payment program?

    Science.gov (United States)

    2010-04-01

    ... administer its recognition payment program? 408.1235 Section 408.1235 Employees' Benefits SOCIAL SECURITY ADMINISTRATION SPECIAL BENEFITS FOR CERTAIN WORLD WAR II VETERANS Federal Administration of State Recognition Payments § 408.1235 How does the State transfer funds to SSA to administer its recognition payment program...

  17. SHPPS 2006: School Health Policies and Programs Study--Foods and Beverages Sold Outside of the School Meals Programs

    Science.gov (United States)

    Centers for Disease Control and Prevention, 2007

    2007-01-01

    The School health Policies and Programs Study (SHPPS) is a national survey periodically conducted to assess school health policies and programs at the state, district, school, and classroom levels. This brief reports study results in the area of foods and beverages sold outside of the school meals program. (Contains 3 tables, 1 figure, and 2…

  18. The Prenatal Care at School Program

    Science.gov (United States)

    Griswold, Carol H.; Nasso, Jacqueline T.; Swider, Susan; Ellison, Brenda R.; Griswold, Daniel L.; Brooks, Marilyn

    2013-01-01

    School absenteeism and poor compliance with prenatal appointments are concerns for pregnant teens. The Prenatal Care at School (PAS) program is a new model of prenatal care involving local health care providers and school personnel to reduce the need for students to leave school for prenatal care. The program combines prenatal care and education…

  19. The "Generacion Diez" after-school program and Latino parent involvement with schools.

    Science.gov (United States)

    Riggs, Nathaniel R; Medina, Carmen

    2005-11-01

    The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

  20. Assessment of Changes in School Nutrition Programs and the School Environment as a Result of Following the HealthierUS School Challenge Program

    Science.gov (United States)

    Brown, Jennifer S.; Bednar, Carolyn; DiMarco, Nancy M.; Connors, Priscilla L.

    2012-01-01

    Purpose/Objectives: The purpose of this study was to determine changes in school nutrition programs and the school environment as reported by school nutrition directors who are following the U.S. Department of Agriculture's HealthierUS School Challenge (HUSSC) program. The objective was to determine before and after changes in the average lunch…

  1. Comprehensive School Alienation Program, Guidelines.

    Science.gov (United States)

    Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

    This document presents guidelines developed by the Hawaii State Department of Education's Comprehensive School Alienation Program to consolidate and strengthen the delivery of services to alienated students. It is intended to assist district staff, school administrators, and project personnel in planning and implementing program activities and…

  2. Computer-Aided Authoring of Programmed Instruction for Teaching Symbol Recognition. Final Report.

    Science.gov (United States)

    Braby, Richard; And Others

    This description of AUTHOR, a computer program for the automated authoring of programmed texts designed to teach symbol recognition, includes discussions of the learning strategies incorporated in the design of the instructional materials, hardware description and the algorithm for the software, and current and future developments. Appendices…

  3. Variation in school health policies and programs by demographic characteristics of US schools, 2006.

    Science.gov (United States)

    Balaji, Alexandra B; Brener, Nancy D; McManus, Tim

    2010-12-01

    To identify whether school health policies and programs vary by demographic characteristics of schools, using data from the School Health Policies and Programs Study (SHPPS) 2006. This study updates a similar study conducted with SHPPS 2000 data and assesses several additional policies and programs measured for the first time in SHPPS 2006. SHPPS 2006 assessed the status of 8 components of the coordinated school health model using a nationally representative sample of public, Catholic, and private schools at the elementary, middle, and high school levels. Data were collected from school faculty and staff using computer-assisted personal interviews and then linked with extant data on school characteristics. Results from a series of regression analyses indicated that a number of school policies and programs varied by school type (public, Catholic, or private), urbanicity, school size, discretionary dollars per pupil, percentage of white students, percentage of students qualifying for free lunch funds, and, among high schools, percentage of college-bound students. Catholic and private schools, smaller schools, and those with low discretionary dollars per pupil did not have as many key school health policies and programs as did schools that were public, larger, and had higher discretionary dollars per pupil. However, no single type of school had all key components of a coordinated school health program in place. Although some categories of schools had fewer policies and programs in place, all had both strengths and weaknesses. Regardless of school characteristics, all schools have the potential to implement a quality school health program. © Published 2010. This article is a US Government work and is in the public domain in the USA.

  4. The school evaluation program

    International Nuclear Information System (INIS)

    Fisher, E.; Harrison, J.; Turner, W.

    1990-01-01

    This paper reports on a pilot program to provide classroom and field training to school facility operators that was implemented by the U.S. Environmental Protection Agency's Office of Radiation Programs in 1989. This program consisted of two phases. The first phase developed and delivered a three-day workshop in Nashville, Tennessee. As a result of the workshop a second phase was initiated. The second phase investigated several school buildings with elevated indoor radon levels in the Western United States. Radon entry mechanisms were identified. Measurements to evaluate soil depressurization as a radon control method were made and HVAC systems were characterized. Measurements were made to evaluate HVAC modification as a radon control method. Building shell tightness measurements were made and information was collected to judge the suitability of potential sites for additional EPA sponsored 'hands on' school training. Physical and institutional problem areas were identified

  5. Standards for School Guidance Programs in Maryland.

    Science.gov (United States)

    Maryland State Dept. of Education, Baltimore. Div. of Compensatory, Urban, and Supplementary Programs.

    This brochure is a checklist to rate school compliance with the standards for school guidance programs in Maryland, which were developed by the Maryland State Department of Education. The first set of standards addresses the philosophy and goals of school guidance programs in Maryland and the extent to which program goals and objectives are…

  6. 76 FR 12719 - Safe Schools/Healthy Students Program; Office of Safe and Drug-Free Schools; Safe Schools/Healthy...

    Science.gov (United States)

    2011-03-08

    ... DEPARTMENT OF EDUCATION Safe Schools/Healthy Students Program; Office of Safe and Drug- Free Schools; Safe Schools/Healthy Students Program; Catalog of Federal Domestic Assistance (CFDA) Numbers: 84... priorities, requirements, and definitions under the Safe Schools/Healthy Students (SS/HS) program. Since...

  7. 'Hip-hop' stroke: a stroke educational program for elementary school children living in a high-risk community.

    Science.gov (United States)

    Williams, Olajide; Noble, James M

    2008-10-01

    Public stroke recognition is poor and poses a barrier to acute stroke treatment. We describe a stroke literacy program that teaches elementary school children in high-risk communities to recognize stroke and form an urgent action plan; we then present results of an intervention study using the program. "Hip-Hop" Stroke uses culturally and age-appropriate music and dance to enhance an interactive didactic curriculum including the FAST mnemonic (Facial droop, Arm weakness, Speech disturbance, Time to call 911). The program occurred in central Harlem, New York City, a community with high stroke risk. During the 2006 to 2007 school year, 582 fourth, fifth, and sixth graders (9 to 11 years of age) participated in 1-hour sessions over 3 consecutive days. Stroke knowledge was tested before and after the program with a 94% group participant retention. Students learned and retained knowledge well for stroke localization (20% correct before intervention, 93% correct immediately afterward, and 86% correct after 3-month delay; Phip-hop music may improve retention of stroke knowledge among the youth.

  8. Farm-to-School Programs: Perspectives of School Food Service Professionals

    Science.gov (United States)

    Izumi, Betty T.; Alaimo, Katherine; Hamm, Michael W.

    2010-01-01

    Objective: This qualitative study used a case study approach to explore the potential of farm-to-school programs to simultaneously improve children's diets and provide farmers with viable market opportunities. Design: Semistructured interviews were the primary data collection strategy. Setting: Seven farm-to-school programs in the Upper Midwest…

  9. Facial emotional recognition in schizophrenia: preliminary results of the virtual reality program for facial emotional recognition

    Directory of Open Access Journals (Sweden)

    Teresa Souto

    2013-01-01

    Full Text Available BACKGROUND: Significant deficits in emotional recognition and social perception characterize patients with schizophrenia and have direct negative impact both in inter-personal relationships and in social functioning. Virtual reality, as a methodological resource, might have a high potential for assessment and training skills in people suffering from mental illness. OBJECTIVES: To present preliminary results of a facial emotional recognition assessment designed for patients with schizophrenia, using 3D avatars and virtual reality. METHODS: Presentation of 3D avatars which reproduce images developed with the FaceGen® software and integrated in a three-dimensional virtual environment. Each avatar was presented to a group of 12 patients with schizophrenia and a reference group of 12 subjects without psychiatric pathology. RESULTS: The results show that the facial emotions of happiness and anger are better recognized by both groups and that the major difficulties arise in fear and disgust recognition. Frontal alpha electroencephalography variations were found during the presentation of anger and disgust stimuli among patients with schizophrenia. DISCUSSION: The developed program evaluation module can be of surplus value both for patient and therapist, providing the task execution in a non anxiogenic environment, however similar to the actual experience.

  10. Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

    Science.gov (United States)

    Pascarella, Christina Bechle

    2012-01-01

    This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

  11. Obesity Prevention Interventions in US Public Schools: Are Schools Using Programs That Promote Weight Stigma?

    Science.gov (United States)

    Kenney, Erica L; Wintner, Suzanne; Lee, Rebekka M; Austin, S Bryn

    2017-12-28

    Despite substantial research on school-based obesity prevention programs, it is unclear how widely they are disseminated. It is also unknown whether schools use obesity programs that inadvertently promote weight stigma or disordered weight-control behaviors. In spring 2016, we distributed an online survey about school wellness programming to a simple random sample of US public school administrators (N = 247 respondents; 10.3% response rate). We analyzed survey responses and conducted immersion/crystallization analysis of written open-ended responses. Slightly less than half (n = 117, 47.4%) of schools offered any obesity prevention program. Only 17 (6.9%) reported using a predeveloped program, and 7 (2.8%) reported using a program with evidence for effectiveness. Thirty-seven schools (15.0%) reported developing intervention programs that focused primarily on individual students' or staff members' weight rather than nutrition or physical activity; 28 schools (11.3% of overall) used staff weight-loss competitions. School administrators who reported implementing a program were more likely to describe having a program champion and adequate buy-in from staff, families, and students. Lack of funding, training, and time were widely reported as barriers to implementation. Few administrators used educational (n = 12, 10.3%) or scientific (n = 6, 5.1%) literature for wellness program decision making. Evidence-based obesity prevention programs appear to be rarely implemented in US schools. Schools may be implementing programs lacking evidence and programs that may unintentionally exacerbate student weight stigma by focusing on student weight rather than healthy habits. Public health practitioners and researchers should focus on improving support for schools to implement evidence-based programs.

  12. The association between school-to-work programs and school performance.

    Science.gov (United States)

    Welsh, Erin C; Appana, Savi; Anderson, Henry A; Zierold, Kristina M

    2014-02-01

    The School-to-Work (STW) Opportunities Act was passed to aid students in transitioning from education to employment by offering work-based learning opportunities. In the United States, 72% of high schools offer work-based learning opportunities for credit. This is the first study to describe school performance and school-based behaviors among students enrolled in STW programs and compare them with nonworking and other-working students. In 2003, a questionnaire was administered to five school districts and one large urban school in Wisconsin. Between 2008 and 2010, analyses were completed to characterize STW students and compare them with other students. Of the 6,519 students aged 14-18 years included in the analyses, 461 were involved in an STW program (7%), 3,108 were non-working (48%), and 2,950 were other-working students (45%). Compared with other students, STW students were less likely to have a grade point average >2.0, more likely to have three or more unexcused absences from school, and more likely to spend performance. School-to-Work students reported poorer academic performance and more unhealthy school-related behaviors compared with nonworking students and other-working students. Whereas many factors have a role in why students perform poorly in school, more research on students enrolled in STW programs is needed to understand whether participating has a negative impact on students' academic achievement. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  13. PROGRAMMING IS GOOD FOR CHILDREN? A CRITICAL VIEW ABOUT TEACHING PROGRAMMING IN SCHOOLS

    Directory of Open Access Journals (Sweden)

    Wendell Bento Geraldes

    2014-12-01

    Full Text Available This article presents reflections on teaching programming in schools and the positive and negative impact of this new methodology today. The study also discusses the initiatives relating to teaching programming in schools, considering also the opinion of experts on the subject. The following questions are addressed: Is it good for children to learn to program computers in schools? Can all people learn to program computers? What is the importance of learning for today's society? The pros and cons regarding teaching programming in schools will be discussed in search of answers to these questions.

  14. Rx for a Healthy School Nutrition Program

    Science.gov (United States)

    Boettger, Julie

    2009-01-01

    School nutrition directors face challenges on many fronts, from changing nutrition standards to addressing community interest in sustainability and local food sourcing. Programs are constantly changing to meet these new demands. How does a school business administrator know which changes will affect his/her school nutrition program positively? The…

  15. Mentoring program design and implementation in new medical schools

    Science.gov (United States)

    Fornari, Alice; Murray, Thomas S.; Menzin, Andrew W.; Woo, Vivian A.; Clifton, Maurice; Lombardi, Marion; Shelov, Steven

    2014-01-01

    Purpose Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula. Methods Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs. Results The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty. Conclusions Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established. PMID:24962112

  16. The Affordance of Speech Recognition Technology for EFL Learning in an Elementary School Setting

    Science.gov (United States)

    Liaw, Meei-Ling

    2014-01-01

    This study examined the use of speech recognition (SR) technology to support a group of elementary school children's learning of English as a foreign language (EFL). SR technology has been used in various language learning contexts. Its application to EFL teaching and learning is still relatively recent, but a solid understanding of its…

  17. School Breakfast Program and School Performance

    OpenAIRE

    J Gordon Millichap

    1989-01-01

    The effects of participation in the school breakfast program by low income children on academic achievement and rates of absence and tardiness are reported from the Department of Pediatrics, Boston City Hospital, Boston, MA.

  18. School Oral Health Program in Kuwait.

    Science.gov (United States)

    Ariga, Jitendra; Al-Mutawa, Sabiha; Nazar, Huda

    2014-01-01

    The School Oral Health Program (SOHP), Kuwait, is a joint venture between the Ministry of Health, Kuwait, and Forsyth Institute, Cambridge, Mass., USA. This program provides oral health education, prevention and treatment to almost 280,000 public school children in Kuwait. Services are delivered through a system of center- and school-based clinics and preventive mobile teams. One of the recent developments is the effective use of portable dental units for the delivery of preventive care to children in schools without the need for children to go to dental clinics. Preventive procedures performed under this program are the biannual application of fluoride varnish and the placement of pit and fissure sealants on newly erupted permanent molars and premolars. During recent years, the SOHP has improved its coverage of children, with prevention up to 80%. This has resulted in a considerable reduction in treatment needs, which is evident from the reduced number of composite restorations performed under this program during the last 6 years. This indicates that the disease level is on a decline, which can be confirmed from the results of the ongoing National Oral Health Survey on Kuwaiti school children. © 2013 S. Karger AG, Basel.

  19. The Effects of School-Based Maum Meditation Program on the Self-Esteem and School Adjustment in Primary School Students

    Science.gov (United States)

    Yoo, Yang Gyeong; Lee, In Soo

    2013-01-01

    Self-esteem and school adjustment of children in the lower grades of primary school, the beginning stage of school life, have a close relationship with development of personality, mental health and characters of children. Therefore, the present study aimed to verify the effect of school-based Maum Meditation program on children in the lower grades of primary school, as a personality education program. The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application. In conclusion, since the study provides significant evidence that the intervention of Maum Meditation program had positive effects on self-esteem and school adjustment of children in the early stage of primary school, it is suggested to actively employ Maum Meditation as a school-based meditation program for mental health promotion of children in the early school ages, the stage of formation of personalities and habits. PMID:23777717

  20. School Wellness Programs: Magnitude and Distribution in New York City Public Schools

    Science.gov (United States)

    Stiefel, Leanna; Elbel, Brian; Pflugh Prescott, Melissa; Aneja, Siddhartha; Schwartz, Amy E.

    2017-01-01

    Background: Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. Methods: Data on…

  1. High School Redesign Gets Presidential Lift

    Science.gov (United States)

    Adams, Caralee J.

    2013-01-01

    President Barack Obama applauded high school redesign efforts in his State of the Union address and encouraged districts to look to successful models for inspiration. Last week, he followed up with a request in his fiscal 2014 budget proposal for a new, $300 million competitive-grant program. Recognition is widespread that high schools need to…

  2. Dynamic Programming Algorithms in Speech Recognition

    Directory of Open Access Journals (Sweden)

    Titus Felix FURTUNA

    2008-01-01

    Full Text Available In a system of speech recognition containing words, the recognition requires the comparison between the entry signal of the word and the various words of the dictionary. The problem can be solved efficiently by a dynamic comparison algorithm whose goal is to put in optimal correspondence the temporal scales of the two words. An algorithm of this type is Dynamic Time Warping. This paper presents two alternatives for implementation of the algorithm designed for recognition of the isolated words.

  3. Zero Waste: A Realistic Sustainability Program for Schools

    Science.gov (United States)

    Schumpert, Kary; Dietz, Cyndra

    2012-01-01

    Eco-Cycle, one of the nation's oldest and largest nonprofit recycling organizations, has coordinated recycling services and environmental education programs for the two Boulder area public school districts (80 schools) since 1987. In 2005, Eco-Cycle launched the Green Star Schools program in four pilot elementary schools with the goal of moving…

  4. Baseline survey of oral health of primary and secondary school ...

    African Journals Online (AJOL)

    Background: Among the issues that determine the performance of a child at school is health. In recognition of this, the Uganda government has embarked on a school health program for the success of universal primary education. Although dental health is an important component of school health there is little information on ...

  5. Extracurricular Physical Activity Programs in California Private Secondary Schools.

    Science.gov (United States)

    Kahan, David; McKenzie, Thomas L

    2017-12-01

    Interscholastic, intramural, and club physical activity (PA) programs can be important contributors to student PA accrual at schools. Few studies have assessed factors related to the provision of these extracurricular PA programs, especially in private schools. We used a 16-item questionnaire to assess the associations and influences of selected factors relative to extracurricular PA program policies and practices in 450 private California secondary schools. Associations were evaluated using contingency table analyses (i.e., chi-squared, effect size, and post-hoc analyses). Six factors were associated with schools providing extracurricular PA programs: school location, level, enrollment, and religious classification and whether the physical education (PE) program met state PE time standards and was taught by PE specialists. Both static factors (e.g., school location, level, enrollment, and religious affiliation) and modifiable factors (e.g., meeting PE standards and employing specialists) affect the provision of extracurricular PA programs. As education is state-mandated, additional study is recommended to assess the generalizability of these findings to other states and to public schools.

  6. After-school programs for low-income children: promise and challenges.

    Science.gov (United States)

    Halpern, R

    1999-01-01

    Children's out-of-school time, long a low-level source of public concern, has recently emerged as a major social issue. This, in turn, has heightened interest in the heterogeneous field of after-school programs. This article provides a profile of after-school programs for low-income children, focusing on supply and demand, program emphases, and program sponsors and support organizations. It also discusses the major challenges facing the field in the areas of facilities, staffing, and financing. Details and examples are drawn from the ongoing evaluation of a specific after-school program initiative called MOST (Making the Most of Out-of-School Time), which seeks to strengthen after-school programs in Boston, Chicago, and Seattle. Looking ahead, the article highlights the pros and cons of options for increasing coverage to reach more low-income children, strengthening programs, expanding funding, and articulating an appropriate role for after-school programs to fill in the lives of low-income children.

  7. School-Based Drug Abuse Prevention Programs in High School Students

    Science.gov (United States)

    Sharma, Manoj; Branscum, Paul

    2013-01-01

    Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…

  8. The recognition of child abuse and the perceived need for intervention by school personnel of primary schools: Results of a vignette study on the influence of case, school personnel, and school characteristics.

    Science.gov (United States)

    Vanderfaeillie, Johan; De Ruyck, Karolien; Galle, Johan; Van Dooren, Erik; Schotte, Chris

    2018-05-01

    In 2015, 523 reports of suspected child abuse and neglect (CAN) were brought to the attention of the Confidential Center of Child Abuse and Neglect (CCCAN) of Brussels. Around 38% of these reports came from school personnel. This study investigated which factors affect the recognition of CAN by school personnel of Dutch-speaking primary education in Brussels and their intervention need. Two hundred seventy-nine staff members of 16 schools professionally working with children, filled in a Questionnaire Assessment of Situations of CAN. The instrument consists of 24 vignettes describing CAN. Respondents were asked questions regarding recognition and intervention need about each vignette. Detection, severity assessment, the need for professional help, the need for referral to a CCCAN and the need to involve judicial authorities were mainly associated with case characteristics. Although most situations of CAN were detected, situations of emotional abuse were less often recognized. Situations involving non-Western victims were considered to be more severe and the perceived need for involvement of professional help, CCCAN and judicial authorities was larger. Ethnic stereotypes affect the actions undertaken in case of CAN. Awareness of these reactions may result in equal treatment for all victims. Staff characteristics were little associated with detection and intervention need. Copyright © 2018 Elsevier Ltd. All rights reserved.

  9. 25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

  10. Reference Guide. Indoor Air Quality Tools for Schools

    Science.gov (United States)

    US Environmental Protection Agency, 2009

    2009-01-01

    Understanding the importance of good indoor air quality (IAQ) in schools is the backbone of developing an effective Indoor Air Quality (IAQ) program. Poor IAQ can lead to a large variety of health problems and potentially affect comfort, concentration, and staff/student performance. In recognition of tight school budgets, this guidance is designed…

  11. Child Maltreatment: Optimizing Recognition and Reporting by School Nurses.

    Science.gov (United States)

    Jordan, Kathleen S; MacKay, Peggy; Woods, Stephanie J

    2017-05-01

    School nurses perform a crucial role in the prevention, identification, intervention, and reporting of child maltreatment. The purpose of this article is to share the highlights of a research project conducted to (a) examine the effectiveness of an educational intervention program in increasing the knowledge, confidence, and self-efficacy in school nurses regarding children at risk of maltreatment; and (b) discover issues surrounding the comfort level engaging with children, communicating with teachers and other personnel, and ethical issues. The study consisted of two phases. Phase 1 was a face-to-face evidenced-based educational intervention. Focus groups implemented in Phase 2 discovered specific concerns of school nurses. Results indicate a significant increase in school nurse knowledge, confidence, and self-efficacy related to children at risk. Five themes were identified from the focus groups: the importance of interprofessional collaboration, identifiers of children at risk of maltreatment, the role of the school nurse as a mentor and leader, the importance of advancing one's knowledge and skill set, and constraints faced by school nurses.

  12. Health for Life in Primary Schools Program, United Kingdom: a Program Impact Pathways (PIP) analysis.

    Science.gov (United States)

    Passmore, Sandra; Donovan, Martin

    2014-09-01

    The Health for Life in Primary Schools Program helps schools promote healthy, active lifestyles through curriculum support related to healthy eating and cooking, growing food, physical activity, and family involvement. These interrelated strands are shown to have the greatest impact on healthy lifestyles, and the Health for Life in Primary Schools Program seeks to make these not one-off lessons, but a sustainable part of a school's culture. Each school involved with the program develops its own Action Plan in order to achieve program goals. Each school is assessed by an audit of facilities, skills, and curriculum at baseline and follow-up, and the pupils complete an on-line questionnaire at baseline and follow-up. Other impact measures are individual to the school and relate to its own Action Plan. Health for Life in Primary Schools sought to assess the cohesiveness and strength of the program using the Program Impact Pathways (PIP) model. The program was deconstructed to its individual parts, with each part assessed in terms of its contribution to the overall program and constraints upon its effectiveness. The PIP analysis helped clarify the logic and structure of the program, whether its objectives can be achieved, the Critical Quality Control Points (CCPs), and the impact measures required to demonstrate success. The core indicators identified for impact evaluation were knowledge, attitudes, and behaviors of pupils around healthy eating cooking, growing food, and physical activity. The PIP model confirmed that the Health for Life in Primary Schools Program is well structured and is well suited to achieve its goals. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation.

  13. Developing Financial Resources for School Arts Programs.

    Science.gov (United States)

    Green, Alan C.; Ambler, Nancy Morison

    This document provides a sampling of financial resources for fine arts programs in the schools and lists methods for submitting proposals and dealing with sponsors of funds. Financial sources for arts programs include school districts, organizations and institutions, special events, direct mail, individuals, associations and clubs, businesses and…

  14. NASA Ames Summer High School Apprenticeship Research Program

    Science.gov (United States)

    Powell, P.

    1985-01-01

    The Summer High School Apprenticeship Research Program (SHARP) is described. This program is designed to provide engineering experience for gifted female and minority high school students. The students from this work study program which features trips, lectures, written reports, and job experience describe their individual work with their mentors.

  15. Socializing processes in relation to the recognition of unskilled adults’ prior learning

    DEFF Research Database (Denmark)

    Aarkrog, Vibe

    for the workplace-based training. However the study can contribute to the discussion of the value of practical experiences: are practical experiences creditable in educational programs? The study shows that the recognition and assessment of prior learning requires that the students can verbalize and preferably also......The ordinary Danish VET programs are organized as dual programs in which the students alternate between school-based education and training and workplace-based training. The adult students in the course “From unskilled worker to skilled worker in record time” are automatically credited...

  16. Influence of school organizational characteristics on the outcomes of a school health promotion program.

    Science.gov (United States)

    Cullen, K W; Baranowski, T; Baranowski, J; Hebert, D; deMoor, C; Hearn, M D; Resnicow, K

    1999-11-01

    Researchers assessed the possible moderating effects of school organizational characteristics (school climate, school health, and job satisfaction) on outcomes of a teacher health behavior change program. Thirty-two public schools were matched and randomly assigned either to treatment or control conditions. Organizational, dietary, and physiologic data were collected from third to fifth grade teachers over three years. Treatment schools received a teacher wellness program for two years. Psychometrics of most organizational scales achieved acceptable levels of reliability. Mixed model analyses were conducted to test for moderating effects. Treatment schools with high organizational climate and health scores reported higher fruit and juice and vegetable consumption at Year 2 compared with intervention schools with low scores. Treatment schools with high job satisfaction scores reported higher fruit and juice and lower-fat food consumption at Year 3 compared with intervention schools with low scores. These measures may be used as a tool to assess the environment in which school health promotion programs are presented. Future interventions may need to be tailored to the organizational characteristics of schools.

  17. Law Enforcement School Programs. Fact Sheet

    Science.gov (United States)

    Arkansas Safe Schools Initiative Division, 2010

    2010-01-01

    The school shooting incidents during the decade of the 1990's prompted an increase of law enforcement presence in schools. The School Violence Resource Center (SVRC) at the Criminal Justice Institute (CJI) University of Arkansas System undertook a project to determine what programs law enforcement agencies currently provide in their local schools…

  18. After-School Academic Enrichment Programs. Information Capsule. Volume 1509

    Science.gov (United States)

    Blazer, Christie

    2016-01-01

    The number of U.S. children attending after-school programs has been steadily increasing. In 2014, the most recent year for which data were available, approximately 10.2 million students, representing about 23 percent of U.S. families, were enrolled in an after-school program. Of the students attending after-school programs, the majority do so at…

  19. School lunch program in India: background, objectives and components.

    Science.gov (United States)

    Chutani, Alka Mohan

    2012-01-01

    The School Lunch Program in India (SLP) is the largest food and nutrition assistance program feeding millions of children every day. This paper provides a review of the background information on the SLP in India earlier known as national program for nutrition support to primary education (NP-NSPE) and later as mid day meal scheme, including historical trends and objectives and components/characteristics of the scheme. It also addresses steps being taken to meet challenges being faced by the administrators of the program in monitoring and evaluation of the program. This program was initially started in 1960 in few states to overcome the complex problems malnutrition and illiteracy. Mid Day Meal Scheme is the popular name for school meal program. In 2001, as per the supreme court orders, it became mandatory to give a mid day meal to all primary and later extended to upper primary school children studying in the government and government aided schools. This scheme benefitted 140 million children in government assisted schools across India in 2008, strengthening child nutrition and literacy. In a country with a large percent of illiterate population with a high percent of children unable to read or write; governmental and non-governmental organizations have reported that mid day meal scheme has consistently increased enrollment in schools in India. One of the main goals of school lunch program is to promote the health and well-being of the Nation's children.

  20. School-based sleep education program improves sleep and academic performance of school-age children.

    Science.gov (United States)

    Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

    2016-05-01

    The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

  1. 34 CFR 280.1 - What is the Magnet Schools Assistance Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What is the Magnet Schools Assistance Program? 280.1... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION MAGNET SCHOOLS ASSISTANCE PROGRAM General § 280.1 What is the Magnet Schools Assistance Program? The Magnet Schools Assistance Program provides grants to eligible...

  2. 77 FR 67572 - Magnet Schools Assistance Program

    Science.gov (United States)

    2012-11-13

    ... DEPARTMENT OF EDUCATION 34 CFR Part 280 [Docket ID ED-2010-OII-0003] RIN 1855-AA07 Magnet Schools... amended the regulations governing the Magnet Schools Assistance Program (MSAP) to provide greater... creation of magnet schools that result in minority group enrollments in magnet and feeder schools exceeding...

  3. Off ramp : a secondary school TDM program

    Energy Technology Data Exchange (ETDEWEB)

    Haq, F. [Better Environmentally Sound Transportation (BEST), Vancouver, BC (Canada)

    2002-07-01

    The cities of Vancouver and Victoria in British Columbia have implemented a high school vehicle trip reduction program entitled Off-Ramp. The program, created by BEST, is about youth empowerment to help youths lead their peers to walk, cycle, skateboard, in-line skate, or carpool to school for a sustainable environment. Students raise awareness through media and drama to counter pop images of driving as being cool. Sponsorship is very important to the success of the program.

  4. School program for screening students at risk for diabetes: the School Nurse Childhood Obesity Prevention Education program.

    Science.gov (United States)

    Schantz, Shirley; Bobo, Nichole

    2009-07-01

    Accurate height and weight and BMI assessment by the school nurse is the first step in identifying students at risk for developing type 2 diabetes or other health consequences. Additional screening for children at or above the 95th percentile for BMI identifies those students most at risk. MAP affiliate sites indicate that when this assessment and communication is done in a private, sensitive, and caring manner--with emphasis on the health of the child-parents/ guardians are receptive to the information. School nurses, with the knowledge and skills provided by the S.C.O.P.E. program, alert parents/guardians to address their children's health risks and contact their health care providers. School nurses are also taught how they can provide guidance for school leadership and community coalitions to incorporate effective changes to food and physical activity offerings to students. The S.C.O.P.E. program can enhance the role of the school nurse in the global fight against childhood obesity so school-age children are healthy and ready to learn.

  5. SCHOOL FEEDING PROGRAM USING RICE-PEA BEVERAGE IN SOME PRIMARY SCHOOLS: DOES IT HAVE BENEFIT?

    Directory of Open Access Journals (Sweden)

    Satoto Satoto

    2012-04-01

    Full Text Available ABSTRACT School feeding program is believed to be one effort among others to improve attendance rate, nutritional status and cognitive function of school children, which in turn improve academic performance of them. A study was conducted to evaluate a school feeding program using rice-pea beverage in Bandung, Indonesia. Its objective is to measure effect of the program on attendance rate, nutritional status, cognitive function and academic performance of the children joining the program. A control group design was administered. A number of students of class 3,4 and 5 from schools joining the feeding program were selected as program group, and more or less same number of school children in other schools with similar socio-economic situation were selected as control group. The feeding program was organized for 6 months. Attendance rate was measured by number of absentees, total and due to sickness in one semester. Nutritional status was standardized using WHO-NCHS z-score for weight-for-age (WAZ and height-for-age (HAZ. Cognitive function was measured by Coloured Progressive Matrices (CPM, and score of Mathematics and Indonesian Language (Bahasa Indonesia were measured using specific scholastic testings. School and home learning environment, certain food consumption frequencies were collected as covariates. GLM analyses were administered. The study found that after being controlled by some covariates, at the end of the study children in the program group showed better attendance rate, nutritional status, cognitive function and school performance. It is assumed that the improvement was due to better attendance rate as the program attracted the children to attend more days in the schools and due to improvement of food consumption provided by the program and at home. More in-depth, more specific and longer study, administering randomized case-control trial is recommended. Comparison of the use of foodstuffs for the purpose is also interesting to be

  6. Parent Interest in a School-Based, School Nurse-Led Weight Management Program

    Science.gov (United States)

    Kubik, Martha Y.; Lee, Jiwoo

    2014-01-01

    Because one in three children is already overweight or obese, school-based interventions targeting secondary obesity prevention merit consideration. This study assessed parent interest in participating in a school-based, school nurse-led weight management program for young school-aged children. A random sample of parents ("n" = 122) of…

  7. How to Make School Lunch Programs Pay.

    Science.gov (United States)

    Fredrick, Len

    Food waste, student rejection of Type A meals, and the difficulty of keeping school food service departments in the black have been the three major problems in the school lunch program. The Las Vegas Fast Food Combo Program provides an answer. By providing the foods students want to eat--foods of the type advertised everywhere--and making that…

  8. High school sports programs differentially impact participation by sex

    Directory of Open Access Journals (Sweden)

    Keith M. Drake

    2015-09-01

    Conclusion: Sports participation has previously been shown to confer a number of health benefits; as such, school sports programs may be an important, effective, and underused target for public health efforts, including obesity prevention programs. Efforts to increase physical activity among youth should consider both access and choice in school athletic programs. Schools may need to use different strategies to increase sports participation in boys and girls.

  9. 78 FR 9529 - National School Lunch Program and School Breakfast Program: Nutrition Standards for All Foods...

    Science.gov (United States)

    2013-02-08

    ... collection burden inventory for the National School Lunch Program is 12,181,012. These changes are contingent... American children and adolescents: What changes in prevalence rates could not reveal. International Journal... purchase and consume at school. Researchers concluded that these kinds of changes in food exposure and...

  10. Empowering adolescents with life skills education in schools - School mental health program: Does it work?

    Science.gov (United States)

    Srikala, Bharath; Kishore, Kumar K V

    2010-10-01

    Mental Health Promotion among adolescents in schools using life skills education (LSE) and teachers as life skill educators is a novel idea. Implementation and impact of the NIMHANS model of life skills education program studied. The impact of the program is evaluated at the end of 1 year in 605 adolescents from two secondary schools in comparison to 423 age, sex, socioeconomic status-matched adolescents from nearby schools not in the program. The adolescents in the program had significantly better self-esteem (P=0.002), perceived adequate coping (P=0.000), better adjustment generally (P=0.000), specifically with teachers (P=0.000), in school (P=0.001), and prosocial behavior (P=0.001). There was no difference between the two groups in psychopathology (P - and adjustment at home and with peers (P=0.088 and 0.921). Randomly selected 100 life skill educator-teachers also perceived positive changes in the students in the program in class room behavior and interaction. LSE integrated into the school mental health program using available resources of schools and teachers is seen as an effective way of empowering adolescents.

  11. Health promotion in schools: a multi-method evaluation of an Australian School Youth Health Nurse Program.

    Science.gov (United States)

    Banfield, Michelle; McGorm, Kelly; Sargent, Ginny

    2015-01-01

    Health promotion provides a key opportunity to empower young people to make informed choices regarding key health-related behaviours such as tobacco and alcohol use, sexual practices, dietary choices and physical activity. This paper describes the evaluation of a pilot School Youth Health Nurse (SYHN) Program, which aims to integrate a Registered Nurse into school communities to deliver health promotion through group education and individual sessions. The evaluation was guided by the RE-AIM (reach, effectiveness, adoption, implementation, maintenance) framework. The objectives were to explore: 1) whether the Program was accessible to the high school students; 2) the impacts of the Program on key stakeholders; 3) which factors affected adoption of the Program; 4) whether implementation was consistent with the Program intent; and 5) the long-term sustainability of the Program. Research included retrospective analysis of Program records, administration of a survey of student experiences and interviews with 38 stakeholders. This evaluation provided evidence that the SYHN Program is reaching students in need, is effective, has been adopted successfully in schools, is being implemented as intended and could be maintained with sustained funding. The nurses deliver an accessible and acceptable primary health care service, focused on health promotion, prevention and early intervention. After some initial uncertainty about the scope and nature of the role, the nurses are a respected source of health information in the schools, consulted on curriculum development and contributing to whole-of-school health activities. Findings demonstrate that the SYHN model is feasible and acceptable to the students and schools involved in the pilot. The Program provides health promotion and accessible primary health care in the school setting, consistent with the Health Promoting Schools framework.

  12. Adolescents’ Responses to a School-Based Prevention Program Promoting Healthy Eating at School

    Directory of Open Access Journals (Sweden)

    Roel C. J. Hermans

    2017-11-01

    Full Text Available BackgroundTo improve the effectiveness of school-based programs that aim to promote adolescents’ healthy food choices, it is essential to understand the views and behaviors of the target group. This study aimed to get a better understanding of adolescents’ food and health perceptions and their willingness to be involved in a specific school-based prevention program, i.e., the Dutch “Healthy School Canteen Program.”MethodsThis study used a mixed-methods research design. First, seven semi-structured focus groups were conducted using a selective sample of 42 Dutch adolescents (25 girls, 17 boys, aged 13–16 years. Second, an online survey among 133 adolescent respondents (72 girls, 61 boys, aged 12–19 years using snowball sampling was conducted. Content analysis was performed to make inferences about the focus group discussions, whereas statistical analyses were conducted to analyze the survey data.ResultsFindings from the group discussions indicated that healthy eating was only an issue of importance when adolescents perceived negative physical changes (e.g., with regard to looks or physical performance. Adolescents also indicated that they clearly wanted to make their own food and beverage choices at school. The quantitative data indicated that taste, price, and variety were seen as the most important aspects of a healthy food assortment (mean scores 8.1, 7.8, and 7.7 on a 10-point scale, respectively. In general, a majority of the adolescents (64% expressed that students should be involved in the organization of a healthy food environment in schools. At the same time, however, adolescents were not willing to participate themselves. This was mostly because they were skeptical about their ideas being heard and put into action by their schools.ConclusionSchool-based prevention programs, such as the Healthy School Program, should take into account that adolescents have a low risk perception of unhealthy eating and are seeking food

  13. Coordinated school health program and dietetics professionals: partners in promoting healthful eating.

    Science.gov (United States)

    Gross, Sandra M; Cinelli, Bethann

    2004-05-01

    Although research indicates that school meal programs contribute to improved academic performance and healthier eating behaviors for students who participate, fewer than 60% of students choose the National School Lunch Program or School Breakfast Program. School meal programs have a difficult time competing with foods that are marketed to young people through sophisticated advertising campaigns. Youth's preferences for fast foods, soft drinks, and salty snacks; mixed messages sent by school personnel; school food preparation and serving space limitations; inadequate meal periods; and lack of education standards for school foodservice directors challenge school meal programs as well. A coordinated school health program offers a framework for meeting these challenges and provides children and adolescents with the knowledge and skills necessary for healthful eating. This article identifies challenges facing school foodservice directors in delivering healthful meals and acquaints dietetics professionals with the coordinated school health program to be used as a tool for addressing unhealthful weight gain and promoting healthful eating.

  14. Ocoee Junior High School's Total School Reading Program on a Shoestring.

    Science.gov (United States)

    Hinson, Bess; Williams, Robert W.

    The total school reading program described in this booklet includes a program for remedial, developmental, and special education students. Faculty members and students not participating in this program spend one half hour a day in a silent reading program. The booklet outlines each facet of the program, lists the equipment and materials used,…

  15. Availability of high school extracurricular sports programs and high-risk behaviors.

    Science.gov (United States)

    Cohen, Deborah A; Taylor, Stephanie L; Zonta, Michela; Vestal, Katherine D; Schuster, Mark A

    2007-02-01

    The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. We surveyed Los Angeles County public high schools in 2002 to determine the number of extracurricular sports programs offered and the percentage of students participating in those programs. We used community data on rates of arrests, births, and sexually transmitted diseases (STDs) among youth to examine associations between risk behaviors and participation in sports programs. The average school offered 14 sports programs, and the average participation rate was 39% for boys and 30% for girls. Smaller schools and schools with higher percentages of disadvantaged students offered fewer programs. The average school offering 13 or fewer programs had 14% of its students participating, while the average school offering 16 or more programs had 31% of its students participating in sports. Controlling for area-level demographics, juvenile arrest rates and teen birth rates, but not STD rates, were lower in areas where schools offered more extracurricular sports. Opportunities for participation in high school extracurricular sports are limited. Future studies should test whether increased opportunities will increase physical activity and impact the increasing overweight problem in youths.

  16. Promoting Diversity through Program Websites: A Multicultural Content Analysis of School Psychology Program Websites

    Science.gov (United States)

    Smith, Leann V.; Blake, Jamilia J.; Graves, Scott L.; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

    2016-01-01

    The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to…

  17. Characteristics associated with US Walk to School programs

    Directory of Open Access Journals (Sweden)

    Neelon Brian

    2007-12-01

    Full Text Available Abstract Participation in Walk to School (WTS programs has grown substantially in the US since its inception; however, no attempt has been made to systematically describe program use or factors associated with implementation of environment/policy changes. Objective Describe the characteristics of schools' WTS programs by level of implementation. Methods Representatives from 450 schools from 42 states completed a survey about their WTS program's infrastructure and activities, and perceived impact on walking to school. Level of implementation was determined from a single question to which respondents reported participation in WTS Day only (low, WTS Day and additional programs (medium, or making policy/environmental change (high. Results The final model showed number of community groups involved was positively associated with higher level of implementation (OR = 1.78, 95%CI = 1.44, 2.18, as was funding (OR = 1.56, 95%CI = 1.26, 1.92, years of participation (OR = 1.44, 95% CI = 1.23, 1.70, and use of a walkability assessment (OR = 3.22, 95%CI = 1.84, 5.64. Implementation level was modestly associated with increased walking (r = 0.18. Conclusion Strong community involvement, some funding, repeat participation, and environmental audits are associated with progms that adopt environmental/policy change, and seem to facilitate walking to school.

  18. The Bridges SOI Model School Program at Palo Verde School, Palo Verde, Arizona.

    Science.gov (United States)

    Stock, William A.; DiSalvo, Pamela M.

    The Bridges SOI Model School Program is an educational service based upon the SOI (Structure of Intellect) Model School curriculum. For the middle seven months of the academic year, all students in the program complete brief daily exercises that develop specific cognitive skills delineated in the SOI model. Additionally, intensive individual…

  19. Australian Waste Wise Schools Program: Its Past, Present, and Future

    Science.gov (United States)

    Cutter-Mackenzie, Amy

    2010-01-01

    The Waste Wise Schools program has a longstanding history in Australia. It is an action-based program that encourages schools to move toward zero waste through their curriculum and operating practices. This article provides a review of the program, finding that it has had notable success in reducing schools' waste through a "reduce, reuse,…

  20. School Nutrition Programs and the Incidence of Childhood Obesity

    Science.gov (United States)

    Millimet, Daniel L.; Tchernis, Rusty; Husain, Muna

    2010-01-01

    Given the recent rise in childhood obesity, the School Breakfast Program (SBP) and National School Lunch Program (NSLP) have received renewed attention. Using panel data on more than 13,500 primary school students, we assess the relationship between SBP and NSLP participation and (relatively) long-run measures of child weight. After documenting a…

  1. Type-2 fuzzy graphical models for pattern recognition

    CERN Document Server

    Zeng, Jia

    2015-01-01

    This book discusses how to combine type-2 fuzzy sets and graphical models to solve a range of real-world pattern recognition problems such as speech recognition, handwritten Chinese character recognition, topic modeling as well as human action recognition. It covers these recent developments while also providing a comprehensive introduction to the fields of type-2 fuzzy sets and graphical models. Though primarily intended for graduate students, researchers and practitioners in fuzzy logic and pattern recognition, the book can also serve as a valuable reference work for researchers without any previous knowledge of these fields. Dr. Jia Zeng is a Professor at the School of Computer Science and Technology, Soochow University, China. Dr. Zhi-Qiang Liu is a Professor at the School of Creative Media, City University of Hong Kong, China.

  2. The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence

    Science.gov (United States)

    Harris, Donna M.; Kiyama, Judy Marquez

    2015-01-01

    This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop "confianza" (mutual trust) with…

  3. An after-school exercise program improves fitness, and body composition in elementary school children.

    Science.gov (United States)

    Carrel, Aaron L; Logue, Julie; Deininger, Heidi; Clark, R Randall; Curtis, Vanessa; Montague, Paul; Baldwin, Sharon

    2011-07-01

    Reduced cardiovascular fitness (CVF) is a risk factor for obesity and cardiovascular disease. It has previously shown that a school-based fitness curriculum can improve CVF, and other health indicators in middle school aged children. Whether an afterschool program improves CVF and other health markers in elementary-school children is unresolved. The objective of this study was therefore to determine whether an on-site afterschool-based fitness program improves body composition, cardiovascular fitness level, in elementary school children. 80 elementary school children were evaluated in a "fitness-oriented" afterschool program managed by the local YMCA. Children underwent evaluation of cardiovascular fitness by maximal VO 2 treadmill testing and body composition by dual x-ray absorptiometry (DXA), at baseline (prior to the school-year) and again at end of the school year. Findings revealed that, at baseline, children had a mean age of 8.8 years, BMI of 18.7± 3, with a maximal VO 2 of 40.03 ± 7.6 ml/kg/min, and percent body fat of 28.7 ± 7%. After a 9-month intervention, children maximal VO 2 increased to 44.8 ± 7.5 ml/kg/min (p=0.04) and percent body fat decreased to 25.8 ± 6.2% (p=0.033). The study concluded that on-site afterschool programming focusing on fitness improved body composition and cardiovascular fitness, in elementary school children. Combined with prior studies, these data demonstrate that afterschool-based fitness curricula can benefit both obese and non-obese children. It was therefore recommended that, partnerships with schools to promote fitness even outside of school time should be a part of a school approach to improving children's health.

  4. Stakeholder Knowledge Levels of Coordinated School Health Programs

    Science.gov (United States)

    Minor, Lisa Crouch

    2012-01-01

    Acute and chronic health conditions may be important factors impacting absenteeism and student achievement in schools. Coordinated school health programs can support students who have these conditions. Although such programs have had documented success, implementation can be costly and time consuming. The local problem addressed in this project…

  5. A School Reentry Program for Chronically Ill Children.

    Science.gov (United States)

    Worchel-Prevatt, Frances F.; Heffer, Robert W.; Prevatt, Bruce C.; Miner, Jennifer; Young-Saleme, Tammi; Horgan, Daniel; Lopez, Molly A.; Frankel, Lawrence; Rae, William A.

    1998-01-01

    Describes a school reintegration program aimed at overcoming the numerous psychological, physical, environmental, and family-based deterrents to school reentry for chronically ill children. The program uses a systems approach to children's mental health with an emphasis on multiple aspects of the child's environment (i.e., family, medical…

  6. School Lunch Programs in Israel, Past and Present

    Directory of Open Access Journals (Sweden)

    Endevelt, Ronit

    2007-07-01

    Full Text Available The first lunch programs in Palestine were the “soup kitchens,” which were established in Jerusalem before the First World War to feed the poor. Then, in 1923, Henrietta Szold launched a lunch initiative in schools in order to supply basic nutrition to students. As the children at most of the schools prepared the meals themselves with local products, they also learned good, low-cost eating habits and the appropriate use of domestic goods and had educational goals as well. These educational goals were in line with Zionist ideology. School lunch programs lasted through the early years of the nation of Israel, albeit without official governmental support, but they came to an end amid the rising prosperity of the early 1970s. In 2004, in response to the alarming results of a food security survey conducted by the Ministry of Health, the Knesset passed a law establishing a new school lunch program on a trial basis. This article reviews the history of lunch programs in Israel, highlighting both their achievements and their limitations, in order to establish a framework for judging the success of the current school lunch policy.

  7. STEM after school programming: The effect on student achievement and attitude

    Science.gov (United States)

    Ashford, Vanessa Dale

    Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

  8. IADC's well control accreditation program

    International Nuclear Information System (INIS)

    Kropla, S.M.

    1997-01-01

    WellCAP is a well control accreditation program devised and implemented by the International Association of Drilling Contractors (IADC). It is a worldwide comprehensive system that defines a well control training curriculum, establishes minimum standards and recommends guidelines for course structure. The program began in mid-1993 and is viewed as a means for training institutions to demonstrate industry recognition to customers, contractors and local governments. Schools can apply to have their courses accredited. The accreditation system is administered by a review panel. The application process requires that the school perform a detailed review of its curriculum and operations and bring them in line with the WellCAP curriculum and accreditation criteria. Currently, more than 75 schools around the world have requested application materials for WellCAP. To date fifteen schools have been fully accredited

  9. A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools

    Science.gov (United States)

    Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.

    2010-01-01

    This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…

  10. Intentional Peer-Mentoring Programs in Christian Schools: An Exploratory Study

    Science.gov (United States)

    Campolongo, Edward D.

    2009-01-01

    This study investigated what Christian schools were doing with peer-mentoring programs. A total of 344 secondary schools accredited by the Association of Christian Schools International (ACSI) received a 19-question electronic survey that focused on the specifics of their peer-mentoring programs. A total of 80 schools responded, with 55% reporting…

  11. Building Rural Communities through School-Based Agriculture Programs

    Science.gov (United States)

    Martin, Michael J.; Henry, Anna

    2012-01-01

    The purpose of this study was to develop a substantive theory for community development by school-based agriculture programs through grounded theory methodology. Data for the study included in-depth interviews and field observations from three school-based agriculture programs in three non-metropolitan counties across a Midwestern state. The…

  12. Student Assistance Program Sandia High School 1985-86 Report.

    Science.gov (United States)

    Boyce-Prather, Margaret; Shainline, Michael

    This document presents data from the second year of the Student Assistance Program, a counseling program to help students who may be abusing drugs or alcohol, implemented at Sandia High School in the Albuquerque (New Mexico) Public School system. Data are included from the program's monthly records sheets, from parent involvement questionnaires,…

  13. School-Based Peer Mentoring in High School: A Program Evaluation Study

    Science.gov (United States)

    Cooper, Felicia Cecile

    2017-01-01

    The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…

  14. Promoting healthy computer use among middle school students: a pilot school-based health promotion program.

    Science.gov (United States)

    Ciccarelli, Marina; Portsmouth, Linda; Harris, Courtenay; Jacobs, Karen

    2012-01-01

    Introduction of notebook computers in many schools has become integral to learning. This has increased students' screen-based exposure and the potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Describe the framework for a planned school-based health promotion program to encourage healthy computing behaviours among middle school students. This planned program uses a community- based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The health promotion program is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments.

  15. Grading School Choice: Evaluating School Choice Programs by the Friedman Gold Standard. School Choice Issues in Depth

    Science.gov (United States)

    Enlow, Robert C.

    2008-01-01

    In 2004, The Friedman Foundation for Educational Choice published a report titled "Grading Vouchers: Ranking America's School Choice Programs." Its purpose was to measure every existing school choice program against the gold standard set by Milton and Rose Friedman: that the most effective way to improve K-12 education and thus ensure a stable…

  16. Execution of Educational Mechanical Production Programs for School Children

    Science.gov (United States)

    Itoh, Nobuhide; Itoh, Goroh; Shibata, Takayuki

    The authors are conducting experience-based engineering educational programs for elementary and junior high school students with the aim to provide a chance for them to experience mechanical production. As part of this endeavor, we planned and conducted a program called “Fabrication of Original Magnet Plates by Casting” for elementary school students. This program included a course for leading nature laws and logical thinking method. Prior to the program, a preliminary program was applied to school teachers to get comments and to modify for the program accordingly. The children responded excellently to the production process which realizes their ideas, but it was found that the course on natural laws and logical methods need to be improved to draw their interest and attention. We will continue to plan more effective programs, deepening ties with the local community.

  17. Creating a peaceful school learning environment: the impact of an antibullying program on educational attainment in elementary schools.

    Science.gov (United States)

    Fonagy, Peter; Twemlow, Stuart W; Vernberg, Eric; Sacco, Frank C; Little, Todd D

    2005-07-01

    The impact of a bullying and violence prevention program on education attainment was studied in five elementary schools (K-5), over a 5-year period. A multiple baseline design was used and academic attainment test scores of 1,106 students were monitored before and after the introduction of the program across the school district. This sample was contrasted with an equivalent control sample of 1,100 students from the school district who attended schools that did not join the program. Program participation was associated with pronounced improvements in the students' achievement test scores. Notable reductions in the scores of those students who left schools with active programs were also observed. This simple, low-cost anti-violence intervention, involves all those who work in schools, not just students. It appears to significantly benefit educational performance of children in the participating elementary schools. The program focuses attention on the interaction between the bully, victim and audience of bystanders who are seen as pivotal in either promoting or ameliorating violence. Buy in to the philosophy by teachers & administration is high, because the format allows each school to create materials with its own personal stamp, and since there is no classroom curriculum add on, the burden to teachers is vastly reduced. Psychiatrists who work with schools could easily assist a school to put the program in place as part of their consultation work.

  18. Middle school girls and one STEM OST program

    Science.gov (United States)

    Holba, Andrea

    This dissertation examines motivation in middle school girls involved in one STEM OST program. Specifically, motivation is examined through four distinct components. These components are attention, relevance, confidence, and satisfaction. Although these components are unique, they cumulatively create a holistic picture of motivation in program design. The middle school girl participants were observed at program workshops and personal interviews. Exploring program design elements through this lens of motivation was a qualitative effort to both understand how participants respond to design elements, and what might encourage future participation in STEM activities.

  19. The Full-Time School Program in Mexico

    Science.gov (United States)

    Zermeño, Marcela Georgina Gómez; Fahara, Manuel Flores; de la Garza, Lorena Alemán

    2014-01-01

    The Full-time Schools Program in Mexico ("Programa Escuelas de Tiempo Completo," PETC), began in the 2007-2008 school year with the aim of improving the learning opportunities of basic education students by extending the school day to eight hours a day, in order to offer an innovative and flexible pedagogical proposal that includes six…

  20. School-Based Child Abuse Prevention Programs

    Science.gov (United States)

    Brassard, Marla R.; Fiorvanti, Christina M.

    2015-01-01

    Child abuse is a leading cause of emotional, behavioral, and health problems across the lifespan. It is also preventable. School-based abuse prevention programs for early childhood and elementary school children have been found to be effective in increasing student knowledge and protective behaviors. The purpose of this article is to help school…

  1. Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program.

    Science.gov (United States)

    Piety-Jacobs, Sharon R.

    As part of a research project on "Patterns of Successful Assistance in Urban School Programs," this paper presents a case study of an assister's work in a Teacher Growth Program (TGP) at an elementary school in Staten Island, New York. The school has an experienced teaching staff, a supportive principal, a cross-sectional student…

  2. School Nutrition Directors' Perceptions of Technology Use in School Nutrition Programs

    Science.gov (United States)

    Pratt, Peggy; Bednar, Carolyn; Kwon, Junehee

    2012-01-01

    Purpose/Objectives: This study investigated the types of technology/software currently used by Southwest Region school nutrition directors (SNDs) and assessed their perceptions of barriers to purchasing new technology/software. In addition, the importance of future technology/software acquisitions in meeting school nutrition program (SNP) goals…

  3. 76 FR 78095 - Applying for Free and Reduced Price Meals in the National School Lunch Program and School...

    Science.gov (United States)

    2011-12-16

    ... 0584-AD54 [FNS-2007-0023] Applying for Free and Reduced Price Meals in the National School Lunch Program and School Breakfast Program and for Benefits in the Special Milk Program, and Technical... school meals to implement nondiscretionary provisions of the Child Nutrition and WIC Reauthorization Act...

  4. Demographic Changes in School Psychology Training Programs between 1997 and 2005

    Science.gov (United States)

    Cannon, Sharon

    2009-01-01

    The purpose of this study seeks to add to the body of knowledge regarding school psychology training programs by analyzing the data of the 2005 National Association of School Psychologists (NASP) Graduate Training in School Psychology Database, a national survey of psychology training programs. Program directors of all known existing school…

  5. Risk Management: Earning Recognition with an Automated Safety Program

    Science.gov (United States)

    Lansberry, Linden; Strasburger, Tom

    2012-01-01

    Risk management is a huge task that requires diligent oversight to avoid penalties, fines, or lawsuits. Add in the burden of limited resources that schools face today, and the challenge of meeting the required training, reporting, compliance, and other administrative issues associated with a safety program is almost insurmountable. Despite an…

  6. The direct cost of "Thriasio" school screening program

    Directory of Open Access Journals (Sweden)

    Maziotou Christina

    2007-05-01

    Full Text Available Abstract Background There is great diversity in the policies for scoliosis screening worldwide. The initial enthusiasm was succeeded by skepticism and the worth of screening programs has been challenged. The criticisms of school screening programs cite mainly the negative psychological impact on children and their families and the increased financial cost of visits and follow-up radiographs. The purpose of this report is to evaluate the direct cost of performing the school screening in a district hospital. Methods A cost analysis was performed for the estimation of the direct cost of the "Thriasio" school-screening program between January 2000 and May 2006. The analysis involved all the 6470 pupils aged 6–18 years old who were screened at schools for spinal deformities during this period. The factors which were taken into consideration in order to calculate the direct cost of the screening program were a the number of the examiners b the working hours, c the examiners' salary, d the cost of transportation and finally e the cost of examination per child. Results During the examined period 20 examiners were involved in the program and worked for 1949 working hours. The hourly salary for the trainee doctors was 6.80 euro, for the Health Visitors 6.70 euro and for the Physiotherapists 5.50 euro in current prices. The cost of transportation was 32 euro per year. The direct cost for the examination of each child for the above studied period was calculated to be 2.04 euro. Conclusion The cost of our school-screening program is low. The present study provides a strong evidence for the continuation of the program when looking from a financial point of view.

  7. School Compost Programs: Pathways to Success

    Science.gov (United States)

    Schumpert, Kary; Dietz, Cyndra

    2012-01-01

    After the oft-repeated three Rs (reduce, reuse, recycle) comes the lesser-known but equally important fourth R: rot. In this case, rot means compost. Classrooms, schools, and school districts can use a number of methods to establish a compost program. The finished product is a valuable soil amendment that adds fertility to local farmland, school…

  8. Public School Finance Programs, 1978-79.

    Science.gov (United States)

    Tron, Esther O., Comp.

    This compendium describes the programs of state financial aid to school districts that were in effect in the 1978-79 school year. The introductory section of the report is an analysis of the situation and contains summary tables. The report for each state consists of two parts. The first part reports features of the state and local systems of…

  9. 78 FR 42788 - School-Based Health Center Program

    Science.gov (United States)

    2013-07-17

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration School-Based... Gadsden County. SUMMARY: HRSA will be transferring a School-Based Health Center Capital (SBHCC) Program... support the expansion of services at school-based health centers will continue. SUPPLEMENTARY INFORMATION...

  10. Drug use prevention: factors associated with program implementation in Brazilian urban schools.

    Science.gov (United States)

    Pereira, Ana Paula Dias; Sanchez, Zila M

    2018-03-07

    A school is a learning environment that contributes to the construction of personal values, beliefs, habits and lifestyles, provide convenient settings for the implementation of drug use prevention programs targeting adolescents, who are the population group at highest risk of initiating drug use. The objective of the present study was to investigate the prevalence of factors associated with implementing drug use prevention programs in Brazilian public and private middle and high urban schools. The present population-based cross-sectional survey was conducted with a probability sample of 1151 school administrators stratified by the 5 Brazilian administrative divisions, in 2014. A close-ended, self-reported online questionnaire was used. Logistic regression analysis was used to identify factors associated with implementing drug use prevention programs in schools. A total of 51.1% of the schools had adopted drug use prevention programs. The factors associated with program implementation were as follows: belonging to the public school network; having a library; development of activities targeting sexuality; development of "Health at School Program" activities; offering extracurricular activities; and having an administrator that participated in training courses on drugs. The adoption of drug use prevention practices in Brazilian schools may be expanded with greater orchestration of schools through specialized training of administrators and teachers, expansion of the School Health Program and concomitant development of the schools' structural and curricular attributes.

  11. Optimizing Violence Prevention Programs: An Examination of Program Effectiveness among Urban High School Students

    Science.gov (United States)

    Thompkins, Amanda C.; Chauveron, Lisa M.; Harel, Ofer; Perkins, Daniel F.

    2014-01-01

    Background: While demand for youth violence prevention programs increases, the ability of the school-day schedule to accommodate their time requirements has diminished. Viable school-based prevention programs must strike a balance between brevity and effectiveness. This article reports results from an effectiveness trial of a 12-session…

  12. The Incidence of the Tuition-Free High School Program in Japan

    Science.gov (United States)

    Hori, Masahiro; Shimizutani, Satoshi

    2018-01-01

    This paper examines the effect of a tuition-free high school program launched in FY2010 in Japan on the high school enrollment rate and household spending. We have some interesting findings. First, the program contributed to improvement in the high school enrollment rate for poorer households. Second, the program stimulated household spending…

  13. Machine Learning: developing an image recognition program : with Python, Scikit Learn and OpenCV

    OpenAIRE

    Nguyen, Minh

    2016-01-01

    Machine Learning is one of the most debated topic in computer world these days, especially after the first Computer Go program has beaten human Go world champion. Among endless application of Machine Learning, image recognition, which problem is processing enormous amount of data from dynamic input. This thesis will present the basic concept of Machine Learning, Machine Learning algorithms, Python programming language and Scikit Learn – a simple and efficient tool for data analysis in P...

  14. Penerapan Jurnalistik Televisi Pada Program School Update Di Riau Televisi

    OpenAIRE

    ", Suyanto; Putri, Vika Gusria

    2015-01-01

    School update program is the only Riau Television progam which its production procces done by students. School update program present as a medium of creativity learning and development of Pekanbaru Senior High School in term of early television journalism implementation to create a young and high quality journalist. The implementation of this television journalism done through basic television journalism training program and practice on the field. The aim of this research is to determine how ...

  15. Indoor Air Quality Tools for Schools Program: Benefits of Improving Air Quality in the School Environment.

    Science.gov (United States)

    Environmental Protection Agency, Washington, DC. Office of Radiation and Indoor Air.

    The U.S. Environmental Protection Agency (EPA) developed the Indoor Air Quality Tools for Schools (IAQ TfS) Program to help schools prevent, identify, and resolve their IAQ problems. This publication describes the program and its advantages, explaining that through simple, low-cost measures, schools can: reduce IAQ-related health risks and…

  16. Development of ACTION! Wellness Program for Elementary School Personnel.

    Science.gov (United States)

    Webber, Larry S; Johnson, Carolyn C; Rose, Donald; Rice, Janet C

    2007-11-01

    The prevalence of overweight and obesity has increased dramatically in the adult population over the past 2 decades. Almost two-thirds of the adult population works outside the home; thus, interventions implemented at the worksite are viable for obesity reduction. Elementary schools are worksites that have a number of resources that can encourage a healthy lifestyle. The purpose of this paper is to describe the formative research activities and how these were used to design the ACTION! Wellness Program for Elementary School Personnel. Formative data were collected using focus groups, a school survey, and an environmental audit. Focus groups were conducted in three elementary schools, whereas the school survey and environmental audit were collected in 24 elementary schools. The intervention was then tested as a pilot study in one school to determine feasibility and receptivity and refine its components. Participants in the focus groups indicated that most had experience with trying to lose weight, some had positive social support, and most had little free time at school; however, most were very receptive to having a weight control intervention program at their school. Eighteen (75%) of the schools had snack vending machines on the school site, and all had cold drink machines. All 24 schools had at least one indoor site that could be used for physical activity programs. All schools were in neighborhoods conducive for walking. ACTION! will take advantage of the school resources in implementing an environmental intervention to reduce overweight and obesity. This paper describes the progression of events that led to the final trial.

  17. Meeting the Dietary Goals for School Meals by the Year 2000: The CATCH Eat Smart School Nutrition Program.

    Science.gov (United States)

    Nicklas, Theresa A.; And Others

    1994-01-01

    Provides an overview of the Child and Adolescent Trial for Cardiovascular Health (CATCH) Eat Smart School Nutrition Program, an elementary school health promotion program. The article examines components of the CATCH kitchen visits and intervention materials, including the School Meal Program Guide, Fat and Sodium Criteria, Recipe File Box, Vendor…

  18. 75 FR 39220 - Charter Schools Program (CSP) Grants for Replication and Expansion of High-Quality Charter Schools

    Science.gov (United States)

    2010-07-08

    ... DEPARTMENT OF EDUCATION Charter Schools Program (CSP) Grants for Replication and Expansion of High-Quality Charter Schools AGENCY: Office of Innovation and Improvement, Department of Education. ACTION... notice inviting applications for new awards for FY 2010 for the Charter Schools Program Grants for...

  19. Comparison of emotion recognition from facial expression and music.

    Science.gov (United States)

    Gaspar, Tina; Labor, Marina; Jurić, Iva; Dumancić, Dijana; Ilakovac, Vesna; Heffer, Marija

    2011-01-01

    The recognition of basic emotions in everyday communication involves interpretation of different visual and auditory clues. The ability to recognize emotions is not clearly determined as their presentation is usually very short (micro expressions), whereas the recognition itself does not have to be a conscious process. We assumed that the recognition from facial expressions is selected over the recognition of emotions communicated through music. In order to compare the success rate in recognizing emotions presented as facial expressions or in classical music works we conducted a survey which included 90 elementary school and 87 high school students from Osijek (Croatia). The participants had to match 8 photographs of different emotions expressed on the face and 8 pieces of classical music works with 8 offered emotions. The recognition of emotions expressed through classical music pieces was significantly less successful than the recognition of emotional facial expressions. The high school students were significantly better at recognizing facial emotions than the elementary school students, whereas girls were better than boys. The success rate in recognizing emotions from music pieces was associated with higher grades in mathematics. Basic emotions are far better recognized if presented on human faces than in music, possibly because the understanding of facial emotions is one of the oldest communication skills in human society. Female advantage in emotion recognition was selected due to the necessity of their communication with the newborns during early development. The proficiency in recognizing emotional content of music and mathematical skills probably share some general cognitive skills like attention, memory and motivation. Music pieces were differently processed in brain than facial expressions and consequently, probably differently evaluated as relevant emotional clues.

  20. The diffusion of Magnet hospital recognition.

    Science.gov (United States)

    Abraham, Jean; Jerome-D'Emilia, Bonnie; Begun, James W

    2011-01-01

    Magnet recognition is promoted by many in the practice community as the gold standard of nursing care quality. The Magnet hospital population has exploded in recent years, with about 8% of U.S. general hospitals now recognized. The purpose of this study was to identify the characteristics that distinguish Magnet-recognized hospitals from other hospitals within the framework of diffusion theory. We conceptualize Magnet recognition as an organizational innovation and Magnet-recognized hospitals as adopters of the innovation. We hypothesize that adoption is associated with selected characteristics of hospitals and their markets. The study population consists of the 3,657 general hospitals in the United States in 2008 located in metropolitan or micropolitan areas. We used logistic regression analysis to estimate the association of Magnet recognition with organizational and market characteristics. Empirical results support hypotheses that adoption is positively associated with hospital complexity and specialization, as measured by teaching affiliation, and with hospital size, slack resources, and not-for-profit or public ownership (vs. for-profit). Adopters also are more likely to be located in markets that are experiencing population growth and are more likely to have competitor hospitals within the market that also have adopted Magnet status. A positive association of adoption with baccalaureate nursing school supply is contrary to the hypothesized relationship. Because of its rapid recent growth, consideration of Magnet program recognition should be on the strategic planning agenda of hospitals and hospital systems. Hospital administrators, particularly in smaller, for-profit hospitals, may expect more of their larger not-for-profit competitors, particularly teaching hospitals, to adopt Magnet recognition, increasing competition for baccalaureate-prepared registered nurses in the labor market.

  1. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

    Two situations indicate the need of bringing closer music education and the educational community. Elementary school teachers struggle to mediate a relation between their students and knowledge about music. In addition, a contradiction between Brazilian elementary schools and educational programs for primary school teacher exists, in relation to knowledge about music. In an attempt to bridge this gap, the present article aims to review the main ideas on educational programs for primary ...

  2. A systematic review of school-based suicide prevention programs.

    Science.gov (United States)

    Katz, Cara; Bolton, Shay-Lee; Katz, Laurence Y; Isaak, Corinne; Tilston-Jones, Toni; Sareen, Jitender

    2013-10-01

    Suicide is one of the leading causes of death among youth today. Schools are a cost-effective way to reach youth, yet there is no conclusive evidence regarding the most effective prevention strategy. We conducted a systematic review of the empirical literature on school-based suicide prevention programs. Studies were identified through MEDLINE and Scopus searches, using keywords such as "suicide, education, prevention and program evaluation." Additional studies were identified with a manual search of relevant reference lists. Individual studies were rated for level of evidence, and the programs were given a grade of recommendation. Five reviewers rated all studies independently and disagreements were resolved through discussion. Sixteen programs were identified. Few programs have been evaluated for their effectiveness in reducing suicide attempts. Most studies evaluated the programs' abilities to improve students' and school staffs' knowledge and attitudes toward suicide. Signs of Suicide and the Good Behavior Game were the only programs found to reduce suicide attempts. Several other programs were found to reduce suicidal ideation, improve general life skills, and change gatekeeper behaviors. There are few evidence-based, school-based suicide prevention programs, a combination of which may be effective. It would be useful to evaluate the effectiveness of general mental health promotion programs on the outcome of suicide. The grades assigned in this review are reflective of the available literature, demonstrating a lack of randomized controlled trials. Further evaluation of programs examining suicidal behavior outcomes in randomized controlled trials is warranted. © 2013 Wiley Periodicals, Inc.

  3. Facilitating Fresh: State Laws Supporting School Gardens Are Associated With Use of Garden-Grown Produce in School Nutrition Services Programs.

    Science.gov (United States)

    Turner, Lindsey; Leider, Julien; Piekarz, Elizabeth; Schermbeck, Rebecca M; Merlo, Caitlin; Brener, Nancy; Chriqui, Jamie F

    2017-06-01

    To examine whether state laws are associated with the presence of school gardens and the use of garden-grown produce in school nutrition services programs. Nationally representative data from the School Health Policies and Practices Study 2014 were combined with objectively coded state law data regarding school gardens. Outcomes were: (1) the presence of a school garden at each school (n = 419 schools), and (2) the use of garden-grown items in the school nutrition services program. Multivariate logistic regression was used to examine each outcome. Contextual covariates included school level, size, locale, US Census region, student race/ethnic composition, and percentage of students eligible for free and reduced-priced meals. State law was not significantly associated with whether schools had a garden, but it was associated with whether schools used garden-grown items in nutrition services programs (odds ratio, 4.21; P garden-grown items in nutrition services programs was 15.4% among schools in states with a supportive law, vs 4.4% among schools in states with no law. State laws that support school gardens may facilitate the use of garden-grown items in school nutrition service programs. Additional research is needed regarding the types of messaging that might be most effective for motivating school administrators to appreciate the value of school gardens. In addition, another area for further research pertains to scaling garden programs for broader reach. Copyright © 2017 Society for Nutrition Education and Behavior. All rights reserved.

  4. An Evaluation of Project iRead: A Program Created to Improve Sight Word Recognition

    Science.gov (United States)

    Marshall, Theresa Meade

    2014-01-01

    This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured by the Phonological Awareness Literacy Screening (PALS) Test. Linear regressions compared the 2012-13 PALS results from 5,140 first and second grade students at…

  5. Colorado's Alternative School Calendar Program and the Four Day Week.

    Science.gov (United States)

    Brubacher, Roy G.; Stiverson, C. L.

    Taking advantage of legislation permitting modified school calendars, the four-day work week has been implemented by 23 small, rural Colorado school districts representing 5,200 children. Thirteen districts implemented the four-day program in the 1980-81 school year. Ten additional districts applied as first year pilot programs in the 1981-82…

  6. After-School Programs: A Potential Partner to Support Urban Youth

    Science.gov (United States)

    Evans, Ashley; Leung, Brian P.

    2012-01-01

    After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

  7. School feeding programs' role in forming eating habits

    Directory of Open Access Journals (Sweden)

    Ana Maria Cervato-Mancuso

    2013-09-01

    Full Text Available OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil. Key informants from municipal public schools were interviewed. Public schools were selected (n=13 and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.

  8. School feeding programs' role in forming eating habits.

    Science.gov (United States)

    Cervato-Mancuso, Ana Maria; Westphal, Marcia Faria; Araki, Erica Lie; Bógus, Claudia Maria

    2013-09-01

    OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil). Key informants from municipal public schools were interviewed. Public schools were selected (n=13) and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.

  9. A CURRICULUM FOR THE PRE-SCHOOL CHILD.

    Science.gov (United States)

    MOLITOR, M. GRAHAM; AND OTHERS

    THIS PRESCHOOL PROGRAM OF THE SOUTHERN WISCONSIN COLONY AND TRAINING SCHOOL IS PLANNED TO PROVIDE STIMULATION AND EXPERIENCES SIMILAR TO THOSE WHICH A MOTHER MIGHT PROVIDE AT HOME. EXPERIENCES PROVIDE OPPORTUNITIES FOR INDULGENCE OF CURIOSITY AND IMAGINATION, COMFORTABLE COMPETITION WITH SELF AND OTHERS, RECOGNITION AND ATTENTION AS AN INDIVIDUAL,…

  10. Comparative Effectiveness of After-School Programs to Increase Physical Activity

    Directory of Open Access Journals (Sweden)

    Sabina B. Gesell

    2013-01-01

    Full Text Available Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7. Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P<.001. Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program.

  11. Factors associated with recognition of the signs of dating violence by Japanese junior high school students.

    Science.gov (United States)

    Nagamatsu, Miyuki; Hamada, Yukiko; Hara, Kenichi

    2016-01-01

    This study investigated factors associated with the ability of Japanese junior high school students to recognize the signs of dating violence. During a period of 20 months (from June 2011 to January 2013), a survey was distributed to 3340 students aged 13-15 years in the second and third grades at 18 junior high schools in a Japanese prefecture. The survey examined gender, recognition of the signs of dating violence, knowledge of dating violence, self-esteem, attitudes toward sexual activity, attitudes toward an equal dating relationship, and relationships with school teachers. Multiple linear regression analyses were performed to identify predictors of the ability of boys and girls respondents to recognize the signs of physical and psychological dating violence. Binary multiple logistic regression analysis was also performed to identify predictors of the ability of boys and girls respondents to recognize the sign of sexual dating violence. The Ethics Committee of Saga University Medical School approved the study protocol. A total of 3050 (91.3%) students participated in this study (1547 boys and 1503 girls). Gender differences were noted with regard to the scores for some of the variables measured. The results indicated that boys who had more knowledge of dating violence, who focused on an equal dating relationship, and had a positive relationship with their teachers showed a greater ability to recognize the signs of dating violence. In addition, boys with a conservative attitude toward sexual activity showed a greater ability to recognize the signs of physical and sexual violence. Furthermore, girls with more knowledge of dating violence had a conservative attitude toward sexual activity, and girls who focused on an equal dating relationship showed greater ability to recognize the signs of dating violence. These findings suggest that education programs to prevent dating violence should promote understanding about dating violence with consideration of gender

  12. Evaluation of Clark County School District's Alternative Route to Licensure Program from the Program Participants' Perspectives

    Science.gov (United States)

    Kenyon, James J., Jr.

    2013-01-01

    This evaluation assesses the Alternative Route to Licensure (ARL) program of the Clark County School District (CCSD), in Clark County, Nevada from the program participants' perspectives. The program was implemented to reduce teacher shortages in the school district and allow persons with non-education-related Bachelor's Degrees to obtain teaching…

  13. Why and How Schools Make Nutrition Education Programs "Work"

    Science.gov (United States)

    Porter, Kathleen J.; Koch, Pamela A.; Contento, Isobel R.

    2018-01-01

    Background: There are many potential health benefits to having nutrition education programs offered by expert outside sources in schools. However, little is known about why and how schools initiate, implement, and institutionalize them. Gaining this understanding may allow the impact and reach of nutrition and other health education programs in…

  14. Effect of the Healthy Schools Program on prevalence of overweight and obesity in California schools, 2006-2012.

    Science.gov (United States)

    Madsen, Kristine A; Cotterman, Carolyn; Crawford, Pat; Stevelos, JoAnn; Archibald, Abbie

    2015-05-21

    The Alliance for a Healthier Generation's Healthy Schools Program (HSP) is a national evidence-based obesity-prevention initiative aimed at providing the schools in greatest need with onsite training and technical assistance (TTA) and consultation with national experts (HSP national advisors) to create sustainable healthy change in schools' nutrition and physical activity environments. The objective of this study was to evaluate the impact of HSP on the prevalence of overweight and obesity in California schools, from HSP's inception in 2006 through 2012. We used statewide body mass index (BMI) data collected annually from 5th-, 7th-, and 9th-grade students to determine whether enrolling in the HSP's onsite intervention reduced the prevalence of overweight and obesity in intervention schools (n = 281) versus propensity-score matched control schools (n = 709) and whether increasing exposure to the program (TTA and contact with HSP national advisors) was associated with reductions in the prevalence of overweight and obesity. Analyses showed no difference between HSP schools and control schools in overweight or obesity prevalence. However, program exposure varied widely among participating schools, and each additional contact with TTA or HSP national advisors was associated with a 0.3% decline in overweight and obesity prevalence (P schools in reducing obesity. Although participation in HSP alone was not sufficient to improve weight status in California schools, there was a clear dose-response relationship to the program. HSP serves as an effective model for addressing childhood obesity among engaged schools.

  15. Religious Challenges to School Voucher and Tax Benefit/Scholarship Programs

    Science.gov (United States)

    McCarthy, Martha

    2016-01-01

    A key component of current school reform efforts focuses on increasing parental choice through voucher systems and programs that provide tax benefits for contributions to scholarship programs for private school tuition. Indeed, proposals to adopt such programs have been or currently are being considered in four-fifths of the states, and about half…

  16. 2012 School Libraries Count! National Longitudinal Survey of School Library Programs

    Science.gov (United States)

    American Association of School Librarians (NJ1), 2012

    2012-01-01

    AASL's School Libraries Count! annual longitudinal survey is an online survey that is open to all primary and secondary school library programs to participate. The 2012 survey was launched on January 24th and closed on March 20th. The survey was publicized through various professional organizations and events and through word of mouth. Data…

  17. Program Development for Primary School Teachers' Critical Thinking

    Science.gov (United States)

    Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

    2017-01-01

    The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

  18. The School Breakfast Program strengthens household food security among low-income households with elementary school children.

    Science.gov (United States)

    Bartfeld, Judith S; Ahn, Hong-Min

    2011-03-01

    The School Breakfast Program is an important component of the nutritional safety net and has been linked to positive changes in meal patterns and nutritional outcomes. By offering a breakfast, which for low-income children is available either at no cost or reduced price, the program also has the potential to increase household food security. This study examined the relationship between availability of the School Breakfast Program and household food security among low-income third-grade students by using data from the Early Childhood Longitudinal Survey-Kindergarten Cohort. The primary sample included 3010 students. Availability of school breakfast was assessed by surveys of school administrators. Food security was assessed by parents' reports by using the standard 18-item food security scale and considering 2 different food security thresholds. A probit model was estimated to measure the relationship between school breakfast availability and household food security while controlling for a range of other characteristics. Access to school breakfast reduced the risk of marginal food insecurity but not the risk of food insecurity at the standard threshold. That is, the program appeared beneficial in offsetting food-related concerns among at-risk families, although not necessarily in alleviating food insecurity once hardships had crossed the food insecurity threshold. Increasing the availability of school breakfast may be an effective strategy to maintain food security among low-income households with elementary school children.

  19. What Do Schools Want? Assessing Elementary School Administrator and Teacher Preferences Related to Nutrition Education Program Scheduling

    Science.gov (United States)

    Hermann, Janice; Parker, Stephany; Phelps, Josh; Brown, Barbara

    2011-01-01

    Extension is positioned to provide school-based nutrition education programs as required by the 2004 Child Nutrition and WIC Reauthorization Act. To enhance program acceptance and sustainability, it is important to consider school administrators' and teachers' interests and preferences regarding nutrition education programming. The project…

  20. [Effect of school-based peer leader centered smoking prevention program].

    Science.gov (United States)

    Shin, Sung Rae; Oh, Pok Ja; Youn, Hye Kyung; Shin, Sun Hwa

    2014-12-01

    The purpose of this study was to develop and evaluate a school-based peer leader centered smoking prevention program. Non-equivalent control group with a pre/post-test design was used. Students (n=174) in two boys' junior high schools located in D city, Korea participated with 85 being selected for the experimental group and 89 for the control group. Five sessions were given to the experimental group and a 50 minute lecture to the control group. Knowledge, attitude, non-smoking intention, and non-smoking efficacy were measured for the both experimental and control group at two weeks before the program and one month after the program was completed. Data were analyzed using χ²-test, Fisher's exact test, independent t-test and paired t-test with the SPSS 21.0 program. The experimental group showed higher overall knowledge, negative attitude toward smoking, and higher non-smoking intention and efficacy. After receiving the school based peer leader centered smoking prevention program scores for attitude toward smoking and non-smoking efficacy increased in the experimental group were higher than in the control group. The school-based peer leader centered smoking prevention program needs longitudinal evaluation, but from this study, there is an indication that this program can be used with junior high school students and effectively change students' attitude toward smoking and promote non-smoking efficacy.

  1. School Indoor Air Quality Assessment and Program Implementation.

    Science.gov (United States)

    Prill, R.; Blake, D.; Hales, D.

    This paper describes the effectiveness of a three-step indoor air quality (IAQ) program implemented by 156 schools in the states of Washington and Idaho during the 2000-2001 school year. An experienced IAQ/building science specialist conducted walk-through assessments at each school. These assessments documented deficiencies and served as an…

  2. Parental Learning and School Readiness in the Gearing Up for Kindergarten Program

    Directory of Open Access Journals (Sweden)

    Sharon Query

    2013-06-01

    Full Text Available Entering kindergarten is a key moment in a young child’s life, and parents are a child’s first teacher. What can guide parents as they assist children with school readiness? Gearing Up for Kindergarten is an intensive parent education and school readiness program designed to help parents and children prepare for school. Gearing Up for Kindergarten is a parent education program that combines early learning opportunities for pre-kindergarten children with parent education opportunities for adults. This study presents findings from evaluation efforts conducted with 59 Gearing Up for Kindergarten adult participants during the 2006-2007 school year. Participants in the program demonstrated (1 high satisfaction with program quality and experiences, (2 impacts on parental knowledge and confidence, and (3 significant and positive changes in parental practices related to school readiness. Implications for parent education and programs intended to strengthen school readiness among pre-kindergarten children are explored. Parent education on school readiness can provide a substantive resource as parents help their children develop and become ready for the school years.

  3. Foundations in Science and Mathematics Program for Middle School and High School Students

    Science.gov (United States)

    Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

    2016-01-01

    The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

  4. School District Program Cost Accounting: An Alternative Approach

    Science.gov (United States)

    Hentschke, Guilbert C.

    1975-01-01

    Discusses the value for school districts of a program cost accounting system and examines different approaches to generating program cost data, with particular emphasis on the "cost allocation to program system" (CAPS) and the traditional "transaction-based system." (JG)

  5. Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011

    Science.gov (United States)

    Laurent, Jeff; Runia, Elizabeth

    2016-01-01

    The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified.…

  6. Factors associated with the implementation of programs for drug abuse prevention in schools

    Directory of Open Access Journals (Sweden)

    Ana Paula Dias Pereira

    2016-01-01

    Full Text Available ABSTRACT OBJECTIVE To analyze if characteristics of managers, schools, and curriculum are associated with the implementation of programs for drug abuse prevention in elementary and high schools. METHODS Cross-sectional study, with random sample of 263 school managers. Data were collected between 2012 and 2013 by a program that sends forms via internet. A closed self-filling questionnaire was applied online. Statistical analysis included Chi-square tests and logistic regression models. The outcome variable was the presence of program for drug abuse prevention inserted in the daily life and educational program of the school. The explanatory variables were divided into: demographic data of the manager; characteristics of the school and of the curriculum; health education; and drug use in the school. RESULTS We found that 42.5% (95%CI 36.1–49.1 of the evaluated schools had programs for drug abuse prevention. With the multiple logistic regression model, we observed that the more time the manager has worked with education, the chance of the school having a program increased at about 4.0%. Experimenting with innovative teaching techniques also increased at about six times the chance of the school developing a program for drug abuse prevention. The difficulties in the implementation of the programs were more present in state and municipal schools, when compared with private schools, due to, for instance: lack of teaching materials, lack of money, and competing demands for teaching other subjects. CONCLUSIONS The implementation of programs for drug abuse prevention in the city of Sao Paulo is associated with the experience of the manager in education and with the teaching strategies of the school.

  7. A Survey of Faculty Mentoring Programs in AACSB School of Business

    OpenAIRE

    Raymond, B. C.; Raymond, B. C.; Kannan, Vijay R.

    2014-01-01

    The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by the Association for the Advancement of Collegiate Schools of Business found that mentoring programs are the exception rather than the rule. Moreover...

  8. School Voucher Program and Its Enlightenments to the Education Reform in China

    Science.gov (United States)

    Shen, Youlu

    2005-01-01

    This article roughly retrospects the idea of school voucher program proposed by Milton Friedman, lately developed by Peacock, Wiseman and Jencks. The reasons like privatization in education, deterioration of public schooling and school choice promote this program. Then taking a simple look at the ramification of voucher program and its value…

  9. School-based smoking prevention programs with the promise of long-term effects

    Directory of Open Access Journals (Sweden)

    Flay Brian R

    2009-03-01

    Full Text Available Abstract I provide a systematic review of trials of school-based smoking prevention programs that had at least 15 sessions, preferably with some in high school, that reported significant short-term effects, and that included long-term follow-up. This is supplemented with a description of some other programs that produce short-term effects that portend large long-term effects. I conclude that school-based programs can have long-term effects of practical importance it they: include 15 or more sessions over multiple years, including some in high school; use the social influence model and interactive delivery methods; include components on norms, commitment not to use, intentions not to use, and training and practice in the use of refusal and other life skills; and use peer leaders in some role. School-based programs of this type can reduce smoking onset by 25–30%, and school plus community programs can reduce smoking onset by 35–40% by the end of high school. Some early childhood programs that do not have smoking prevention as their main aim, including home nursing, the Good Behavior Game, the Positive Action program and others, seem to change the developmental trajectories of children so that they are less likely to engage in multiple problem behaviors, including smoking, as adolescents. This review makes it clear that effective school-based smoking prevention programs exist and can be adopted, adapted and deployed with success – and should be.

  10. School-Based First Aid Training Programs: A Systematic Review.

    Science.gov (United States)

    Reveruzzi, Bianca; Buckley, Lisa; Sheehan, Mary

    2016-04-01

    This review examines the breadth of first aid training delivered to school students and the components that are age appropriate to adolescents. Eligible studies included school-based first aid interventions targeting students aged between 10 and 18 years. Online databases were searched, for peer-reviewed publications available as at August 2014. A total of 20 journal articles were relevant to the review. Research supported programs with longer durations (3 hours or more). Most programs taught resuscitation alone and few included content that was context-specific and relevant to the target group. The training experience of the facilitator did not appear to impact on student outcomes. Incorporating both practical and didactic components was found to be an important factor in delivering material and facilitating the retention of knowledge. Educational resources and facilitator training were found to be common features of effective programs. The review supports first aid in school curriculum and provides details of key components pertinent to design of school-based first aid programs. The findings suggest that first aid training may have benefits wider than the uptake and retention of knowledge and skills. There is a need for future research, particularly randomized controlled trials to aid in identifying best practice approaches. © 2016, American School Health Association.

  11. ACS-Hach Programs: Supporting Excellence in High School Chemistry Teaching

    Science.gov (United States)

    Taylor, Terri

    2009-05-01

    In January 2009, the ACS received a gift of approximately $33 million from the Hach Scientific Foundation, the largest gift in the society's 133-year history. The foundation's programs will be continued by the ACS and will complement pre-existing ACS resources that support high school chemistry teaching. Three activities serve as the pillars of the ACS-Hach programs—the High School Chemistry Grant Program, the Second Career Teacher Scholarship Program, and the Land Grant University Scholars Program. Collectively, the ACS-Hach programs support high school chemistry teaching and learning by responding to the needs of both in-service and pre-service secondary teachers. The goals of each of the ACS-Hach programs align well with the ACS Mission—to advance the broader chemistry enterprise and its practitioners for the benefit of Earth and its people.

  12. Universal Prevention Program Outcomes: Safe Schools Healthy Students in a Rural, Multicultural Setting

    Science.gov (United States)

    Harris, Elizabeth; McFarland, Joyce; Siebold, Wendi; Aguilar, Rafael; Sarmiento, Ana

    2007-01-01

    The Idaho Consortium for Safe Schools Healthy Students consists of three school districts in rural North Central Idaho and the Nez Perce Tribe's Students for Success Program. Universal prevention programs implemented in the elementary schools include Second Step and the middle schools implemented the Life Skills program. Each of the three…

  13. Summary of Program Evaluation Results: 1985-1986 School Year Pre-Kindergarten Educational Program.

    Science.gov (United States)

    Heath, Robert W.; And Others

    Reported are findings of the 1985-86 program evaluation of the prenatal-to-preschool and preschool programs operating under the auspices of the Kamehameha Schools/Bishop Estate. Evaluation of the prenatal-to-preschool program (the Kupulani Program) included item analysis of the Questions about Pregnancy Test, development of a revised data…

  14. Recognition and development of "educational technology" as a scientific field and school subject

    Directory of Open Access Journals (Sweden)

    Danilović Mirčeta S.

    2004-01-01

    Full Text Available The paper explores the process of development, establishment and recognition of "educational technology" as an independent scientific field and a separate teaching subject at universities. The paper points to: (a the problems that this field deals with or should deal with, (b knowledge needed for the profession of "educational technologist", (c various scientific institutions across the world involved in educational technology, (d scientific journals treating issues of modern educational technology, (e the authors i.e. psychologists and educators who developed and formulated the basic principles of this scientific field, (f educational features and potentials of educational technologies. Emphasis is placed on the role and importance of AV technology in developing, establishing and recognition of educational technology, and it is also pointed out that AV technology i.e. AV teaching aids and a movement for visualization of teaching were its forerunners and crucial factors for its establishing and developing into an independent area of teaching i.e. school subject. In summary it is stressed that educational technology provides for the execution of instruction through emission transmission, selection, coding, decoding, reception, memorization transformation of all types of pieces of information in teaching.

  15. Implementing Cardiopulmonary Resuscitation Training Programs in High Schools: Iowa's Experience.

    Science.gov (United States)

    Hoyme, Derek B; Atkins, Dianne L

    2017-02-01

    To understand perceived barriers to providing cardiopulmonary resuscitation (CPR) education, implementation processes, and practices in high schools. Iowa has required CPR as a graduation requirement since 2011 as an unfunded mandate. A cross-sectional study was performed through multiple choice surveys sent to Iowa high schools to collect data about school demographics, details of CPR programs, cost, logistics, and barriers to implementation, as well as automated external defibrillator training and availability. Eighty-four schools responded (26%), with the most frequently reported school size of 100-500 students and faculty size of 25-50. When the law took effect, 51% of schools had training programs already in place; at the time of the study, 96% had successfully implemented CPR training. Perceived barriers to implementation were staffing, time commitment, equipment availability, and cost. The average estimated startup cost was $1000 US, and the yearly maintenance cost was <$500 with funds typically allocated from existing school resources. The facilitator was a school official or volunteer for 81% of schools. Average estimated training time commitment per student was <2 hours. Automated external defibrillators are available in 98% of schools, and 61% include automated external defibrillator training in their curriculum. Despite perceived barriers, school CPR training programs can be implemented with reasonable resource and time allocations. Copyright © 2016 Elsevier Inc. All rights reserved.

  16. Longitudinal impact of the Cyber Friendly Schools program on adolescents' cyberbullying behavior.

    Science.gov (United States)

    Cross, Donna; Shaw, Thérèse; Hadwen, Kate; Cardoso, Patricia; Slee, Phillip; Roberts, Clare; Thomas, Laura; Barnes, Amy

    2016-01-01

    Cyberbullying is a major public health problem associated with serious mental, social, and academic consequences for young people. To date, few programs addressing cyberbullying have been developed and empirically tested. The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people. Non-government secondary schools in Perth, Western Australia, (N = 35; 3,000+ students) were randomized to an intervention (n = 19) or usual practice control group (n = 16 schools). Students completed online questionnaires in 2010, 2011, and at 1-year follow-up in 2012, measuring their cyberbullying experiences during the previous school term. The intervention group received the program in Grades 8 and 9 (aged 13-14 years). Program effects were tested using two-part growth models. The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content. More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs. Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone. Aggr. Behav. 42:166-180, 2016. © 2015 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  17. Effectiveness of prevention-oriented school oral health program in a private school in Pimpri, Pune

    Directory of Open Access Journals (Sweden)

    Nitin Gupta

    2017-01-01

    Full Text Available Introduction: Programs oriented toward prevention have proven to be highly rewarding in reducing the dental disease burden in western populations. Some developing countries have also reported studies of school health programs with varying effectiveness. However, reports regarding improved effectiveness due to mobile dental unit are scarce. Thus, the present study aims at assessment of effectiveness of prevention-oriented school health program in a private school in Pimpri, Pune. Materials and Methods: A longitudinal study was conducted from May 2015 to June 2016 in Dr. D.Y. Patil school among 449 students aged 5 and 10 years using census sampling. Ethical clearance was obtained from Institutional Ethics Committee of Dr. D. Y. Patil Dental College and Hospital and permission was obtained from the school principal. The study was conducted in 3 phases. SPSS version 18 was used for analyzing the data. Results: There was significant reduction in decayed component and a significant increase in filled component in primary and permanent dentition. There was a significant reduction in treatment needs, i.e., one surface, two surface fillings, and pulp care and restoration. Conclusion: It can be concluded that this prevention-oriented 1-year program was helpful in improving the oral health of the children.

  18. Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

    Directory of Open Access Journals (Sweden)

    Rachel C. F. Sun

    2008-01-01

    Full Text Available This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.

  19. The Profile of a School and Measurement of a Multi-School Organization Change Program.

    Science.gov (United States)

    Feitler, Fred C.

    Modern organization theory and research from business and industry predicts that schools which change toward the Likert participative group organizations will increase productivity. This paper reports interventions of a one-year organization development program carried out with 12 schools and the change results measured by the Profile of a School.…

  20. The awesome Asthma School Days Program: educating children, inspiring a community.

    Science.gov (United States)

    Meurer, J R; McKenzie, S; Mischler, E; Subichin, S; Malloy, M; George, V

    1999-02-01

    Program planners developed an educational program to improve the health of children with asthma in grades three to five in Milwaukee (Wis.) Public Schools. During 1997-1998, 1,400 students from 74 elementary schools participated in the Awesome Asthma School Days education program. In a cross-sectional survey, about 40% of children reported play interrupted and sleep disturbed by asthma, more than 50% of children reported exposure to smoke in their home, most children lacked asthma self-care tools, and most children with persistent symptoms did not use an anti-inflammatory inhaler. The educational program improved students' expectations about normal play and sleep and improved their understanding of asthma. Leaders in Milwaukee used the survey results to develop a community action plan. The educational program, surveys, community partnerships, and strategic plans can be replicated in other schools.

  1. Gender dysphoria and the controversy over the Safe Schools program.

    Science.gov (United States)

    Parkinson, Patrick

    2017-10-01

    The Safe Schools program has attracted great controversy. On one end of the spectrum, it is defended as an anti-bullying program for young people who identify themselves as gay or lesbian, or have issues concerning their gender identity. On the other end of the spectrum, it is regarded as social engineering. This article seeks to promote a discussion of the way in which gender identity issues are addressed in the Safe Schools program. It is argued that the information in this program to Principals, teachers and young people is inaccurate and misleading. The program, as presently designed, may actually cause harm to children and young people who experience gender identity issues because it promotes gender transitioning without expert medical advice. The Safe Schools materials do not acknowledge that the great majority of children resolve gender dysphoria issues around the time of puberty. It may be much more difficult for a child to accept his or her gender at puberty if he or she has already changed name and gender identity in primary school. These deficits need to be addressed if the program is to continue.

  2. After-School Programs: Expanding Access and Ensuring Quality. PPI Policy Report

    Science.gov (United States)

    Gayl, Chrisanne L.

    2004-01-01

    High quality after-school programs provide numerous social, family, and community benefits. In addition to helping parents balance work and life responsibilities, these programs offer prime opportunities to enhance learning--particularly for struggling students. After-school programs also help to promote equity among students by providing…

  3. Cyberbullying Prevention and Intervention Programs in Schools: A Systematic Review

    Science.gov (United States)

    Tanrikulu, Ibrahim

    2018-01-01

    This article presents a systematic review of school-based cyberbullying prevention and intervention programs. Research presenting empirical evidence about the effectiveness of a school-based cyberbullying prevention or intervention program published before August 2016 was searched. Seventeen studies were obtained and reviewed. The findings showed…

  4. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

    Science.gov (United States)

    Carbone, Peter M.

    2010-01-01

    Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

  5. School-based Yoga Programs in the United States: A Survey.

    Science.gov (United States)

    Butzer, Bethany; Ebert, Marina; Telles, Shirley; Khalsa, Sat Bir S

    2015-01-01

    Substantial interest has begun to emerge around the implementation of yoga interventions in schools. Researchers have found that yoga practices may enhance skills such as self-regulation and prosocial behavior, and lead to improvements in students' performance. These researchers, therefore, have proposed that contemplative practices have the potential to play a crucial role in enhancing the quality of US public education. The purpose of the present study was to provide a summary and comparison of school-based yoga programs in the United States. Online, listserv, and database searches were conducted to identify programs, and information was collected regarding each program's scope of work, curriculum characteristics, teacher-certification and training requirements, implementation models, modes of operation, and geographical regions. The online, listserv, and database searches took place in Boston, MA, USA, and New Haven, CT, USA. Thirty-six programs were identified that offer yoga in more than 940 schools across the United States, and more than 5400 instructors have been trained by these programs to offer yoga in educational settings. Despite some variability in the exact mode of implementation, training requirements, locations served, and grades covered, the majority of the programs share a common goal of teaching 4 basic elements of yoga: (1) physical postures, (2) breathing exercises, (3) relaxation techniques, and (4) mindfulness and meditation practices. The programs also teach a variety of additional educational, social-emotional, and didactic techniques to enhance students' mental and physical health and behavior. The fact that the present study was able to find a relatively large number of formal, school-based yoga programs currently being implemented in the United States suggests that the programs may be acceptable and feasible to implement. The results also suggest that the popularity of school-based yoga programs may continue to grow.

  6. Cost-free and sustainable incentive increases healthy eating decisions during elementary school lunch.

    Science.gov (United States)

    Pittman, D W; Parker, J S; Getz, B R; Jackson, C M; Le, T-A P; Riggs, S B; Shay, J M

    2012-01-01

    We aimed to develop a cost-free and sustainable program to influence healthier eating decisions during elementary school lunch. Baseline food and beverage choices were assessed for 9 days during lunch service at two racially and economically diverse elementary schools in Spartanburg County, SC, USA. After being informed that the labeled items on the daily lunch menu represented the healthiest choice, students were allowed to ring a call bell in the cafeteria for public recognition when they chose all of the identified healthiest food and beverage items during lunch service. Using menus matched to the baseline phase, food and beverage choices were measured during a 9-day intervention phase. After 30 days, food and beverage choices were reassessed during a 3-day follow-up phase. Healthiest food & beverage choices increased 49% with >60% of students choosing non-flavored milk over flavored milk during the intervention phase. There was no difference in the success of the program between the two schools. The program continued and healthy eating decisions were significantly sustained at a 30-day follow-up assessment. Public recognition through bell ringing appears to be an effective practice to sustain increases in healthy eating decisions during elementary school lunch and warrants expansion to larger scale, longitudinal trials.

  7. Status of Instructional Physical Education Programs in Ohio Senior High Schools.

    Science.gov (United States)

    Schraibman, Carl

    High school level instructional physical education programs in the state of Ohio are examined to determine the quality of their organizational structure and curricula offerings. Data collected from a 74.3 percent questionnaire response from 70 Ohio school systems describes the functional arrangement of the school programs based on the sex of the…

  8. Effects of a 12-week, school-based obesity management program on obese primary school children

    Directory of Open Access Journals (Sweden)

    Han Gyu Kim

    2010-03-01

    Full Text Available Purpose:This study was designed to determine the effects of a school-based obesity-management program on obese primary school children. Methods:A total of 995 children (6&#8211;12 years old in a primary school were screened in March 2008, and of those, 101 obese students (44 boys and 57 girls, body mass index (BMI ?#249;5 percentile were enrolled for a study group. The school- based, obesity management program, which includes physical exercise and nutritional education, was conducted as part of an extracurricular program for 12 weeks. The measurement of height, weight, waist circumference, blood pressure (BP, and bioelectrical impedance analysis (BIA was performed before and after the program. Results:Height and weight increased significantly (P&lt;0.05. The BMI and obesity index decreased significantly (P&lt;0.01. Systolic and diastolic BP decreased significantly (P&lt;0.01. BMI decreased in 61.4% of boys and 66.7% of girls. Protein and basal metabolic rate (BMR increased significantly on the BIA (P&lt;0.01. Fat decreased significantly (P&lt;0.05. The total body water (TBW and percent body fat (PBF decreased significantly (P&lt;0.01. The changes in protein, fat, TBW, PBF, and BMR significantly correlated to the change in BMI (P&lt;0.05. In a multiple logistic regression analysis, BMI change was significantly correlated to the changes in protein and fat content (P&lt;0.01. Conclusion:The school-based obesity management program is a very effective way to manage obesity for obese primary school children.

  9. Screening for caries in targeted schools in the Blue Mountains and Hawkesbury districts, New South Wales, Australia: an evaluation of the School Assessment Program.

    Science.gov (United States)

    Chong, Gabriel Tse Feng; Evans, Robin Wendell; Dennison, Peter John

    2011-11-01

      To determine if the school dental screening program in New South Wales, the School Assessment Program, achieved its aim of being the key entry point for high-risk children to receive care.   A secondary analysis was conducted on epidemiological data gathered in 16 primary schools in New South Wales (10 for the School Assessment Program and six for the non-School Assessment Program) in 2003. The validity of the School Assessment Program targeting criteria in identifying high-risk schools was determined. Post-screening treatment outcomes were evaluated from the assessment of treatment ratios.   There were negligible differences in the caries experience and proportions of high-risk children, irrespective of their School Assessment Program status. Sensitivity and specificity values were approximately 60% and 40%, respectively, using various case definitions of high risk applied to both children and schools. Deciduous dentition treatment ratios for School Assessment Program and non-School Assessment Program children with decayed, missing, and filled teeth (dmft) ≥1 ranged from 0.48 to 0.79 and from 0.47 to 0.73, respectively. Respective permanent dentition treatment ratios for School Assessment Program and non-School Assessment Program children with Decayed, Missing, and Filled Teeth (DMFT) ≥1 were 0.49-0.82 and 0.64-1.08.   The School Assessment Program failed to identify schools with high caries-risk children or confer post-screening caries treatment benefits. © 2011 Blackwell Publishing Asia Pty Ltd.

  10. The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

    Science.gov (United States)

    Cupp, Garth Meichel

    An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings

  11. Faunal knowledge of students in rural schools: a guide for their recognition in science class

    Directory of Open Access Journals (Sweden)

    Rubinsten Hernández-Barbosa

    2018-02-01

    Full Text Available This text aims to describe a methodological proposal to identify, classify, and organize the faunistic knowledge of students of rural schools. The research was conducted with twenty sixth graders from a rural school in the Department of Cundinamarca, Colombia. Through five types of activities, they expressed, in different ways, their knowledge about the animals of the region. The information collected was organized, categorized, and systematized in tables; these tables resulted from the analysis of the information the students provided. It is a possibility of school work that favors the recognition and valuation of the traditional and ancestral knowledge, and its incorporation to the dynamics of the teaching and learning of the Natural Sciences as a way to create “bridges” between that knowledge and the scholarly scientific knowledge. It is a proposal that, among other things, favors the development of more positive attitudes toward science itself, motivates students to ask questions, to recognize the importance of the cultural context, and to recognize themselves as part of a biocultural system.

  12. The Coordinated School Health Program: Implementation in a Rural Elementary School District

    Science.gov (United States)

    Miller, Kim H.; Bice, Matthew R.

    2014-01-01

    Child health is a complex issue that requires a comprehensive approach to address the many factors that influence it and are influenced by it. In light of the complexity of children's health, the Coordinated School Health Program (CSHP) was developed as a framework for a systems approach to planning and implementing school-based children's health…

  13. Impact of School Flu Vaccine Program on Student Absences

    Science.gov (United States)

    Plaspohl, Sara S.; Dixon, Betty T.; Streater, James A.; Hausauer, Elizabeth T.; Newman, Christopher P.; Vogel, Robert L.

    2014-01-01

    Literature provides evidence that school attendance correlates with academic performance and student success. Influenza is a contributing factor to school absences. Primary prevention for influenza includes immunization. School-located influenza vaccine (SLIV) programs provide greater access for students to be immunized. A retrospective review of…

  14. Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

    Science.gov (United States)

    Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

    2014-01-01

    Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…

  15. Assessing cost-effectiveness in obesity: active transport program for primary school children--TravelSMART Schools Curriculum program.

    Science.gov (United States)

    Moodie, Marj; Haby, Michelle M; Swinburn, Boyd; Carter, Robert

    2011-05-01

    To assess from a societal perspective the cost-effectiveness of a school program to increase active transport in 10- to 11-year-old Australian children as an obesity prevention measure. The TravelSMART Schools Curriculum program was modeled nationally for 2001 in terms of its impact on Body Mass Index (BMI) and Disability-Adjusted Life Years (DALYs) measured against current practice. Cost offsets and DALY benefits were modeled until the eligible cohort reached age 100 or died. The intervention was qualitatively assessed against second stage filter criteria ('equity,' 'strength of evidence,' 'acceptability to stakeholders,' 'feasibility of implementation,' 'sustainability,' and 'side-effects') given their potential impact on funding decisions. The modeled intervention reached 267,700 children and cost $AUD13.3M (95% uncertainty interval [UI] $6.9M; $22.8M) per year. It resulted in an incremental saving of 890 (95%UI -540; 2,900) BMI units, which translated to 95 (95% UI -40; 230) DALYs and a net cost per DALY saved of $AUD117,000 (95% UI dominated; $1.06M). The intervention was not cost-effective as an obesity prevention measure under base-run modeling assumptions. The attribution of some costs to nonobesity objectives would be justified given the program's multiple benefits. Cost-effectiveness would be further improved by considering the wider school community impacts.

  16. Picture This: How to Establish an Effective School ID Card Program

    Science.gov (United States)

    Finkelstein, David

    2013-01-01

    Most school districts do not have an ID card policy that everyone knows and follows, yet. many school districts are implementing ID card programs to address concerns about safety, efficiency, and convenience. A well-thought-out ID card program leads to greater security and smoother operations throughout the school and should thus be a priority.…

  17. Minority- and Women-Owned Business Programs for Local School Units.

    Science.gov (United States)

    Bluestein, Frayda S.

    1994-01-01

    Many local and state governments have established programs to increase the number of government contracts awarded to minority- and women-owned business enterprises (M/WBEs). A question-answer format addresses concerns local school officials may have about North Carolina's M/WBE programs as they relate to school contracting. (MLF)

  18. Analysis of School Food Safety Programs Based on HACCP Principles

    Science.gov (United States)

    Roberts, Kevin R.; Sauer, Kevin; Sneed, Jeannie; Kwon, Junehee; Olds, David; Cole, Kerri; Shanklin, Carol

    2014-01-01

    Purpose/Objectives: The purpose of this study was to determine how school districts have implemented food safety programs based on HACCP principles. Specific objectives included: (1) Evaluate how schools are implementing components of food safety programs; and (2) Determine foodservice employees food-handling practices related to food safety.…

  19. School-based Yoga Programs in the United States: A Survey

    Science.gov (United States)

    Butzer, Bethany; Ebert, Marina; Telles, Shirley; Khalsa, Sat Bir S.

    2016-01-01

    Context Substantial interest has begun to emerge around the implementation of yoga interventions in schools. Researchers have found that yoga practices may enhance skills such as self-regulation and prosocial behavior, and lead to improvements in students’ performance. These researchers, therefore, have proposed that contemplative practices have the potential to play a crucial role in enhancing the quality of US public education. Objective The purpose of the present study was to provide a summary and comparison of school-based yoga programs in the United States. Design Online, listserv, and database searches were conducted to identify programs, and information was collected regarding each program’s scope of work, curriculum characteristics, teacher-certification and training requirements, implementation models, modes of operation, and geographical regions. Setting The online, listserv, and database searches took place in Boston, MA, USA, and New Haven, CT, USA. Results Thirty-six programs were identified that offer yoga in more than 940 schools across the United States, and more than 5400 instructors have been trained by these programs to offer yoga in educational settings. Despite some variability in the exact mode of implementation, training requirements, locations served, and grades covered, the majority of the programs share a common goal of teaching 4 basic elements of yoga: (1) physical postures, (2) breathing exercises, (3) relaxation techniques, and (4) mindfulness and meditation practices. The programs also teach a variety of additional educational, social-emotional, and didactic techniques to enhance students’ mental and physical health and behavior. Conclusions The fact that the present study was able to find a relatively large number of formal, school-based yoga programs currently being implemented in the United States suggests that the programs may be acceptable and feasible to implement. The results also suggest that the popularity of school

  20. Christmas and Easter Art Programs in Elementary School.

    Science.gov (United States)

    Duncum, Paul

    2000-01-01

    Describes art programs that were given at several elementary Australian schools focusing on Christmas and Easter. Explains that the programs are based on the accounts of the birth and death of Jesus given in the Bible. States that the programs integrate studio art, art criticism, and art history. (CMK)

  1. A national survey of school-based, adolescent suicide prevention programs.

    Science.gov (United States)

    Garland, A; Shaffer, D; Whittle, B

    1989-11-01

    A national survey of suicide prevention programs was conducted to determine the number, distribution and content of school-based, curriculum programs for adolescents. One hundred fifteen programs were identified. The total number of students and schools targeted for prevention efforts more than doubled during the academic years 1984/1985 to 1986/1987. Content of the programs was similar, with nearly all including information on suicide warning signs and other facts, as well as on accessing community mental health resources. Most included a separate component for school staff and parents. Ninety-five percent subscribed to the view that suicide is most commonly a response to extreme stress or pressure and could happen to anyone. Possible negative implications of this "stress model" of suicide were discussed. While this survey plays an important first step in providing a description of these programs, more evaluative research is needed to determine what effect, if any, these programs have on suicidal behavior.

  2. Sports training program at school – Athlete at School: logical fundamentals and historical circumstances

    Directory of Open Access Journals (Sweden)

    Nadson Santana Reis

    2015-05-01

    Full Text Available This study is an initial attempt to assess the "Sports Training Program at School - Athlete at School" and is structured according to its wide three "lines of action", namely: encouragement and democratization of sports practices at school; development and dissemination of the Olympic and Paralympic values among students of basic education; and identification and guidance of young talents. In the case of the first two lines, the results show weaknesses, mismatches, and inaccuracies between the theoretical conceptual framework and the technical operational design. On the other hand, the last line confers identity and compliancy to the program, (redirecting the school and physical education to the old "game" of sports massification, and identification and selection of talents. Therefore, the considerations indicate the need to counteract the renewed risk of using the school, physical education, and educational sports policies in accordance with the desires and prerogatives of the sports sector stricto sensu.

  3. Costs of implementing and maintaining comprehensive school health: the case of the Annapolis Valley Health Promoting Schools program.

    Science.gov (United States)

    Ohinmaa, Arto; Langille, Jessie-Lee; Jamieson, Stuart; Whitby, Caroline; Veugelers, Paul J

    2011-01-01

    Comprehensive school health (CSH) is increasingly receiving renewed interest as a strategy to improve health and learning. The present study estimates the costs associated with implementing and maintaining CSH. We reviewed the accounting information of all schools in the Annapolis Valley Health Promoting Schools (AVHPS) program in 2008/2009. We considered support for nutrition and physical activity programs by the public system, grants, donations, fundraising and volunteers. The annual public funding to AVHPS to implement and maintain CSH totaled $344,514, which translates, on average, to $7,830 per school and $22.67 per student. Of the public funding, $140,500 was for CSH, $86,250 for breakfast programs, $28,750 for school food policy programs, and the remainder for other subsidized programs. Grants, donations and fundraising were mostly locally acquired. They totaled $127,235, which translates, on average, to $2,892 per school or $8.37 per student. The value of volunteer support was estimated to be equivalent to the value of grants, donations and fundraising combined. Of all grants, donations, fundraising and volunteers, 20% was directed to physical activity programs and 80% to nutrition programs. The public costs to implement and maintain CSH are modest. They leveraged substantial local funding and in-kind contributions, underlining community support for healthy eating and active living. Where CSH is effective in preventing childhood overweight, it is most likely cost-effective too, as costs for future chronic diseases are mounting. CSH programs that are proven effective and cost-effective have enormous potential for broad implementation and for reducing the public health burden associated with obesity.

  4. The Impact of the Louisiana Scholarship Program on Racial Segregation in Louisiana Schools. Louisiana Scholarship Program Evaluation Report #3. Technical Report

    Science.gov (United States)

    Egalite, Anna J.; Mills, Jonathan N.; Wolf, Patrick J.

    2016-01-01

    The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial segregation in public and private schools. This targeted school voucher program provides funding…

  5. Experiences of School Teachers on Participation in a Brief School Mental Health Program: A Qualitative Inquiry

    Science.gov (United States)

    Shrinivasa, Basavaraj; Reshma, B. K.; Virupaksha, H. G.; Chaithra, Chandrakanth; Vidya, Naik; Nithyananda, S.; Joseph Arthur, Julian Anthony; Amaresha, Anekal C.

    2016-01-01

    Background: School mental health programs (SMHPs) aim to strengthen school teachers' understanding about issues related to child and adolescent mental health and their management. Many studies have looked at outcomes of such programs quantitatively. However, there is a lack of studies on the qualitative effects of SMHPs. With this in mind, the aim…

  6. Improving pupils’ conceptual understanding by a connected in-school and out-of-school science program: a multiple case study

    NARCIS (Netherlands)

    Geveke, Carla; Steenbeek, Henderien; Doornenbal, Jeannette; van Geert, Paul

    2016-01-01

    The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the

  7. 77 FR 19525 - National School Lunch Program: School Food Service Account Revenue Amendments Related to the...

    Science.gov (United States)

    2012-04-02

    ... National School Lunch Program: School Food Service Account Revenue Amendments Related to the Healthy... Food Service Account Revenue Amendments Related to the Healthy, Hunger-Free Kids Act of 2010'' on June... sold in a school and purchased with funds from the nonprofit school food service account, other than...

  8. School-Based Mental Health Program Evaluation: Children's School Outcomes and Acute Mental Health Service Use

    Science.gov (United States)

    Kang-Yi, Christina D.; Mandell, David S.; Hadley, Trevor

    2013-01-01

    Background: This study examined the impact of school-based mental health programs on children's school outcomes and the utilization of acute mental health services. Methods: The study sample included 468 Medicaid-enrolled children aged 6 to 17 years who were enrolled 1 of 2 school-based mental health programs (SBMHs) in a metropolitan area…

  9. NASA Ames summary high school apprenticeship research program, 1983 research papers

    Science.gov (United States)

    Powell, P.

    1984-01-01

    Engineering enrollments are rising in universities; however, the graduate engineer shortage continues. Particularly, women and minorities will be underrepresented for years to come. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created 4 years ago to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP Program is designed for high school juniors (women and minorities) who are U.S. citizens, are 16 years old, and who have unusually high promise in mathematics and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hours a day in a 5-day work week. This work-study program features weekly field trips, lectures and written reports, and job experience related to the student's career interests.

  10. The Medicaid School Program: An Effective Public School and Private Sector Partnership

    Science.gov (United States)

    Mallett, Christopher A.

    2013-01-01

    Privatized service delivery within Medicaid has greatly increased over the past two decades. This public program-private sector collaboration is quite common today, with a majority of Medicaid recipients receiving services in this fashion; yet controversy remains. This article focuses on just one program within Medicaid, school-based services for…

  11. Using School Lunch Programs To Promote Positive Dietary Habits.

    Science.gov (United States)

    Hoff, Mary E.

    2002-01-01

    The variety of school lunch foods available has dramatically expanded as school food managers strive to increase sales and generate revenue. Though lunchtime offerings are often based on student preferences versus nutritional value, with a small investment of effort and commitment to student well-being, schools can create lunch programs that…

  12. U.S. Teachers' Perceptions of School Violence Prevention Programs

    Science.gov (United States)

    Chestnut, Natakie

    2016-01-01

    In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

  13. Managing an "Organistically-Oriented" School Intervention Program.

    Science.gov (United States)

    Barrilleaux, Louis E.; Schermerhorn, John R., Jr.

    An "organic" relationship between change agents and clients is a well-popularized goal in recent literature on planned change and organization development. There is, however, a dearth of literature on how to manage change programs under parameters set by this organic value. This paper examines one school organization development program for the…

  14. Alternative Schools and Programs for Public School Students at Risk of Educational Failure: 2007-08. First Look. NCES 2010-026

    Science.gov (United States)

    Carver, Priscilla Rouse; Lewis, Laurie; Tice, Peter

    2010-01-01

    This report provides national estimates on the availability of alternative schools and programs for students at risk of educational failure in public school districts during the 2007-08 school year. The National Center for Education Statistics (NCES) previously reported results from a similar survey of alternative schools and programs conducted…

  15. Effect of the Healthy Schools Program on Prevalence of Overweight and Obesity in California Schools, 2006–2012

    Science.gov (United States)

    Cotterman, Carolyn; Crawford, Pat; Stevelos, JoAnn; Archibald, Abbie

    2015-01-01

    Introduction The Alliance for a Healthier Generation’s Healthy Schools Program (HSP) is a national evidence-based obesity-prevention initiative aimed at providing the schools in greatest need with onsite training and technical assistance (TTA) and consultation with national experts (HSP national advisors) to create sustainable healthy change in schools’ nutrition and physical activity environments. The objective of this study was to evaluate the impact of HSP on the prevalence of overweight and obesity in California schools, from HSP’s inception in 2006 through 2012. Methods We used statewide body mass index (BMI) data collected annually from 5th-, 7th-, and 9th-grade students to determine whether enrolling in the HSP’s onsite intervention reduced the prevalence of overweight and obesity in intervention schools (n = 281) versus propensity-score matched control schools (n = 709) and whether increasing exposure to the program (TTA and contact with HSP national advisors) was associated with reductions in the prevalence of overweight and obesity. Results Analyses showed no difference between HSP schools and control schools in overweight or obesity prevalence. However, program exposure varied widely among participating schools, and each additional contact with TTA or HSP national advisors was associated with a 0.3% decline in overweight and obesity prevalence (P schools in reducing obesity. Although participation in HSP alone was not sufficient to improve weight status in California schools, there was a clear dose–response relationship to the program. HSP serves as an effective model for addressing childhood obesity among engaged schools. PMID:25996984

  16. Evaluation of the Pilot Program for Home School and ChalleNGe Program Recruits

    National Research Council Canada - National Science Library

    Garcia, F

    2001-01-01

    The National Defense Authorization Act for Fiscal Year 1999 (FY 99) directed a 5-year pilot program to treat graduates of home schools and graduates of the National Guard Youth ChalleNGe Program holding General Education Development (GED...

  17. Content and goals of preclinical prosthodontic programs at german-language dental schools.

    Science.gov (United States)

    Hey, Jeremias; Stimmelmayr, Michael; Hirsch, Christian; Beuer, Florian

    2014-04-01

    The Association for Dental Education in Europe (ADEE) makes recommendations regarding the skills graduates of European dental schools need to achieve and advises dental schools regarding necessary changes to be made to the curriculum. In 2010 to 2011, a survey was conducted in German-language dental schools to validate the curricula and goals of preclinical prosthodontic programs with regard to laboratory work. The survey was mailed to the course instructors of the preclinical programs at 37 dental schools. Of these, 35 schools returned the completed survey, resulting in a response rate of 95%. Bent wire, wax-up exercises, metal-ceramic single crowns, fixed dental prostheses, cast metal single crowns, temporary removable dental prostheses, and full dentures were part of the dental laboratory work at most schools; however, most instructors considered laboratory work as less important, and there were few similarities among the programs in this area. According to the instructors responsible for preclinical education, honing of fine motor skills, realistic self-assessment, and the ability to work independently were the main goals of the programs. The results of this survey show that with regard to laboratory work, there were more differences than similarities among preclinical prosthodontic programs at German-language dental schools, contrary to the recommendations of the ADEE. These findings should be taken into account when program reforms are planned. © 2013 by the American College of Prosthodontists.

  18. Plate Waste in School Lunch Programs in Beijing, China

    Directory of Open Access Journals (Sweden)

    Yao Liu

    2016-12-01

    Full Text Available School plate waste is of particular concern worldwide due to its adverse impacts not only on resource use and the environment, but also on students’ health, physical maturation, and academic achievement in the long term. Previous studies on school plate waste have all been conducted in industrialized countries, and more studies are badly needed in developing countries. In this paper, we report a pilot study on the patterns and causes of plate waste in school lunch programs in Beijing, China, by a combination of physical weighing, questionnaire survey, and semi-structured interview approaches. Our results show that the average amount of food waste generated by school students in Beijing in 2014 was 130 g/cap/meal, accounting for 21% of total food served. Staple food (43% and vegetables (42% were the dominant proportions. Buffet meals resulted in less plate waste than packed meals and set meals. Food supply patterns, the quality of canteen service, and the dietary habit and students’ knowledge of food production were the main influencing factors behind plate waste. To our best knowledge, our pilot study provides a first understanding of the overlooked plate waste in school lunch programs in China, and a good basis for further analysis in this field, and will be helpful in informing policy-making in relevant nutrition and education programs in schools in China.

  19. Standing Strong: Maloney Interdistrict Magnet School Japanese Language and Culture Program

    Science.gov (United States)

    Haxhi, Jessica; Yamashita-Iverson, Kazumi

    2009-01-01

    Maloney Interdistrict Magnet School (MIMS) is the only elementary school in Waterbury that has a world language program and is one of only two elementary Japanese programs in Connecticut. In the past 15 years, more than 1500 students have participated in its Japanese Language and Culture (JLC) Program in grades Prekindergarten through 5th. The JLC…

  20. ACE: A Collaborative School Consultation Program for Secondary School Teachers

    Science.gov (United States)

    Couture, Caroline; Massé, Line

    2014-01-01

    This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

  1. A meta-analysis of the effects of dropout prevention programs on school absenteeism.

    Science.gov (United States)

    Tanner-Smith, Emily E; Wilson, Sandra Jo

    2013-10-01

    This study reports findings from a systematic review and meta-analysis of literature examining the effects of school dropout prevention and intervention programs on students' school absenteeism outcomes. The meta-analysis synthesized 74 effect sizes measuring posttest differences in school absenteeism outcomes for youth enrolled in dropout prevention programs relative to a comparison group. Although results from randomized controlled trials indicated significant beneficial program effects, findings from quasi-experimental studies indicated no significant beneficial or detrimental effects. Examination of study characteristics suggested that dropout programs may have beneficial effects on school absenteeism among primarily male samples, and younger samples. Although no single type of intervention program was consistently more effective than others, vocational oriented and supplemental academic training programs showed some promise. However, the inconsistency in results and the possibility of small study bias mean the quality of evidence in this literature is low; at this time there is not enough evidence to conclude that dropout prevention programs have a universal impact on youth's school absenteeism outcomes.

  2. Transformational Leadership in a High School Choral Program

    Science.gov (United States)

    Williams, Owen Brian

    2014-01-01

    The purpose of this study was to examine a high school choral program to discover how the leadership behaviors of the teacher contributed to the success of the program. The teacher's leadership behaviors were examined through the framework of Transformational Leadership. Criteria for the selection of this program included a recent performance at a…

  3. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

    Science.gov (United States)

    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  4. Recognition of International Education in Japanese Teachers

    Science.gov (United States)

    Yoshida, Masami

    2017-01-01

    Education for international understanding in Japan was focused to develop its own national identity as well as to recognize its coexistence through intercultural education. Then, we have investigated the opinions of Japanese school teachers in terms of their recognition of the necessary content to introduce school instruction of intercultural…

  5. Compensatory and Remedial Programs: What School Leaders Should Know.

    Science.gov (United States)

    Pellicer, Leonard; Anderson, Lorin

    1993-01-01

    A recent study of state-funded remedial and compensatory programs in South Carolina concluded that about 40% of the state's principals lacked sufficient understanding of such programs to determine which delivery model was most appropriate and to integrate the programs successfully into their schools' total instructional programs. Obviously,…

  6. Modernizing dermatology interest groups in medical school: Certificate programs.

    Science.gov (United States)

    Wang, Jordan V; Korta, Dorota Z; Keller, Matthew

    2017-11-15

    This commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with therecent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-grantingprograms in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented.

  7. The state of leadership education in US medical schools: results of a national survey.

    Science.gov (United States)

    Neeley, Sabrina M; Clyne, Brian; Resnick-Ault, Daniel

    2017-01-01

    Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula ​(n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably

  8. PENN PASS: a program for graduates of foreign dental schools.

    Science.gov (United States)

    Berthold, P; Lopez, N

    1994-01-01

    An increasing number of graduates of foreign dental schools who enroll in advanced standing programs to qualify for licensure calls for dental schools to be prepared to handle not only the curricular demands but also the growing cultural diversity among its student population. The "reeducation" of this student group not only meets the need of foreign dentists for an American degree but may also provide health professionals to service various ethnic populations whose language and culture they are able to understand and identify with. A survey of students and graduates of a two-year Program for Advanced Standing Students (PASS) for graduates of foreign dental schools representing 34 countries aimed to arrive at an understanding of this student group through characterization of the foreign dentists and identification of their attitudes and feelings toward various aspects of the program, the school and faculty and their experience of stress. This report includes description of the distinctive features of the program which cater to specific needs and concerns of this non-traditional group of dental students. PASS students are accepted on the basis of their grades in dental school in home country, scores in the National Dental Board Examination Part I, Test of English as Foreign Language (TOEFL), and ratings in personal interviews. They complete an intensive summer program consisting of didactic and laboratory courses which prepares them for integration with four-year students for the last two years of didactic and clinical curriculum. Cultural diversity seminars, a special English class, PASS class meetings and seminars are unique additions to their program and aim to assist them adjust to the educational, social and cultural systems in an American school. Results of the survey show a majority of the PASS students feel that they are part of the school and that there is someone in the school whom they can approach for problems. An understanding of their ethnic and

  9. Institutional influences on the provision of after-school nature programs

    Science.gov (United States)

    James D. Absher; Anne S. Fege; Leanne Jacobson

    2015-01-01

    This study examines the institutional factors that affect organizations' decisions to offer after-school nature programs. Data are from interviews of 31 staff and administrators of after-school programs in San Diego, CA. Results show support for the importance of nature education experiences in general, and that such activities are more likely to be offered if...

  10. Plate waste in school lunch programs in Beijing, China

    DEFF Research Database (Denmark)

    Liu, Yao; Cheng, Shengkui; Liu, Xiaojie

    2016-01-01

    School plate waste is of particular concern worldwide due to its adverse impacts not only on resource use and the environment, but also on students' health, physical maturation, and academic achievement in the long term. Previous studies on school plate waste have all been conducted in industrial...... in China, and a good basis for further analysis in this field, and will be helpful in informing policy-making in relevant nutrition and education programs in schools in China.......School plate waste is of particular concern worldwide due to its adverse impacts not only on resource use and the environment, but also on students' health, physical maturation, and academic achievement in the long term. Previous studies on school plate waste have all been conducted...... in industrialized countries, and more studies are badly needed in developing countries. In this paper, we report a pilot study on the patterns and causes of plate waste in school lunch programs in Beijing, China, by a combination of physical weighing, questionnaire survey, and semi-structured interview approaches...

  11. Business Schools' Programs Turn Felons into Entrepreneurs

    Science.gov (United States)

    Mangan, Katherine

    2013-01-01

    Mike Potts was halfway through a five-year prison sentence outside Houston when he heard about a program that would help him start a business when even buddies with clean records were struggling to find work. The Prison Entrepreneurship Program, run by a nonprofit group of the same name, works with Baylor University's Hankamer School of Business…

  12. 76 FR 69246 - Application for New Awards; High School Equivalency Program

    Science.gov (United States)

    2011-11-08

    ..., engineering and mathematics (STEM) education. The fourth priority is an invitational priority for applications... DEPARTMENT OF EDUCATION Application for New Awards; High School Equivalency Program AGENCY: Office... High School Equivalency Program (HEP) Notice inviting applications for new awards for fiscal year (FY...

  13. NASA Ames Summer High School Apprenticeship Research Program: 1986 research papers

    Science.gov (United States)

    Powell, Patricia

    1988-01-01

    Engineering enrollments are rising in universities; however the graduate engineering shortage continues. Particularly, women and minorities will be underrepresented for many years. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP program is designed for high school juniors who are U.S. citizens, are 16 years old, and who have very high promise in math and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hr days in a 5-day work week. Reports from SHARP students are presented.

  14. OBJECT-ORIENTED PROGRAMMING IN SCHOOL COURSE OF INFORMATICS

    Directory of Open Access Journals (Sweden)

    Хамид Абдулович Гербеков

    2017-12-01

    Full Text Available In article approaches to training of student in object-oriented programming in the environment of the Windows operating system are considered. The analysis of the literature on the programming and the modern school textbook on informatics, and also theoretical material on object-oriented programming within the informative line “Algorithmization and programming” of school course of informatics is for this purpose carried out. The object-oriented approached essentially differs from structured programming in fact that the object-oriented programming paradigm is more open and scalable. It doesn’t mean that transition to the object-oriented approach to programming demands a failure from all algorithm applied in case of structural pro-applications of all earlier found and tested method and receptions. On the contrary new elements are always based on prior experience. Object approach creates a set of essential convenience which under other conditions can’t provide. Object-oriented programming in the environment of the Windows operating system to interest student from the first lesson and to do training fascinating and interesting because student can control object which the modern students face since the childhood on the personal computers, pads and phones.

  15. Foreign language learning, hyperlexia, and early word recognition.

    Science.gov (United States)

    Sparks, R L; Artzer, M

    2000-01-01

    Children with hyperlexia read words spontaneously before the age of five, have impaired comprehension on both listening and reading tasks, and have word recognition skill above expectations based on cognitive and linguistic abilities. One student with hyperlexia and another student with higher word recognition than comprehension skills who started to read words at a very early age were followed over several years from the primary grades through high school when both were completing a second-year Spanish course. The purpose of the present study was to examine the foreign language (FL) word recognition, spelling, reading comprehension, writing, speaking, and listening skills of the two students and another high school student without hyperlexia. Results showed that the student without hyperlexia achieved higher scores than the hyperlexic student and the student with above average word recognition skills on most FL proficiency measures. The student with hyperlexia and the student with above average word recognition skills achieved higher scores on the Spanish proficiency tasks that required the exclusive use of phonological (pronunciation) and phonological/orthographic (word recognition, spelling) skills than on Spanish proficiency tasks that required the use of listening comprehension and speaking and writing skills. The findings provide support for the notion that word recognition and spelling in a FL may be modular processes and exist independently of general cognitive and linguistic skills. Results also suggest that students may have stronger FL learning skills in one language component than in other components of language, and that there may be a weak relationship between FL word recognition and oral proficiency in the FL.

  16. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    Science.gov (United States)

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  17. Case Study of a School-Based Universal Dating Violence Prevention Program

    Directory of Open Access Journals (Sweden)

    Michele Cascardi

    2014-09-01

    Full Text Available Evaluation of universal dating violence prevention programs has rapidly expanded in the past two decades. Many programs demonstrate change in attitudes supportive of dating violence, and a few show evidence of behavior change; however, detailed analysis of process and fidelity of program implementation is generally neglected. An important goal of prevention research is to identify successful initiatives that can be replicated and disseminated in the field. The purpose of the current case study is to document the implementation process of a middle school–based dating violence prevention curriculum in economically disadvantaged urban neighborhoods. Particular attention is given to the school context, such as the process of school and teacher recruitment, the program model, and classroom implementation of the dating violence prevention program in four areas: teacher training, student outcomes, program fidelity, and student engagement. Nine health and physical education teachers from six urban middle schools participated. Results describe effective strategies to secure school participation and engagement, and provide evidence regarding methods to train health and physical education teachers in low-income, urban neighborhoods. Furthermore, classroom observations demonstrate that teachers successfully implemented the five-lesson curriculum, which resulted in positive student outcomes to prevent dating violence. This case study represents an important step in deepening our understanding of the mechanisms of program delivery.

  18. “Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program

    Directory of Open Access Journals (Sweden)

    Kimberly G. Noble

    2012-01-01

    Full Text Available Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.

  19. Oral health knowledge and attitudes of primary school teachers toward school-based oral health programs in Abha-Khamis, Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Shreyas Tikare

    2017-01-01

    Conclusions: The oral health knowledge among primary school teachers was found to be good with positive attitudes toward school-based oral health programs. The most significant barriers in implementing a school oral health program were administrative barriers. There is a need for concerned school authorities and health policy makers to address these barriers and to promote oral health in the community.

  20. A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males.

    Science.gov (United States)

    Johnson, Valerie L; Simon, Patricia; Mun, Eun-Young

    2014-01-01

    The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

  1. Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change

    Science.gov (United States)

    Zimmerman, Marc A.; Eisman, Andria B.; Reischl, Thomas M.; Morrel-Samuels, Susan; Stoddard, Sarah; Miller, Alison L.; Hutchison, Pete; Franzen, Susan; Rupp, Laney

    2018-01-01

    We report on an effectiveness evaluation of the Youth Empowerment Solutions (YES) program. YES applies empowerment theory to an after-school program for middle school students. YES is an active learning curriculum designed to help youth gain confidence in themselves, think critically about their community, and work with adults to create positive…

  2. STEM after School: How to Design and Run Great Programs and Activities. A Guidebook for Program Leaders, Second Edition

    Science.gov (United States)

    ExpandED Schools, 2014

    2014-01-01

    This guidebook was prepared by TASC (The After-School Corporation) and their Frontiers in Urban Science Education (FUSE) programs. FUSE is TASC's initiative to help more out-of-school-time programs and expanded learning time schools offer kids engaging, exciting and inspiring activities that promote science inquiry. The guidebook offers a a…

  3. The Multiplier Effect: The Case for Multi-School, Global Education Programs

    Science.gov (United States)

    Dugan, Rik; Nink, Matt

    2010-01-01

    Multi-school and multi-country programs greatly enhance leadership development and global awareness in students and teachers, while creating better problem solvers, stronger relationships, and wider community impact than any single-school program. That's why Global Youth Leadership Institute (GYLI) and National Association of Independent Schools…

  4. A school-based health education program can improve cholesterol values for middle school students.

    Science.gov (United States)

    Cotts, T B; Goldberg, C S; Palma Davis, L M; Durussel-Weston, J E; Aaronson, S M; Lin, K; Eagle, K A

    2008-09-01

    This prospective study aimed to measure the impact of a school-based multidisciplinary education program on risk factors for atherosclerosis in sixth-grade students. A prospective study was performed in which patients served as their own controls. Healthy sixth-grade students from three middle schools in a city of approximately 100,000 were exposed to an educational program promoting healthful habits through behavioral and environmental change. Risk factors including body mass index (BMI), systolic and diastolic blood pressure (SBP and DBP), cholesterol panel, and random blood glucose were measured before program initiation, then 5 months afterward. Of 711 sixth-graders at three middle schools, 287 (47% boys; mean age, 11.5 +/- 0.37 years) consented to participate in the study. The mean total cholesterol value decreased from 169 +/- 26 to 154 +/- 26 mg/dl (p value decreased from 86 +/- 25 to 84 +/- 23 mg/dl (p = 0.01), and the high-density lipoprotein (HDL) cholesterol value decreased from 56 +/- 13 to 50 +/- 13 mg/dl (p value decreased from 96 +/- 13 to 93 +/- 15 mm/dl (p = 0.01). The mean SBP did not change, showing 109 +/- 12.5 mmHg before the program and 108 +/- 11.5 mmHg afterward. The DBP decreased from 63.6 +/- 8.6 to 62.3 +/- 7.8 mmHg (p = 0.01). The Project Healthy Schools program is feasible and appears to be effective. The results showed significant improvement in risk factors for early atherosclerosis among sixth-grade students including total cholesterol, LDL cholesterol, random glucose levels, and diastolic blood pressure. Further study with a larger group and a longer follow-up period would be valuable.

  5. The Impact of Personal and Program Characteristics on the Placement of School Leadership Preparation Program Graduates in School Leader Positions

    Science.gov (United States)

    Fuller, Edward J.; Hollingworth, Liz; An, Brian P.

    2016-01-01

    Purpose: The purpose of this study is to examine the impact of personal and program characteristics on the placement of graduates of principal preparation programs in assistant principal, principal, and school leadership positions. Research Design: This study relies on Texas principal production data from 1993 through 2007 matched to employment…

  6. The Role of Social Cognitive Theory in Farm-to-School-Related Activities: Implications for Child Nutrition

    Science.gov (United States)

    Berlin, Linda; Norris, Kimberly; Kolodinsky, Jane; Nelson, Abbie

    2013-01-01

    Background: Farm-to-school (FTS) programs are gaining attention for many reasons, one of which is the recognition that they could help stem the increase in childhood overweight and obesity. Most FTS programs that have been evaluated have increased students' selection or intake of fruits and vegetables following the incorporation of FTS…

  7. Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools.

    Science.gov (United States)

    Kaplan, Deanna M; deBlois, Madeleine; Dominguez, Violeta; Walsh, Michele E

    2016-10-01

    Recent research suggests that school-based kindness education programs may benefit the learning and social-emotional development of youth and may improve school climate and school safety outcomes. However, how and to what extent kindness education programming influences positive outcomes in schools is poorly understood, and such programs are difficult to evaluate in the absence of a conceptual model for studying their effectiveness. In partnership with Kind Campus, a widely adopted school-based kindness education program that uses a bottom-up program framework, a methodology called concept mapping was used to develop a conceptual model for evaluating school-based kindness education programs from the input of 123 middle school students and approximately 150 educators, school professionals, and academic scholars. From the basis of this model, recommendations for processes and outcomes that would be useful to assess in evaluations of kindness education programs are made, and areas where additional instrument development may be necessary are highlighted. The utility of the concept mapping method as an initial step in evaluating other grassroots or non-traditional educational programming is also discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. Estimating impacts of a breakfast in the classroom program on school outcomes.

    Science.gov (United States)

    Anzman-Frasca, Stephanie; Djang, Holly Carmichael; Halmo, Megan M; Dolan, Peter R; Economos, Christina D

    2015-01-01

    Short-term impacts of breakfast consumption on diet quality and cognitive functioning have been reported, but more evidence is needed to draw causal inferences about long-term impacts of school breakfast on indicators of school engagement and academic achievement. To estimate the impact of a Breakfast in the Classroom (BIC) program on School Breakfast Program participation, school attendance, and academic achievement. This quasi-experimental study included a sample of 446 public elementary schools from a large, urban US school district that served predominantly low-income, racial/ethnic minority students. A total of 257 schools (57.6%) implemented a BIC program during the 2012-2013 academic year, whereas 189 (42.4%) did not. School- and grade-level data from 2012-2013 and grade-level achievement data from the prior year were collected from school district records across the elementary schools. Hypotheses that a BIC program would improve school breakfast participation at the school level, school attendance at the grade level (kindergarten through sixth grade), and academic achievement at the grade level (second through sixth grades) were tested using propensity score weights to adjust for demographic differences between the BIC and non-BIC schools. The BIC program was linked with increased breakfast participation during the academic year (F10,414=136.90, Pperforming attendance analyses in the subset of grade levels for which achievement data were available, results were mostly consistent, although there was a group × time interaction (F10,1891=1.94, P=.04) such that differences between least squares means in the BIC vs non-BIC groups did not reach statistical significance at every month. There were no group differences in standardized test performance in math (57.9% in the BIC group vs 57.4% in the non-BIC group; F1,1890=0.41, P=.52) or reading (44.9% in the BIC group vs 44.7% in the non-BIC group; F1,1890=0.15, P=.70). Findings add to the evidence that BIC can

  9. A Survey of Faculty Mentoring Programs in AACSB Schools of Business

    Science.gov (United States)

    Raymond, Bruce C.; Kannan, Vijay R.

    2014-01-01

    The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by…

  10. A School-Based Dental Program Evaluation: Comparison to the Massachusetts Statewide Survey.

    Science.gov (United States)

    Culler, Corinna S; Kotelchuck, Milton; Declercq, Eugene; Kuhlthau, Karen; Jones, Kari; Yoder, Karen M

    2017-10-01

    School-based dental programs target high-risk communities and reduce barriers to obtaining dental services by delivering care to students in their schools. We describe the evaluation of a school-based dental program operating in Chelsea, a city north of Boston, with a low-income and largely minority population, by comparing participants' oral health to a Massachusetts oral health assessment. Standardized dental screenings were conducted for students in kindergarten, third, and sixth grades. Outcomes were compared in bivariate analysis, stratified by grade and income levels. A greater percentage of Chelsea students had untreated decay and severe treatment need than students statewide. Yet, fewer Chelsea third graders had severe treatment need, and more had dental sealants. There was no significant difference in the percentage of Chelsea students having severe treatment need or dental sealants by income level. Students participating in our program do not have lower decay levels than students statewide. However, they do have lower levels of severe treatment need, likely due to treatment referrals. Our results confirm that school-based prevention programs can lead to increased prevalence of dental sealants among high-risk populations. Results provide support for the establishment of full-service school-based programs in similar communities. © 2017, American School Health Association.

  11. USAF Summer Research Program - 1995 High School Apprenticeship Program Final Reports, Volume 14, Rome Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1995-01-01

    The United States Air Force High School Apprenticeship Program's (USAF HSAP) purpose is to place outstanding high school students whose interests are in the areas of mathematics, engineering, and science to work in a laboratory environment...

  12. Program Evaluation of a Special Education Day School for Conduct Problem Adolescents.

    Science.gov (United States)

    Maher, Charles A.

    1981-01-01

    Describes a procedure for program evaluation of a special education day school. The procedure enables a program evaluator to: (1) identify priority evaluation information needs of a school staff, (2) involve those persons in evaluation design and implementation, and (3) determine the utility of the evaluation for program decision-making purposes.…

  13. Evaluation and Report on Consumer and Homemaking Program in Depressed Areas. Utterback Junior High School Program. Wakefield Junior High School Program. June and July, 1972.

    Science.gov (United States)

    Noon, Madeline Estella; Hanson, Connie

    The document describes the consumer and home economics summer programs for grade 7 and grade 8 girls in two junior high schools. The programs provided opportunities to learn basic sewing and cooking skills, as well as personal improvement such as grooming, hygiene, posture, and modeling. A number of field trips to supplement the class instruction…

  14. Facial Affect Recognition and Social Anxiety in Preschool Children

    Science.gov (United States)

    Ale, Chelsea M.; Chorney, Daniel B.; Brice, Chad S.; Morris, Tracy L.

    2010-01-01

    Research relating anxiety and facial affect recognition has focused mostly on school-aged children and adults and has yielded mixed results. The current study sought to demonstrate an association among behavioural inhibition and parent-reported social anxiety, shyness, social withdrawal and facial affect recognition performance in 30 children,…

  15. 76 FR 3609 - Proposed Information Collection; Comment Request; Census in Schools and Partnership Program Research

    Science.gov (United States)

    2011-01-20

    ... in Schools and Partnership Program Research AGENCY: U.S. Census Bureau, Commerce. ACTION: Notice... Schools (CIS) Program and the Partnership Program (PP) with three primary objectives: (1) To increase the.... The CIS Program educated primary and secondary school students about the 2010 Census; the students, in...

  16. The Medical Academic Advancement Program at the University of Virginia School of Medicine.

    Science.gov (United States)

    Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

    1999-04-01

    Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

  17. Innovating in health care management education: development of an accelerated MBA and MPH degree program at Yale.

    Science.gov (United States)

    Pettigrew, Melinda M; Forman, Howard P; Pistell, Anne F; Nembhard, Ingrid M

    2015-03-01

    Increasingly, there is recognition of the need for individuals with expertise in both management and public health to help health care organizations deliver high-quality and cost-effective care. The Yale School of Public Health and Yale School of Management began offering an accelerated Master of Business Administration (MBA) and Master of Public Health (MPH) joint degree program in the summer of 2014. This new program enables students to earn MBA and MPH degrees simultaneously from 2 fully accredited schools in 22 months. Students will graduate with the knowledge and skills needed to become innovative leaders of health care organizations. We discuss the rationale for the program, the developmental process, the curriculum, benefits of the program, and potential challenges.

  18. How to implement the Science Fair Self-Help Development Program in schools

    Energy Technology Data Exchange (ETDEWEB)

    Menicucci, D.

    1994-01-01

    This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

  19. A Model Intervention Program for Secondary School Education

    Directory of Open Access Journals (Sweden)

    Brian Gerber

    2012-01-01

    Full Text Available Valdosta State University and the Valdosta City Schools (Valdosta, GA partnered in 2008 to form the Valdosta Early College Academy (VECA. VECA epitomizes the early college concept of (a admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college and (b providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85% of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a innovations that complement the implementation of higher standards and high-quality assessments and (b innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.

  20. High School Journalism Research: Community College Program Implications.

    Science.gov (United States)

    Dvorak, Jack

    1987-01-01

    Reviews findings from a Journalism Education Association study comparing the American College Testing (ACT) Program standardized scores, writing samples, and Language Arts Survey responses of students who were involved in high school journalism programs with students who were not. Urges community college journalism educators to support high school…

  1. The Kamehameha Schools Program of Hawaiian Studies

    Science.gov (United States)

    Mitchell, Donald D.

    1975-01-01

    Article described the efforts of the Kamehameha Schools to teach a program of Hawaiian subjects to help the young citizens of Hawaii in their quest for knowledge and skills in this culture. (Author/RK)

  2. The Tax-Credit Scholarship Audit: Do Publicly Funded Private School Choice Programs Save Money?

    Science.gov (United States)

    Lueken, Martin F.

    2016-01-01

    This report follows up on previous work that examined the fiscal effects of private school voucher programs. It estimates the total fiscal effects of tax-credit scholarship programs--another type of private school choice program--on state governments, state and local taxpayers, and school districts combined. Based on a range of assumptions, these…

  3. [Union-Endicott Schools: Foreign Language Program.

    Science.gov (United States)

    O'Connell, Raymond S.

    This brochure describing language programs to both parents and prospective high school language students in Endicott, New York focuses on developing student motivation and interest. Topics discussed include: (1) reasons for studying foreign language, (2) stages of foreign language learning, (3) course offerings, (4) homework, and (5) examinations.…

  4. Summer Research Program - 1998 High School Apprenticeship Program. Volume 14. Phillips Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1998-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  5. Summer Research Program - 1998 High School Apprenticeship Program Volume 13 Rome Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1998-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  6. Summer Research Program - 1997 High School Apprenticeship Program. Volume 14, Rome Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1997-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  7. Summer Research Program - 1996 High School Apprenticeship Program Volume 13 Phillips Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1996-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  8. An Evaluative Review of School Accreditation Implementation Program in Indonesian Contexts

    Science.gov (United States)

    Haryati, Sri

    2014-01-01

    This paper critically reviews and evaluates the implementation of School Accreditation Program for the period of 2013 with a particular reference to Central Java Schools, consisting of Kindergarten (TK) Elementary School (SD), Junior High School (SMP) and Senior High School (SMA) (Note 1). The aim of the review is to see to what extent they can…

  9. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    OpenAIRE

    Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; St?rmann, Sylv?re; Niedermaier, Sophie

    2011-01-01

    Abstract Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based ...

  10. A Five-Year School Building and Future Sites Program 1966-1970.

    Science.gov (United States)

    1965

    Five-year school building and site needs and related financial requirements are summarized for Milwaukee's schools. Educational policies concerning the school building program are stated, and consideration is given to factors affecting school board needs such as birth rate, public housing projects, urban renewal, highways, and expressways. School…

  11. Fundamental remote science research program. Part 2: Status report of the mathematical pattern recognition and image analysis project

    Science.gov (United States)

    Heydorn, R. P.

    1984-01-01

    The Mathematical Pattern Recognition and Image Analysis (MPRIA) Project is concerned with basic research problems related to the study of he Earth from remotely sensed measurements of its surface characteristics. The program goal is to better understand how to analyze the digital image that represents the spatial, spectral, and temporal arrangement of these measurements for purposing of making selected inferences about the Earth. This report summarizes the progress that has been made toward this program goal by each of the principal investigators in the MPRIA Program.

  12. Evaluation of the effectiveness of a school-based cannabis prevention program.

    Science.gov (United States)

    Ariza, Carles; Pérez, Anna; Sánchez-Martínez, Francesca; Diéguez, Marta; Espelt, Albert; Pasarín, M Isabel; Suelves, Josep M; De la Torre, Rafael; Nebot, Manuel

    2013-09-01

    The effectiveness of a cannabis prevention program in high school students was assessed. A quasi-experimental study was designed to evaluate the effectiveness of an intervention implemented in an intervention group (IG) with 39 schools compared with a control group (CG) of 47 schools not exposed to the intervention. Of 224 secondary schools in Barcelona, 86 were assessed in the 2005-2006 school year through a personal questionnaire administered at baseline and 15 months after the intervention. Participants consisted of 4848 ninth graders (14-15 year-olds), 2803 assigned to the IG and 2043 to the CG, according to the type and size of the school and the socioeconomic status of the school's neighborhood. The intervention consisted of a school-based cannabis prevention program (xkpts.com), with four sessions and 16 activities, implemented over 6-10h, with materials for parents and web-based student involvement. Last-month cannabis use was assessed at baseline and at 15 months' follow-up. Process evaluation indicators were assessed. At 15 months follow-up, 8.2% of boys and 8.3% of girls in the IG became last-month cannabis users versus 11.8% of boys and 11.6% of girls in the CG. These differences were statistically significant (p=0.003), representing a 29% reduction in last-month cannabis users in the IG compared with the CG. The incidence of last-month cannabis use was lowest in classrooms that adhered to the program protocol. The xkpts.com program was effective in preventing progression to last-month cannabis use. Effectiveness was higher in classrooms that adhered closely to the protocol. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  13. Segregation Levels in Milwaukee Public Schools and the Milwaukee Voucher Program. School Choice Issues in the State

    Science.gov (United States)

    Forster, Greg

    2006-01-01

    This study compares segregation levels in Milwaukee public schools and in private schools participating in the Milwaukee voucher program. Using a segregation index that measures the difference between the percent of students in a school who are white and the percentage of school-age children in the greater metro area who are white, it finds that…

  14. High school sports programs differentially impact participation by sex

    OpenAIRE

    Keith M. Drake; Meghan R. Longacre; Todd MacKenzie; Linda J. Titus; Michael L. Beach; Andrew G. Rundle; Madeline A. Dalton

    2015-01-01

    Background: Among numerous health benefits, sports participation has been shown to reduce the risk of overweight and obesity in children and adolescents. Schools represent an ideal environment for increasing sports participation, but it is unclear how access and choice influence participation and whether characteristics of the school sports program differentially influence boys' and girls' participation. The purpose of this study was to evaluate the characteristics of high school athletic pro...

  15. Evaluation of the School Breakfast Program Pilot Project: Final Report. Special Nutrition Programs. Report Number CN-04-SBP. Nutrition Assistance Program Report Series

    Science.gov (United States)

    Bernstein, Lawrence S.; McLaughlin, Joan E.; Crepinsek, Mary Kay; Daft, Lynn M.

    2004-01-01

    In 1998, Congress authorized the School Breakfast Program Pilot Project (SBPP) to study the implementation and effects of providing universal free school breakfast in six school districts across the United States. For three years, from School Year (SY) 2000-2001 through SY 2002-2003, these six school districts received federal funds to offer…

  16. H2O: A Hampton University-Hampton School District Outreach Program

    Science.gov (United States)

    Gueye, Paul; Young, William

    2011-04-01

    For many years, Hampton University (HU, Hampton, VA) has been collaborating with local schools of the Hampton City School District (HCS) in various areas that foster science education. This partnership between an HBCU and a local school district has been extended to a new level through a novel K-12 initiative:Hampton University-Hampton School District Outreach (H2O) program. This effort will target 9 schools out of the 34 schools from HCS, involve a total of 25 graduate students (5/year), 25 junior and senior undergraduate students (5/year) and 102 teachers (3/school). Faculty and students from seven STEM fields at HU will contribute by reaching out to Departments offering MS and PhD degrees in these areas. In addition to providing teaching experience to students, H2O will infuse research within the classrooms and offer a teacher professional development program, G5-12 students will present some research conducted throughout the year at a dedicated conference at HU and at the National Society of Black Physicists annual meeting, and a dedicated 2-day workshop in the fall with K-12 educators will provide a platform to share some outcomes of H2O. This program has reached out to several societies (NSBP, NSHP, APS, AAPT and AAPM) as a vehicle for teacher professional training, along with including an international component with Canada, France and Senegal. A review of recent collaborations and outcomes from this partnership will be provided and the status of the H2O program will be presented.

  17. Evaluation of the School Breakfast Program Pilot Project: Findings from the First Year of Implementation. Nutrition Assistance Program Report Series.

    Science.gov (United States)

    McLaughlin, Joan E.; Bernstein, Lawrence S.; Crepinsek, May Kay; Daft, Lynn M.; Murphy, J. Michael

    In 1998, Congress authorized implementation of a 3-year pilot breakfast program involving 4,300 students in elementary schools in 6 school districts representing a range of economic and demographic characteristics. The program began in the 2000-01 school year. This lengthy report presents the findings from the pilot's first year. The study had two…

  18. Development of Adaptive AE Signal Pattern Recognition Program and Application to Classification of Defects in Metal Contact Regions of Rotating Component

    International Nuclear Information System (INIS)

    Lee, K. Y.; Lee, C. M.; Kim, J. S.

    1996-01-01

    In this study, the artificial defects in rotary compressor are classified using pattern recognition of acoustic emission signal. For this purpose the computer program is developed. The neural network classifier is compared with the statistical classifier such as the linear discriminant function classifier and empirical Bayesian classifier. It is concluded that the former is better. It is possible to acquire the recognition rate of above 99% by neural network classifier

  19. School Breakfast Scorecord, 2002. Twelfth Annual Status Report on the School Breakfast Program.

    Science.gov (United States)

    Hess, Doug; Woo, Nicole; Phelps, Anne; Parker, Lynn; Weill, Jim

    The School Breakfast Program provides breakfast to millions of children from low-income families who otherwise might go hungry in the morning and be less ready to learn. This report is the eleventh from the Food Research and Action Center (FRAC) to examine the program, its benefits, and the performance of the nation and of each state in reaching…

  20. School Breakfast Scorecard, 2003: Thirteenth Annual Status Report on the School Breakfast Program.

    Science.gov (United States)

    Woo, Nicole; Parker, Lynn; Weill, Jim; Vuong, Bi; Hess, Doug; Weinstein-Tull, Justin; Putney, Wanda

    The School Breakfast Program provides breakfast to millions of children from low-income families who otherwise might go hungry in the morning and be less ready to learn. This report is the thirteenth from the Food Research and Action Center (FRAC) to examine the program, its benefits, and the performance of the nation and of each state in reaching…

  1. Segregation Levels in Cleveland Public Schools and the Cleveland Voucher Program. School Choice Issues in the State

    Science.gov (United States)

    Forster, Greg

    2006-01-01

    Examining the widespread claims that private schools have high segregation levels and vouchers will lead to greater segregation, this study finds that both assertions are empirically unsupportable. Private schools participating in Cleveland's voucher program are much less segregated than Cleveland's public schools. This means that students using…

  2. Certain Characteristics of iSchools Compared to Other LIS Programs

    Science.gov (United States)

    Wedgeworth, Robert

    2013-01-01

    This dissertation compares 17 iSchools and 36 other LIS schools that offer the ALA-accredited Master's degree program according to certain characteristics. The study compiles quantitative and qualitative data on 32 variables and sub-variables drawn from the schools' web sites, ALISE 2010 Statistical Report, and Elsevier's SCOPUS…

  3. Plate Waste and Attitudes among High School Lunch Program Participants

    Science.gov (United States)

    Haas, Jessica; Cunningham-Sabo, Leslie; Auld, Garry

    2014-01-01

    Purpose/Objectives: The purpose of this study was to determine: (1) What foods high school students participating in the National School Lunch Program (NSLP) are discarding the most? (2) How much of these foods they are discarding? and (3) What are their perceptions towards school lunch? Methods: Researchers measured plate waste at two high…

  4. Children's familiarity preference in self-directed study improves recognition memory

    NARCIS (Netherlands)

    Adams, K.A.; Kachergis, G.E.; Markant, D.; Gunzelmann, G.; Howes, A.; Tenbrink, T.; Davelaar, E.

    2017-01-01

    In both adults and school-age children, volitional control over the presentation of stimuli during study leads to enhanced recognition memory. Yet little is known about how very young learners choose to allocate their time and attention during self-directed study. Using a recognition memory task, we

  5. A coalition partnership of vision health through a health-promoting school program for primary school students in Taiwan.

    Science.gov (United States)

    Chang, Li-Chun; Guo, Jong-Long; Liao, Li-Ling; Peng, Hsiu-Ying; Hsieh, Pei-Lin

    2017-09-01

    Myopia, the most common refractive error, is the most common cause of avoidable visual impairment among children and has reached epidemic proportions among children and young adults in urban areas of East and Southeast Asia that contain populations of Chinese ancestry. Moreover, vision health is an important theme of the health-promoting school program issued by the Ministry of Education in Taiwan. The aim of this study is to assess the impact of pre- and post-intervention proposed by the health-promoting school (HPS) model. The objectives are to understand whether the HPS model influenced the vision screening results and the attitude, knowledge level, and vision care behavior of the students involved. A prospective cohort study design was used to evaluate a vision health program. Four elementary schools, local education authorities, and one university in northern Taiwan established a coalition partnership to design a six-month program to combat myopia among students. The target population was 6668 school children from local elementary schools. For the purpose of this study, the outcome of visual acuity testing (in logMAR) was analyzed with a sampling of 373 school children (aged 11-12 years old) who were chosen from high prevalence of poor vision classes. After the HPS program, the attitudes, behaviors, and knowledge levels of the school children regarding vision health were significantly improved. The pre-intervention mean logMAR of all participating students ( N = 373) was -.10, which increased to -.19 after the intervention. Analysis using the Wilcoxon signed-rank test showed that the logMAR value was significantly improved after the intervention ( t = 2.13, p < 0.05). Our findings highlight the relevance and effectiveness of the coalition's efforts, which reinforces the usefulness of co-operatively implementing the HPS program.

  6. Tuberculosis awareness program and associated changes in knowledge levels of school students

    Directory of Open Access Journals (Sweden)

    Jayashree S Gothankar

    2013-01-01

    Conclusions: Health education program by medical students helped significantly to improve the knowledge of school students regarding tuberculosis. Thus, medical college students can be involved to some extent for conducting health-related behavioral change communication (BCC activities in schools during their Community Medicine morning posting. Collaboration of private medical colleges, schools, and district tuberculosis units (DTUs can be ideally achieved under public private partnership (PPP for health awareness programs.

  7. "STOP the Violence": FCCLA Program Tackles School Issue

    Science.gov (United States)

    Journal of Family and Consumer Sciences, 2004

    2004-01-01

    "STOP the Violence--Students Taking on Prevention" is a program designed to involve students and address school violence at its core from the peer-to- peer perspective. Developed by members of the Family, Career and Community Leaders of America (FCCLA), the program empowers young persons to recognize, report, and reduce the potential for youth…

  8. Strengthening German Programs through Community Engagement and Partnerships with Saturday Morning Schools

    Science.gov (United States)

    Hellebrandt, Josef

    2014-01-01

    German university programs can increase enrollments and diversify their curricula through academic community partnerships with surrounding schools. This article informs about two community-supported initiatives between the German Studies Program at Santa Clara University and the South Bay Deutscher Schulverein, a Saturday Morning School in…

  9. After-School Programs: A Resource for Young Black Males and Other Urban Youth

    Science.gov (United States)

    Woodland, Malcolm H.

    2016-01-01

    While after-school programs are plentiful, they are often developed arbitrarily with little attention given to theoretical underpinnings that may inform program interventions. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth. The…

  10. Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison

    Science.gov (United States)

    Xu, Xiaoqiu; Padilla, Amado M.; Silva, Duarte M.

    2015-01-01

    This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross-sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the…

  11. A Demonstration Training Program for Potential School Dropouts. A Service Station Training School for Dropout-Prone Students.

    Science.gov (United States)

    Rull, Marvin H.; Moore, Richard O.

    One phase of the curriculum demonstration program sponsored jointly by the Quincy Public Schools and Southern Illinois University is the Service Station Training School described within this report. The Service Station Training School was one of several sheltered work stations which were developed to provide preemployment experiences and training…

  12. A Program Review of a Middle School Gay-Straight Alliance Club

    Science.gov (United States)

    Quasha, Scott; McCabe, Paul C.; Ortiz, Samuel O.

    2014-01-01

    This program review examined a middle school Gay-Straight Alliance (GSA) club within a northeastern suburban school situated in a large metropolitan area. The GSA was the first in the region to start exclusively in a standalone middle school. The review was accomplished through a staff survey comparing school climates for lesbian, gay, bisexual,…

  13. Impact of School Readiness Program Interventions on Children's Learning in Cambodia

    Science.gov (United States)

    Nonoyama-Tarumi, Yuko; Bredenberg, Kurt

    2009-01-01

    To reduce the high repetition rates in early years of primary school, the government of Cambodia piloted a school readiness program (SRP) in the first two months of Grade 1 of primary school. This study examines whether such intervention has effects on students' immediate acquisition of school readiness skills as well as students' longer term…

  14. The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

    Directory of Open Access Journals (Sweden)

    Megan McCabe

    2017-12-01

    Full Text Available School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003; Mautone et al., 2009 yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30 who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

  15. Mother's Happiness with Cognitive - Executive Functions and Facial Emotional Recognition in School Children with Down Syndrome.

    Science.gov (United States)

    Malmir, Maryam; Seifenaraghi, Maryam; Farhud, Dariush D; Afrooz, G Ali; Khanahmadi, Mohammad

    2015-05-01

    According to the mother's key roles in bringing up emotional and cognitive abilities of mentally retarded children and respect to positive psychology in recent decades, this research is administered to assess the relation between mother's happiness level with cognitive- executive functions (i.e. attention, working memory, inhibition and planning) and facial emotional recognition ability as two factors in learning and adjustment skills in mentally retarded children with Down syndrome. This study was an applied research and data were analyzed by Pearson correlation procedure. Population is included all school children with Down syndrome (9-12 yr) that come from Tehran, Iran. Overall, 30 children were selected as an in access sample. After selection and agreement of parents, the Wechsler Intelligence Scale for Children-Revised (WISC-R) was performed to determine the student's IQ, and then mothers were invited to fill out the Oxford Happiness Inventory (OHI). Cognitive-executive functions were evaluated by tests as followed: Continues Performance Test (CPT), N-Back, Stroop test (day and night version) and Tower of London. Ekman emotion facial expression test was also accomplished for assessing facial emotional recognition in children with Down syndrome, individually. Mother's happiness level had a positive relation with cognitive-executive functions (attention, working memory, inhibition and planning) and facial emotional recognition in her children with Down syndrome, significantly. Parents' happiness (especially mothers) is a powerful predictor for cognitive and emotional abilities of their children.

  16. Innovating in Health Care Management Education: Development of an Accelerated MBA and MPH Degree Program at Yale

    Science.gov (United States)

    Forman, Howard P.; Pistell, Anne F.; Nembhard, Ingrid M.

    2015-01-01

    Increasingly, there is recognition of the need for individuals with expertise in both management and public health to help health care organizations deliver high-quality and cost-effective care. The Yale School of Public Health and Yale School of Management began offering an accelerated Master of Business Administration (MBA) and Master of Public Health (MPH) joint degree program in the summer of 2014. This new program enables students to earn MBA and MPH degrees simultaneously from 2 fully accredited schools in 22 months. Students will graduate with the knowledge and skills needed to become innovative leaders of health care organizations. We discuss the rationale for the program, the developmental process, the curriculum, benefits of the program, and potential challenges. PMID:25706023

  17. [Basic cardiopulmonary resuscitation program for high school students (PROCES). Results from the pilot program].

    Science.gov (United States)

    Miró, Oscar; Jiménez-Fábrega, Xavier; Díaz, Núria; Coll-Vinent, Blanca; Bragulat, Ernest; Jiménez, Sònia; Espinosa, Gerard; Hernández-Rodríguez, José; García-Alfranca, Fernando; Alvarez, M Teresa; Salvador, Jordi; Millá, José; Sánchez, Miquel

    2005-01-15

    The PROCES (Programa de Reanimació Cardiopulmonar Orientat a Centres d'Ensenyament Secundari) program is aimed at teaching basic cardiopulmonary resuscitation (b-CPR) to teenagers within high school. Our aim was to analyze the results obtained from the pilot program. PROCES was splitted in 7 sessions: 5 of them (5 hours) were taught by teachers at high school and 2 of them (4 hours, including how to perform b-CPR) were taught by emergency physicians. To assess the degree of students' learning, they were administered a 20-question test before and after the program. Epidemiological characteristics and students' opinions (all them were requested to rate the program from 0 to 10) were also collected. Students were 14 years-old in 38%, 15 in 38% and 16 or more in 24%. Before PROCES, the mean mark (over 20 points) was 8.5 (2.4). After PROCES, marks improved up to 13.5 (3.2) (p knowledge and skills in b-CPR, with no exceptions associated with teenagers' characteristics.

  18. Assessment of elementary school safety restraint programs.

    Science.gov (United States)

    1985-06-01

    The purpose of this research was to identify elementary school (K-6) safety belt : education programs in use in the United States, to review their development, and : to make administrative and impact assessments of their use in selected States. : Six...

  19. Barriers and Facilitators to Sustaining School Health Teams in Coordinated School Health Programs.

    Science.gov (United States)

    Cheung, Karen; Lesesne, Catherine A; Rasberry, Catherine N; Kroupa, Elizabeth; Fisher, Deborah; Robin, Leah; Pitt Barnes, Seraphine

    2017-05-01

    Coordinated school health (CSH) programs address multiple factors related to students' overall health, thereby increasing their physical and mental readiness to learn. A formative evaluation of three school districts in 2010-2011 examined strategies for sustaining the school health teams (SHTs) that lead CSH efforts. Qualitative data from 39 interviews and 13 focus groups revealed facilitators and barriers for sustaining SHTs. Quantitative data from 68 questionnaires completed by SHT members and school principals examined factors associated with having more active SHTs and district and school characteristics SHT members believed to be important to their schools' efforts to implement CSH. Facilitators of sustaining SHTs included administrative support, staff engagement in the SHT, and shared goals and responsibility. Barriers to sustaining SHTs included limited time and competing priorities, budget and funding constraints, and staff turnover. Findings provide valuable insight into challenges and potential solutions for improving the sustainability of SHTs to enable them to better support CSH efforts.

  20. Social cognition intervention in schizophrenia: Description of the training of affect recognition program - Indian version.

    Science.gov (United States)

    Thonse, Umesh; Behere, Rishikesh V; Frommann, Nicole; Sharma, Psvn

    2018-01-01

    Social cognition refers to mental operations involved in processing of social cues and includes the domains of emotion processing, Theory of Mind (ToM), social perception, social knowledge and attributional bias. Significant deficits in ToM, emotion perception and social perception have been demonstrated in schizophrenia which can have an impact on socio-occupational functioning. Intervention modules for social cognition have demonstrated moderate effect sizes for improving emotion identification and discrimination. We describe the Indian version of the Training of Affect Recognition (TAR) program and a pilot study to demonstrate the feasibility of administering this intervention program in the Indian population. We also discuss the cultural sensibilities in adopting an intervention program for the Indian setting. To the best of our knowledge this is the first intervention program for social cognition for use in persons with schizophrenia in India. Copyright © 2017 Elsevier B.V. All rights reserved.

  1. The Process of Adoption of Evidence-based Tobacco Use Prevention Programs in California Schools

    Science.gov (United States)

    Little, Melissa A.; Pokhrel, Pallav; Sussman, Steve; Rohrbach, Louise Ann

    2014-01-01

    Although there are a number of research-validated substance use prevention programs available for wide-scale dissemination, very little is known about the factors that influence adoption of evidence-based prevention programs in schools. We tested a model of the mechanisms of program adoption in schools that was guided by diffusion of innovations and social ecological theories. Cross-sectional data were collected from a sample of school district and county office of education tobacco use prevention education coordinators throughout California. Structural equation modeling was used to test the effects of community- and organizational variables on the adoption of prevention programs via school administrators’ beliefs and the organization’s receipt of funding for the program. Results supported the hypothesis that the process of adoption begins with forming beliefs about the program, leading to adoption through the receipt of funding. In addition, we found direct effects of various community- and organizational-level factors on beliefs, receipt of funding, and adoption. These results are likely to inform policies that affect school districts’ use of evidence-based substance use prevention programming, which should ultimately lead to reductions in negative health outcomes among adolescents. Specifically, this study identifies various factors that could be targeted for improvement to enhance evidence-based program adoption. To our knowledge, this is the first study to empirically elucidate the process of adoption of evidence-based tobacco prevention programs in schools. PMID:24398826

  2. A Case Study of Culturally Relevant School-Based Programming for First Nations Youth: Improved Relationships, Confidence and Leadership, and School Success

    Science.gov (United States)

    Crooks, Claire V.; Burleigh, Dawn; Snowshoe, Angela; Lapp, Andrea; Hughes, Ray; Sisco, Ashley

    2015-01-01

    Schools are expected to promote social and emotional learning skills among youth; however, there is a lack of culturally-relevant programming available. The Fourth R: Uniting Our Nations programs for Aboriginal youth include strengths-based programs designed to promote healthy relationships and cultural connectedness, and improve school success…

  3. PELAKSANAAN PROGRAM BOARDING SCHOOL DALAM PEMBINAAN MORAL SISWA DI SMA TARUNA INDONESIA PALEMBANG

    Directory of Open Access Journals (Sweden)

    Hendriyenti H

    2014-12-01

    Full Text Available AbstractIndonesia nowadays faces some moral issues in teenagers scope or adult scope such as the use of drugs, violence, rascality, abortion, persecution, gambling, prostitution, and so on. Those problems are very danger for the country. Therefore, moral education is very important in this situation. The study was done at SMA Taruna Indonesia Palembang by the tittle: “the Implementation of boarding School Program for Students Moral education at SMA Taruna Indonesia Palembang”.Based on the result of the stuy, it was found that the implementation of boarding school program to educate students’moral at SMA Taruna Indonesia Palembang was applied throug dicipline implementation program and religion education program. Those two programs were applied by preventive and currative treatment. Moreover, there were some factors which support students’ moral education at SMA Taruna Indonesia Palembang such as students motivation, advisors dedication, 24 hours education and guidance, good coordination between advisors, teachers, securities, and other staff, and far location of boarding school from city center. As long as the teenager is an unstable period, there weremany difficulties in educate them. Finally,it is hoped that school stakeholders could improve the school management so that those difficulties could be solved and moral education could be applied.  Keywords: boarding school, morality building

  4. Participation in the National School Lunch Program: Importance of School-Level and Neighborhood Contextual Factors

    Science.gov (United States)

    Mirtcheva, Donka M.; Powell, Lisa M.

    2009-01-01

    Background: This study examined the effect of stigma (proxied by school-level peer participation), neighborhood food environment, and demographic characteristics on participation in the U.S. Department of Agriculture National School Lunch Program (NSLP). Methods: The 1997 and 2003 waves of the Child Development Supplement to the Panel Study of…

  5. Investigating Stakeholder Attitudes and Opinions on School-Based Human Papillomavirus Vaccination Programs

    Science.gov (United States)

    Nodulman, Jessica A.; Starling, Randall; Kong, Alberta S.; Buller, David B.; Wheeler, Cosette M.; Woodall, W. Gill

    2015-01-01

    Background: In several countries worldwide, school-based human papillomavirus (HPV) vaccination programs have been successful; however, little research has explored US stakeholders' acceptance toward school-based HPV vaccination programs. Methods: A total of 13 focus groups and 12 key informant interviews (N?=?117; 85% females; 66% racial/ethnic…

  6. The managing role of the school principal in Mi Compu. Mx program

    Directory of Open Access Journals (Sweden)

    Leonardo David GLASSERMAN MORALES

    2016-07-01

    Full Text Available This study is part of a macro research project, which seeks to identify digital competences developed by students and teachers participating in the program called Mi Compu.Mx in the states of Tabasco, Colima and Sonora, Mexico. This article describes the experience of implementing the program in the state of Sonora reported from the perspective of the principal and the management carried out in the process of educational innovation. The aim of the study was to identify the managing role of the school principal while implementing an innovation program in the context of the state of Sonora, Mexico. The research question was: What is the involvement of the school principal in the implementation of Mi Compu.Mx program in elementary schools in the state of Sonora, Mexico? A qualitative methodology was followed with a case study approach where interviews were conducted with 114 heads of primary level. Key findings revealed that the school principal participates as manager of material resources to fulfill the autonomy of school management and is essential to ensure the necessary conditions for full functioning of innovation projects with technology in the classroom.

  7. An Evaluation of the Attendance Policy and Program and Its Perceived Effects on High School Attendance in Newport News Public Schools

    OpenAIRE

    Smith, Wayne Keith

    1998-01-01

    The purpose of this quantitative study is to determine the effects of the attendance policy and attendance program after one year of implementation in Newport News Public Schools with a total high school population of approximately 5,820 students. The school district recently implemented a new attendance policy and program to address high school student absenteeism. This multi-faceted study examined the effects of this new policy by conducting statistical analyses of attendance data, pro...

  8. Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors

    Science.gov (United States)

    Hickman, Antoine Lewis

    2014-01-01

    Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…

  9. Educational program for the prevention and management of school violence

    Directory of Open Access Journals (Sweden)

    Viriam Leiva Díaz

    2013-04-01

    Full Text Available This article presents the main results of the implementation of an educational program for the preventionand management of violence in public schools by teachers of first and second cycle, the program was taught bythe School of Nursing at the University of Costa Rica, with a total of 40 hours from January to February 2011. Weused various teaching strategies based on the educational needs of this group of teachers, which were shown in aprevious study and application of a needs assessment. Attended by 33 teachers, 32 women and one man. Of theparticipants, 30 completed the program. The main results are as follows: participants were able to acquire, buildor improve their knowledge about the prevention and treatment of school violence, and also learned varioustechniques and strategies for prevention and control of violence in schools. It is concluded that success inachieving the goals set for each of the sessions is directly related to the fact that the entire educational programstuck to the educational needs expressed by the participating population and its characteristics as teachers, usingprinciples of andragogy, which allowed understanding learning as a knowledge sharing among stakeholders

  10. Special Food and Nutrition Needs in School Nutrition Programs

    Science.gov (United States)

    Molaison, Elaine Fontenot; Nettles, Mary Frances

    2010-01-01

    Purpose/Objectives: The purpose of this research was to determine the prevalence of special food and/or nutrition needs in school nutrition programs. In addition, researchers focused on the issues surrounding these needs and the role of the school nutrition (SN) directors and managers in meeting these needs. Methods: An expert panel was used to…

  11. An Evaluation of "Success and Dyslexia"--A Multi Component School-Based Coping Program for Primary School Students with Learning Disabilities: Is It Feasible?

    Science.gov (United States)

    Firth, Nola Virginia; Frydenberg, Erica; Bond, Lyndal

    2012-01-01

    A learning disabilities coping program was implemented in the final year of two primary schools within the context of a whole class coping program and whole school learning disabilities professional development. Using data collected over three years from school surveys, reports, interviews, school documents and a field diary, this paper reports on…

  12. US Department of Agriculture School Breakfast Program.

    Science.gov (United States)

    Kennedy, E; Davis, C

    1998-04-01

    This article reviews the history of the US Department of Agriculture School Breakfast Program (SBP) and provides a synthesis of factors influencing participation rates. Certain children are more likely to participate than others, such as those in lower grades and those from low-income households, and African American, Hispanic, and male students. A few studies in the past 25 y have examined the effectiveness of the SBP in improving the diets and nutritional status of children. The overall pattern that emerges from these studies is that the SBP contributes to improved nutrient intake in program participants. Less attention has been devoted to assessing the effects of SBP on cognitive development. Some of the evidence reviewed here suggests that the SBP significantly improves school performance and reduces absenteeism and tardiness. Future directions for research and operation of the SBP are discussed in light of the changing dietary profile of American children.

  13. Suicide Prevention Programs in the Schools: A Review and Public Health Perspective

    Science.gov (United States)

    Miller, David N.; Eckert, Tanya L.; Mazza, James J.

    2009-01-01

    The purpose of this article is to provide a comprehensive review of school-based suicide prevention programs from a public health perspective. A literature review of empirical studies examining school-based suicide prevention programs was conducted. Studies were required to contain information pertaining to the implementation and outcomes of a…

  14. The Manhattan Project: Combined Resources for a Diversified Secondary School Reading Program.

    Science.gov (United States)

    Ince, Elizabeth; Colwell, Clyde G.

    A secondary school reading program initiated at Manhattan (Kansas) High School and involving the efforts of teachers, students, administrators, members of the board of education, and faculty members of Kansas State University is described in this paper. The first section of the paper provides background information about the program, which…

  15. Education by the Numbers: The Fiscal Effect of School Choice Programs, 1990-2006. School Choice Issues in Depth

    Science.gov (United States)

    Aud, Susan L.

    2007-01-01

    School choice programs, which allow students to attend the public or private school of their choice using public funds, have taken root in the U.S. and are growing rapidly both in number and size. Their fiscal impact has become an important political issue. Proponents say school choice saves money because private schooling is more efficient,…

  16. Teen Bands to Battle on a National Stage: NAMM Expands Its SchoolJam Showcase with a Little Help from MENC

    Science.gov (United States)

    Giordano, Geoff

    2009-01-01

    SchoolJam, a popular teen musicians' showcase in Texas that provides recognition for young performers as well as funding for their school music programs, is about to go nationwide. The competition, which NAMM, the International Music Products Association, brought to the United States from Germany in 2007, allows groups of musicians age 13 to 18 to…

  17. NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

    Science.gov (United States)

    Allner, Matthew; McKay, Christopher P; Coe, Liza; Rask, Jon; Paradise, Jim; Wynne, J. Judson

    2010-01-01

    IntroductionNASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers.PurposeThis paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs.ResultsSince its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

  18. Planning for Sustainability of an Evidence-Based Mental Health Promotion Program in Canadian Elementary Schools.

    Science.gov (United States)

    Leadbeater, Bonnie J; Gladstone, Emilie J; Sukhawathanakul, Paweena

    2015-09-01

    Substantial research illuminates many factors effecting the implementation of evidence-based mental health promotion programs in schools; however, research on how schools plan for sustaining their investments in these programs is limited. In this qualitative study, we elicited descriptions of opportunities and challenges for sustainability. We interviewed 24 individuals from schools involved in a longitudinal, qualitative research project that followed uptake and implementation of the evidence-based WITS Programs across 2 years (Leadbeater et al. 2012). WITS stands for Walk away, Ignore, Talk it out and Seek help and the online WITS Programs focus on preventing peer victimization ( www.witsprograms.ca ). Our findings suggest that sustainability planning in schools is not merely a next step following high quality implementation, but rather involves multiple ongoing processes that need to be anticipated and supported by school leadership and program champions and developers in order to realize investments in evidence-based programs.

  19. 45 CFR 2516.300 - Who may participate in a school-based service-learning program?

    Science.gov (United States)

    2010-10-01

    ...-learning program? 2516.300 Section 2516.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.300 Who may participate in a school-based service-learning program? Students...

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

    OpenAIRE

    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...

  1. Summer Research Program - 1996 High School Apprenticeship Program Volume 15A Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1996-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  2. Summer Research Program - 1996 High School Apprenticeship Program. Volume 12B, Armstrong Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1996-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  3. Summer Research Program - 1998 High School Apprenticeship Program Volume 15C Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1998-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  4. Summer Research Program - 1998 High School Apprenticeship Program Volume 15B Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1998-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  5. Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

    Science.gov (United States)

    Haden, C.; Styers, M.; Asplund, S.

    2015-12-01

    Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

  6. Reconstruction efficiency and precision for the events detected by the BIS-2 installation using the Perun pattern recognition program

    International Nuclear Information System (INIS)

    Burilkov, D.T.; Genchev, V.I.; Markov, P.K.; Likhachev, M.F.; Takhtamyshev, G.G.; Todorov, P.T.; Trayanov, P.K.

    1982-01-01

    Results of studying the efficiency and accuracy of the track and event reconstruction with the Perun pattern recognition program used in the experiments carried out at the BIS-2 installation are presented. The Monte Carlo method is used for simulating the processes of neutron interactions with matter. The con-- clusion is made that the Perun program correctly, with good accuracy and high efficiency reconstructs complex multiparticle events [ru

  7. Sequence and Uniformity in the High School Literature Program.

    Science.gov (United States)

    Sauer, Edwin H.

    A good, sequential literature program for secondary school students should deal simultaneously with literary forms, with the chronological development of literature, and with broad themes of human experience. By employing the abundance of teaching aids, texts, and improved foreign translations available today, an imaginatively planned program can…

  8. Eric's Journey: A Restructured School's Inclusion Program and a Student with Disabilities.

    Science.gov (United States)

    Richardson, Don H.

    1998-01-01

    Profiles a Milford, Connecticut, middle school's efforts to help Eric Kowalchick, a developmentally disabled adolescent, develop life skills and friendships, prepare for work, pursue school and community club memberships, and attend high school classes. The school's mainstreaming program is a success, thanks to an institutional mission understood…

  9. Effectiveness of a school-based physical activity injury prevention program

    NARCIS (Netherlands)

    Collard, D.C.M.; Verhagen, E.A.L.M.; Chin A Paw, M.J.M.; Knol, D.L.; van Mechelen, W.

    2010-01-01

    Objective: To study the effects of a school-based injury prevention program on physical activity injury incidence and severity. Design: Cluster randomized controlled trial performed from January 1, 2006, through July 31, 2007. Setting: Forty Dutch primary schools. Participants: Atotal of 2210

  10. 45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2516.600 How are funds for school-based service-learning programs distributed? (a) Of...

  11. Family Matters: An Investigation of Family Coursework in School Counseling Programs

    Science.gov (United States)

    Joe, J. Richelle; Harris, Pamela N.

    2016-01-01

    School counselors are expected to form collaborative relationships with the families of students. Yet, school counselors have limited knowledge about families to form these partnerships, as a descriptive content analysis of the family coursework requirements in CACREP-accredited school counseling programs in the southern region revealed that most…

  12. Nutritional, Economic, and Environmental Costs of Milk Waste in a Classroom School Breakfast Program.

    Science.gov (United States)

    Blondin, Stacy A; Cash, Sean B; Goldberg, Jeanne P; Griffin, Timothy S; Economos, Christina D

    2017-04-01

    To measure fluid milk waste in a US School Breakfast in the Classroom Program and estimate its nutritional, economic, and environmental effects. Fluid milk waste was directly measured on 60 elementary school classroom days in a medium-sized, urban district. The US Department of Agriculture nutrition database, district cost data, and carbon dioxide equivalent (CO 2 e) emissions and water footprint estimates for fluid milk were used to calculate the associated nutritional, economic, and environmental costs. Of the total milk offered to School Breakfast Program participants, 45% was wasted. A considerably smaller portion of served milk was wasted (26%). The amount of milk wasted translated into 27% of vitamin D and 41% of calcium required of School Breakfast Program meals. The economic and environmental costs amounted to an estimated $274 782 (16% of the district's total annual School Breakfast Program food expenditures), 644 893 kilograms of CO 2 e, and 192 260 155 liters of water over the school year in the district. These substantial effects of milk waste undermine the School Breakfast Program's capacity to ensure short- and long-term food security and federal food waste reduction targets. Interventions that reduce waste are urgently needed.

  13. An Evaluation of the Antibullying Program at a Public Suburban High School

    Science.gov (United States)

    Drury, Brian

    2014-01-01

    This project study addressed the problem of harassment, intimidation, and bullying (HIB) at a public suburban high school in the Northeast United States. The study school implemented the Anti-bullying Program in September 2011, yet no evaluation had been conducted on whether the program was meeting its goals. Two conceptual frameworks that drove…

  14. Similarity measures for face recognition

    CERN Document Server

    Vezzetti, Enrico

    2015-01-01

    Face recognition has several applications, including security, such as (authentication and identification of device users and criminal suspects), and in medicine (corrective surgery and diagnosis). Facial recognition programs rely on algorithms that can compare and compute the similarity between two sets of images. This eBook explains some of the similarity measures used in facial recognition systems in a single volume. Readers will learn about various measures including Minkowski distances, Mahalanobis distances, Hansdorff distances, cosine-based distances, among other methods. The book also summarizes errors that may occur in face recognition methods. Computer scientists "facing face" and looking to select and test different methods of computing similarities will benefit from this book. The book is also useful tool for students undertaking computer vision courses.

  15. Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

    Science.gov (United States)

    Pickering, J.; Briggs, D. E.; Alonzo, J.

    2011-12-01

    Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

  16. 45 CFR 2516.100 - What is the purpose of school-based service-learning programs?

    Science.gov (United States)

    2010-10-01

    ...-learning programs? 2516.100 Section 2516.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply § 2516.100 What is the purpose of school-based service-learning programs? The purpose of...

  17. School Meal Program Participation and Its Association with Dietary Patterns and Childhood Obesity. Final Report

    Science.gov (United States)

    Gleason, Philip; Briefel, Ronette; Wilson, Ander; Dodd, Allison Hedley

    2009-01-01

    We used data from the School Nutrition Dietary Assessment III Study to examine the dietary patterns of school meal program participants and nonparticipants and the relationship between school meal participation and children's BMI and risk of overweight or obesity. School Breakfast Program (SBP) participants consumed more low nutrient energy dense…

  18. Branding Your Post-School Outcomes Data Collection Process

    Science.gov (United States)

    National Post-School Outcomes Center, 2013

    2013-01-01

    The purpose of "Branding your Post-School Outcomes Data Collection Process" is to help state education agencies create brand recognition with youths, families, and school personnel for the post-school outcomes survey. Recognition--paired with information about the survey purpose, who is conducting the interview, and how the information…

  19. Education and training program for graduate school student with synchrotron radiation facility

    International Nuclear Information System (INIS)

    Harada, Isao; Ikeda, Naoshi; Yokoya, Takayoshi

    2008-01-01

    We report the education and training program for graduate students of Graduate School of Natural Science and Technology Okayama University made at synchrotron facilities, SPring-8 and HiSOR. This program is a joint course of graduate school lecture and synchrotron facility training with company researchers, that was authorized by the Ministry of Education, Culture, Sports, Science and Technology. The purpose of this program is the development of human resources who can understand the potential ability of synchrotron experiment. We report our plan and actual activity of the training program. (author)

  20. School menus in Santa Catarina: Evaluation with respect to the National School Food Program regulations

    Directory of Open Access Journals (Sweden)

    Glenda Marreira Vidal

    2015-06-01

    Full Text Available OBJECTIVE: To assess compliance of school menu planning with the National School Food Program's regulations. METHODS: This cross-sectional study analyzed 133 menus for 542 schools in 49 municipalities of the state of Santa Catarina. The menus were assessed according to the National School Food Program's regulations, the "Dietary Guidelines for the Brazilian Population" and the "Qualitative Evaluation of Menu Components for Schools". The data were analyzed by descriptive statistics. RESULTS: Nearly all (98.5% municipalities met the requirement of technical responsibility for menu development and 81.0% acquired foods from family farms. The menus contained fruits (87.2% and non-starchy vegetables (94.0%, but the frequencies of fruits and non-starchy vegetables were smaller than two to three times a week. The most common high-sodium and high-fat foods were commercially processed meats (53.0%, but their frequency was smaller than once a week. Likewise, the frequencies of beverages (natural fruit juice, coffee, and tea were smaller than once a week. Most menus (85.1% repeated foods during the week, and only 3.0% of the menus listed organic foods. CONCLUSION: Some school menus from Santa Catarina need to be revised with respect to the frequency of fruits and non-starchy vegetables, high-sugar foods, high-sodium foods, and high-fat foods, and need to increase food diversity and variety.

  1. Career transition and dental school faculty development program.

    Science.gov (United States)

    Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

    2013-11-01

    Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority

  2. Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

    Directory of Open Access Journals (Sweden)

    Timothy A. BRUSSEAU

    2015-06-01

    Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

  3. The Vulnerability of Urban Elementary School Arts Programs: A Case Study

    Science.gov (United States)

    Shaw, Ryan D.

    2018-01-01

    With the intent of improving understanding of cuts to elementary arts programs, the purpose of this research was to investigate how one urban school district (Lansing School District in Lansing, Michigan) eliminated its elementary arts specialists. Research questions were (1) What policy conditions enabled the Lansing School District's decision to…

  4. Collection Development for the School Library Media Program: A Beginner's Guide

    Science.gov (United States)

    Kerby, Mona

    2006-01-01

    A valuable resource for new or experienced school librarians, "Collection Development for the School Library Media Program: A Beginner's Guide" is an easy-to-use guide to collection development. It provides practical and relevant information about collection development issues such as: the school users, policies, selection criteria and sources,…

  5. Examining Variations in Fourth-Grade Children's Participation in School Breakfast and Lunch Programs by Student and Program Demographics

    Science.gov (United States)

    Guinn, Caroline H.; Baxter, Suzanne Domel; Finney, Christopher J.; Hitchcock, David B.

    2013-01-01

    Purpose/Objectives: Analyses were conducted to examine variations in fourth-grade children's participation in school-breakfast and school-lunch programs by weekday, month, socioeconomic status, absenteeism, gender, and school-breakfast location. Methods: Fourth-grade children were participants in a dietary-reporting validation study during either…

  6. Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

    Science.gov (United States)

    Berk, Saban

    2018-01-01

    Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

  7. The implementation of a discovery-oriented science education program in a rural elementary school

    Science.gov (United States)

    Liddell, Martha Sue

    2000-10-01

    This study focused on the implementation of a discovery-oriented science education program at a rural elementary school in Mississippi. The instructional leadership role of the principal was examined in the study through identification and documentation of processes undertaken by the principal to implement a discovery-oriented science education program school. The goal of the study was to develop a suggested approach for implementing a discovery-oriented science education program for principals who wish to become instructional leaders in the area of science education at their schools. Mixed methods were used to collect, analyze, and interpret data. Subjects for the study consisted of teachers, students, and parents. Data were collected through field observation; observations of science education being taught by classroom teachers; examination of the principal's log describing actions taken to implement a discovery-oriented science education program; conducting semi-structured interviews with teachers as the key informants; and examining attitudinal data collected by the Carolina Biological Supply Company for the purpose of measuring attitudes of teachers, students, and parents toward the proposed science education program and the Science and Technology for Children (STC) program piloted at the school. To develop a suggested approach for implementing a discovery-oriented science education program, data collected from field notes, classroom observations, the principal's log of activities, and key informant interviews were analyzed and group into themes pertinent to the study. In addition to descriptive measures, chi-square goodness-of-fit tests were used to determine whether the frequency distribution showed a specific pattern within the attitudinal data collected by the Carolina Biological Supply Company. The pertinent question asked in analyzing data was: Are the differences significant or are they due to chance? An alpha level of .01 was selected to determine

  8. Professional practice of dietitians in the Brazilian School Feeding Program: A multiple case study

    Directory of Open Access Journals (Sweden)

    Patrícia Fernanda Ferreira PIRES

    Full Text Available ABSTRACT Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in other sectors of the municipalities such as the health system, social assistance, and at events. This practice could compromise compliance of technical activities that must be met by the dietitians of the School Feeding Program. Conclusion: The number of dietitians in most of cities working at School Feeding Program is not sufficient to meet the number of students. The insuficient workload and excessive activities could hinder the development of dietitian’s private activities. The hiring of nutrition and dietitian technicians and administrative assistants for bureaucratic activies is recommended.

  9. General Atomics Sciences Education Foundation Outreach Programs

    Science.gov (United States)

    Winter, Patricia S.

    1997-11-01

    Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

  10. Development of Face Recognition in 5- to 15-Year-Olds

    Science.gov (United States)

    Kinnunen, Suna; Korkman, Marit; Laasonen, Marja; Lahti-Nuuttila, Pekka

    2013-01-01

    This study focuses on the development of face recognition in typically developing preschool- and school-aged children (aged 5 to 15 years old, "n" = 611, 336 girls). Social predictors include sex differences and own-sex bias. At younger ages, the development of face recognition was rapid and became more gradual as the age increased up…

  11. Does Competition Improve Public Schools? New Evidence from the Florida Tax-Credit Scholarship Program

    Science.gov (United States)

    Figlio, David; Hart, Cassandra M. D.

    2011-01-01

    Programs that enable students to attend private schools, including both vouchers and scholarships funded with tax credits, have become increasingly common in recent years. This study examines the impact of the nation's largest private school scholarship program on the performance of students who remain in the public schools. The Florida Tax Credit…

  12. A Meta-analysis of the Effectiveness of Interactive Middle School Cannabis Prevention Programs.

    Science.gov (United States)

    Lize, Steven E; Iachini, Aidyn L; Tang, Weizhou; Tucker, Joshua; Seay, Kristen D; Clone, Stephanie; DeHart, Dana; Browne, Teri

    2017-01-01

    This meta-analysis examines the effectiveness of interactive middle school-based drug prevention programs on adolescent cannabis use in North America, as well as program characteristics that could moderate these effects. Interactive programs, compared to more didactic, lecture style programs, involve participants in skill-building activities and focus on interaction among participants. A systematic literature search was conducted for English-language studies from January 1998 to March 2014. Studies included evaluations using random assignment or a quasi-experimental design of interactive school-based substance use prevention programs delivered to adolescents (aged 12-14) in North American middle schools (grades 6-8). Data were extracted using a coding protocol. The outcomes of interest were post-treatment cannabis use, intent to use, and refusal skills compared across intervention and control groups. Effect sizes (Cohen's d) were calculated from continuous measures, and dichotomous measures were converted to the d index. A total of 30 studies yielding 23 independent samples were included. The random effects pooled effect size for cannabis use (k = 21) was small ([Formula: see text]= -0.07, p prevention programs. The pooled effect sizes for intention to use (k = 3) and refusal skills (k = 3) were not significant. Moderator analyses indicated significant differences in program effectiveness between instructor types, with teachers found to be most effective ([Formula: see text]= -0.08, p = 0.02). The findings provide further support for the use of interactive school-based programs to prevent cannabis use among middle school students in North America.

  13. The Development of International Programs in a School of Social Work

    Directory of Open Access Journals (Sweden)

    Frank B. Raymond

    2014-04-01

    Full Text Available During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW, where the author was privileged to serve as dean for 22 years (1980-2002 when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

  14. The Association of School Climate, Depression Literacy, and Mental Health Stigma Among High School Students.

    Science.gov (United States)

    Townsend, Lisa; Musci, Rashelle; Stuart, Elizabeth; Ruble, Anne; Beaudry, Mary B; Schweizer, Barbara; Owen, Megan; Goode, Carly; Johnson, Sarah L; Bradshaw, Catherine; Wilcox, Holly; Swartz, Karen

    2017-08-01

    Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. We explored whether school climate was associated with students' depression literacy and mental health stigma beliefs. Data were combined from 2 studies: the Maryland Safe Supportive Schools Project and a randomized controlled trial of the Adolescent Depression Awareness Program. Five high schools participated in both studies, allowing examination of depression literacy and stigma measures from 500 9th and 10th graders. Multilevel models examined the relationship between school-level school climate characteristics and student-level depression literacy and mental health stigma scores. Overall school climate was positively associated with depression literacy (odds ratio [OR] = 2.78, p stigma (Est. = -3.822, p = .001). Subscales of engagement (OR = 5.30, p stigma (Est. = -6.610, p < .001), (Est. = -2.742, p < .001). Positive school climate was associated with greater odds of depression literacy and endorsement of fewer stigmatizing beliefs among students. Our findings raise awareness regarding aspects of the school environment that may facilitate or inhibit students' recognition of depression and subsequent treatment-seeking. © 2017, American School Health Association.

  15. Automatic Facial Expression Recognition and Operator Functional State

    Science.gov (United States)

    Blanson, Nina

    2012-01-01

    The prevalence of human error in safety-critical occupations remains a major challenge to mission success despite increasing automation in control processes. Although various methods have been proposed to prevent incidences of human error, none of these have been developed to employ the detection and regulation of Operator Functional State (OFS), or the optimal condition of the operator while performing a task, in work environments due to drawbacks such as obtrusiveness and impracticality. A video-based system with the ability to infer an individual's emotional state from facial feature patterning mitigates some of the problems associated with other methods of detecting OFS, like obtrusiveness and impracticality in integration with the mission environment. This paper explores the utility of facial expression recognition as a technology for inferring OFS by first expounding on the intricacies of OFS and the scientific background behind emotion and its relationship with an individual's state. Then, descriptions of the feedback loop and the emotion protocols proposed for the facial recognition program are explained. A basic version of the facial expression recognition program uses Haar classifiers and OpenCV libraries to automatically locate key facial landmarks during a live video stream. Various methods of creating facial expression recognition software are reviewed to guide future extensions of the program. The paper concludes with an examination of the steps necessary in the research of emotion and recommendations for the creation of an automatic facial expression recognition program for use in real-time, safety-critical missions

  16. Automatic Facial Expression Recognition and Operator Functional State

    Science.gov (United States)

    Blanson, Nina

    2011-01-01

    The prevalence of human error in safety-critical occupations remains a major challenge to mission success despite increasing automation in control processes. Although various methods have been proposed to prevent incidences of human error, none of these have been developed to employ the detection and regulation of Operator Functional State (OFS), or the optimal condition of the operator while performing a task, in work environments due to drawbacks such as obtrusiveness and impracticality. A video-based system with the ability to infer an individual's emotional state from facial feature patterning mitigates some of the problems associated with other methods of detecting OFS, like obtrusiveness and impracticality in integration with the mission environment. This paper explores the utility of facial expression recognition as a technology for inferring OFS by first expounding on the intricacies of OFS and the scientific background behind emotion and its relationship with an individual's state. Then, descriptions of the feedback loop and the emotion protocols proposed for the facial recognition program are explained. A basic version of the facial expression recognition program uses Haar classifiers and OpenCV libraries to automatically locate key facial landmarks during a live video stream. Various methods of creating facial expression recognition software are reviewed to guide future extensions of the program. The paper concludes with an examination of the steps necessary in the research of emotion and recommendations for the creation of an automatic facial expression recognition program for use in real-time, safety-critical missions.

  17. 25 CFR 39.137 - May schools operate a language development program without a specific appropriation from Congress?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false May schools operate a language development program... Formula Language Development Programs § 39.137 May schools operate a language development program without a specific appropriation from Congress? Yes, a school may operate a language development program...

  18. Association of school performance indicators with implementation of the Healthy Kids, Smart Kids program: case study

    Science.gov (United States)

    Nansel, Tonja R.; Huang, Terry T.K.; Rovner, Alisha J.; Sanders-Butler, Yvonne

    2009-01-01

    Objective: The purpose of this analysis was to examine secular trends in school performance indicators in relationship to the implementation of a program targeting the school food and physical activity environment. Design: Data on available school performance indicators were obtained; retrospective analyses were conducted to assess trends in indicators in association with program implementation; each outcome was regressed on year, beginning with the year prior to program implementation. Setting: The Healthy Kids, Smart Kids program was a grass-roots effort to enhance the school food and physical activity environment in the Browns Mill Elementary School in Georgia. Subjects: Data included publicly available school records from the years 1995 to 2006. Results: The number of nurse, counseling, and disciplinary referrals per 100 students demonstrated a downward trend, while standardized test scores demonstrated an upward trend beginning the year of program implementation. School year was a significant predictor of all indicators. Conclusions: Promoting nutrition and physical activity within the school environment may be a promising approach for enhancing both student health and educational outcomes. PMID:19454125

  19. Are U.S. Schools Filling the Gap With Programs that Promote Weight Stigma?

    Centers for Disease Control (CDC) Podcasts

    In this edition of PCD Sound Bites, author Erica Kenney, ScD, answers questions about her study, which looked at how frequently U.S. schools used evidence-based obesity prevention programs and how often schools implement programs that may unintentionally worsen weight stigma among students.

  20. Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

    Science.gov (United States)

    Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

    2014-12-01

    A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

  1. Shared use of school facilities with community organizations and afterschool physical activity program participation: a cost-benefit assessment.

    Science.gov (United States)

    Kanters, Michael A; Bocarro, Jason N; Filardo, Mary; Edwards, Michael B; McKenzie, Thomas L; Floyd, Myron F

    2014-05-01

    Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined shared use of middle school facilities, the amount and type of afterschool physical activity programs provided at middle schools together with the costs of operating the facilities. Afterschool programs were assessed for frequency, duration, and type of structured physical activity programs provided and the number of boys and girls in each program. School operating costs were used to calculate a cost per student and cost per building square foot measure. Data were collected at all 30 middle schools in a large school district over 12 months in 2010-2011. Policies that permitted more use of school facilities for community-sponsored programs increased participation in afterschool programs without a significant increase in operating expenses. These results suggest partnerships between schools and other community agencies to share facilities and create new opportunities for afterschool physical activity programs are a promising health promotion strategy. © 2014, American School Health Association.

  2. Effects of a School-Based Instrumental Music Program on Verbal and Visual Memory in Primary School Children: A Longitudinal Study

    OpenAIRE

    Roden, Ingo; Kreutz, Gunter; Bongard, Stephan

    2012-01-01

    This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 minutes sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests for three times over a period of 18 ...

  3. Adventures in supercomputing: An innovative program for high school teachers

    Energy Technology Data Exchange (ETDEWEB)

    Oliver, C.E.; Hicks, H.R.; Summers, B.G. [Oak Ridge National Lab., TN (United States); Staten, D.G. [Wartburg Central High School, TN (United States)

    1994-12-31

    Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials is remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).

  4. 75 FR 21506 - Magnet Schools Assistance Program

    Science.gov (United States)

    2010-04-26

    ... DEPARTMENT OF EDUCATION 34 CFR Part 280 RIN 1855-AA07 [Docket ID ED-2010-OII-0003] Magnet Schools Assistance Program AGENCY: Office of Innovation and Improvement, Department of Education. ACTION: Interim... in the Federal Register an interim final rule and requested comments on that rule for the Magnet...

  5. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program

    Science.gov (United States)

    Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

    2015-01-01

    The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK-3) as a key strategy in their schools' turnaround models. The goal…

  6. The Impact of Violence Prevention Programs on School Based Violent Behaviors

    Science.gov (United States)

    Reed-Reynolds, Shelly

    2011-01-01

    This dissertation study focused on the potential effect that various violence prevention program strategies implemented within the k-12 school setting have on the frequency of school based violent behaviors. The 2005-06 and 2003-04 School Survey on Crime and Safety (SSOCS:2006 & SSOCS:2004) was utilized as the secondary data source for this…

  7. An ecological and theoretical deconstruction of a school-based obesity prevention program in Mexico.

    Science.gov (United States)

    Safdie, Margarita; Cargo, Margaret; Richard, Lucie; Lévesque, Lucie

    2014-08-10

    Ecological intervention programs are recommended to prevent overweight and obesity in children. The National Institute of Public Health (INSP) in Mexico implemented a successful ecological intervention program to promote healthy lifestyle behaviors in school age children. This study assessed the integration of ecological principles and Social Cognitive Theory (SCT) constructs in this effective school-based obesity prevention program implemented in 15 elementary schools in Mexico City. Two coders applied the Intervention Analysis Procedure (IAP) to "map" the program's integration of ecological principles. A checklist gauged the use of SCT theory in program activities. Thirty-two distinct intervention strategies were implemented in one setting (i.e., school) to engage four different target-groups (students, parents, school representatives, government) across two domains (Nutrition and Physical Activity). Overall, 47.5% of the strategies targeted the school infrastructure and/or personnel; 37.5% of strategies targeted a key political actor, the Public Education Secretariat while fewer strategies targeted parents (12.5%) and children (3%). More strategies were implemented in the Nutrition domain (69%) than Physical Activity (31%). The most frequently used SCT construct within both intervention domains was Reciprocal Determinism (e.g., where changes to the environment influence changes in behavior and these behavioral changes influence further changes to the environment); no significant differences were observed in the use of SCT constructs across domains. Findings provide insight into a promising combination of strategies and theoretical constructs that can be used to implement a school-based obesity prevention program. Strategies emphasized school-level infrastructure/personnel change and strong political engagement and were most commonly underpinned by Reciprocal Determinism for both Nutrition and Physical Activity.

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

    Science.gov (United States)

    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…

  9. Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children.

    Science.gov (United States)

    Ansari, Arya; Winsler, Adam

    2014-11-01

    Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino ( n = 7,045) and Black children ( n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

  10. Mother’s Happiness with Cognitive - Executive Functions and Facial Emotional Recognition in School Children with Down Syndrome

    Science.gov (United States)

    MALMIR, Maryam; SEIFENARAGHI, Maryam; FARHUD, Dariush D.; AFROOZ, G.Ali; KHANAHMADI, Mohammad

    2015-01-01

    Background: According to the mother’s key roles in bringing up emotional and cognitive abilities of mentally retarded children and respect to positive psychology in recent decades, this research is administered to assess the relation between mother’s happiness level with cognitive- executive functions (i.e. attention, working memory, inhibition and planning) and facial emotional recognition ability as two factors in learning and adjustment skills in mentally retarded children with Down syndrome. Methods: This study was an applied research and data were analyzed by Pearson correlation procedure. Population is included all school children with Down syndrome (9–12 yr) that come from Tehran, Iran. Overall, 30 children were selected as an in access sample. After selection and agreement of parents, the Wechsler Intelligence Scale for Children-Revised (WISC-R) was performed to determine the student’s IQ, and then mothers were invited to fill out the Oxford Happiness Inventory (OHI). Cognitive-executive functions were evaluated by tests as followed: Continues Performance Test (CPT), N-Back, Stroop test (day and night version) and Tower of London. Ekman emotion facial expression test was also accomplished for assessing facial emotional recognition in children with Down syndrome, individually. Results: Mother’s happiness level had a positive relation with cognitive-executive functions (attention, working memory, inhibition and planning) and facial emotional recognition in her children with Down syndrome, significantly. Conclusion: Parents’ happiness (especially mothers) is a powerful predictor for cognitive and emotional abilities of their children. PMID:26284205

  11. Effective Practices for Evaluating STEM Out-of-School Time Programs

    Science.gov (United States)

    Wilkerson, Stephanie B.; Haden, Carol M.

    2014-01-01

    Science, technology, engineering, and mathematics (STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. The differences these programs…

  12. Emotion Locomotion: Promoting the Emotional Health of Elementary School Children by Recognizing Emotions

    Science.gov (United States)

    McLachlan, Debra A.; Burgos, Teresa; Honeycutt, Holly K.; Linam, Eve H.; Moneymaker, Laura D.; Rathke, Meghan K.

    2009-01-01

    Emotion recognition is a critical life skill children need for mental health promotion to meet the complexities and challenges of growing up in the world today. Five nursing students and their instructor designed "Emotion Locomotion," a program for children ages 6-8 during a public health nursing practicum for an inner-city parochial school.…

  13. An evaluation of the California Instructional School Garden Program.

    Science.gov (United States)

    Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri

    2012-02-01

    California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. California. Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %). In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.

  14. Building the pipeline: programs to introduce middle school, high school, medical, and veterinary students to careers in epidemiology and public health.

    Science.gov (United States)

    Cordell, Ralph L; Cordeira, Kelly L; Cohen, Laurence P; Bensyl, Diana M

    2017-11-01

    This report describes Centers for Disease Control and Prevention programs that expose students to epidemiology and public health sciences (EPHS). The Science Ambassador workshop targets middle and high school teachers and promotes teaching EPHS in the classroom. The National Science Olympiad Disease Detectives event is an extracurricular science competition for middle and high school students based on investigations of outbreaks and other public health problems. The Epidemiology Elective Program provides experiential learning activities for veterinary and medical students. As of 2016, 234 teachers from 37 states and territories and three other countries participated in SA workshops. Several are teaching units or entire courses in EPHS. The National Science Olympiad Disease Detectives event exposed approximately 15,000 middle and high school students to EPHS during the 2015-2016 school year. The Epidemiology Elective Program has exposed 1,795 veterinary and medical students to EPHS. Students can master fundamental concepts of EPHS as early as middle school and educators are finding ways to introduce this material into their classrooms. Programs to introduce veterinary and medical students to EPHS can help fill the gap in exposing older students to the field. Professional organizations can assist by making their members aware of these programs. Published by Elsevier Inc.

  15. Handling movement epenthesis and hand segmentation ambiguities in continuous sign language recognition using nested dynamic programming.

    Science.gov (United States)

    Yang, Ruiduo; Sarkar, Sudeep; Loeding, Barbara

    2010-03-01

    We consider two crucial problems in continuous sign language recognition from unaided video sequences. At the sentence level, we consider the movement epenthesis (me) problem and at the feature level, we consider the problem of hand segmentation and grouping. We construct a framework that can handle both of these problems based on an enhanced, nested version of the dynamic programming approach. To address movement epenthesis, a dynamic programming (DP) process employs a virtual me option that does not need explicit models. We call this the enhanced level building (eLB) algorithm. This formulation also allows the incorporation of grammar models. Nested within this eLB is another DP that handles the problem of selecting among multiple hand candidates. We demonstrate our ideas on four American Sign Language data sets with simple background, with the signer wearing short sleeves, with complex background, and across signers. We compared the performance with Conditional Random Fields (CRF) and Latent Dynamic-CRF-based approaches. The experiments show more than 40 percent improvement over CRF or LDCRF approaches in terms of the frame labeling rate. We show the flexibility of our approach when handling a changing context. We also find a 70 percent improvement in sign recognition rate over the unenhanced DP matching algorithm that does not accommodate the me effect.

  16. An Evaluation of the Model School Division (MSD) Preschool Program for the School Year 1973-74.

    Science.gov (United States)

    District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

    This study was designed to assess the extent to which children served by the Model Schools Division Preschool Program developed socially, intellectually, physically and emotionally during the 1973-74 school year. This evaluation was also designed to measure the appropriateness of the learning environment and the amount of services provided by the…

  17. School-Based Smoking Prevention Programs for Middle School Students in Nowshahr- Iran: a Randomized Controlled Trial

    Directory of Open Access Journals (Sweden)

    Maryam Khazaee-Pool

    2016-11-01

    Full Text Available Background: Smoking among youths is a main public health concern, and detecting predictors of smoking is essential for designing preventive programs. Any interventional program should plan with highlighting on behavioral change models and based on operative interventional program. So, this study aimed to investigate school-based smoking prevention programs for middle school students in Nowshahr, Iran.Materials and Methods: A quasi-experimental study was performed with 280 male students aged 15-17 years selected by multistage sampling. For this purpose, 6 middle schools were randomly recruited from male students in Nowshahr- Iran. Then, 140 students were randomly chosen for each the experimental and the control groups. After pretest, educational program based on Health Belief Model were performed in experimental group. Also, post-test was applied four months after interventional program in both experimental and control group.Results: Based on the results, the prevalence of smoking was higher at age 14 old in both experimental (38.7% and control (30 % groups. About 35% of participants in the experimental group and 33.6% in control group had smoker father. Additionally, 10% in experimental group and 7.8% in control group had smoker mother. Most main cause for smoking in 57.9% of the experimental group and 52.63% of the control group was reducing anxiety. Results also shown that there was a significant difference between students in the experimental and control groups after performing educational program in the mean scores of perceived susceptibility, perceived severity, perceived benefits, perceived barriers, perceived self-efficacy, and preventive behaviors of smoking (P < 0.05.Conclusion: By performing educational program, it was found that the prevalence of cigarette smoking was decreased in the intervention group. So, with a better understanding of factors affecting on this complex behavior (cigarette smoking, it can be a valuable phase to

  18. An analysis of program planning in schools with emerging excellence in science instructional design

    Science.gov (United States)

    Carroll, Karen Marie

    Science educators agree on many of the program elements that characterize exemplary science instructional programs, but it has not been clear how the processes of planning and implementation lead to excellence in program design. This study focuses on two K--12 school clusters located in unified school districts and one K--12 school cluster spanning two non-unified districts that are in the midst of building new science programs. The clusters were selected for support by an organization of educators, scientists, and businesspersons because they were recognized as likely to produce good programs. The investigation centers on three research questions: (1) To what extent have schools engaged in science education reform achieved excellence? (2) How did schools engaged in science program improvement go about achieving their goals, and (3) What contextual factors are most closely related to the realization of quality program elements? The degree to which each program studied met indicators of quality suggested by the National Science Education Standards (NSES) are described according to an Innovation Configuration (IC) Chart. Using a Stream Diagnostic method of analysis, levels of practice were associated with contextual factors categorized as Social, Organizing, and Resource. Findings reveal the importance of a balanced and synchronized function of all components, including administrative commitment, teacher participation, and favorable logistical aspects. Individual reform projects were more likely to be successful if they included exemplary program elements and mechanisms for program managers to access district personnel and procedures needed to implement programs. A review of the cluster case histories also revealed the positive impact of cooperation between the funding organization and the project, the degree to which professional development is directly related to the new program, and the availability of resources and support for each exemplary program element.

  19. Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

    Science.gov (United States)

    Barrett-Williams, Shannon L; Franks, Padra; Kay, Christi; Meyer, Adria; Cornett, Kelly; Mosier, Brian

    Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity

  20. Understanding Effective Program Improvement Schools through a Distributed Leadership Task Context Model

    Science.gov (United States)

    Gipson, Frances Marie

    2012-01-01

    Federal, state, and local agencies face challenges organizing resources that create the conditions necessary to create, sustain, and replicate effective high performing schools. Knowing that leadership does impact achievement outcomes and that school districts tackle growing numbers of sanctioned Program Improvement schools, a distributed…

  1. 77 FR 4688 - National School Lunch Program: Direct Certification Continuous Improvement Plans Required by the...

    Science.gov (United States)

    2012-01-31

    ... local educational agencies (LEAs) that participate in the NSLP and/or School Breakfast Program to... performance benchmarks for directly certifying for free school meals those children who are members of... requirements, School breakfast and lunch programs. 7 CFR Part 272 Alaska, Civil rights, Claims, Food stamps...

  2. Identifying sources of children's consumption of junk food in Boston after-school programs, April-May 2011.

    Science.gov (United States)

    Kenney, Erica L; Austin, S Bryn; Cradock, Angie L; Giles, Catherine M; Lee, Rebekka M; Davison, Kirsten K; Gortmaker, Steven L

    2014-11-20

    Little is known about how the nutrition environment in after-school settings may affect children's dietary intake. We measured the nutritional quality of after-school snacks provided by programs participating in the National School Lunch Program or the Child and Adult Care Food Program and compared them with snacks brought from home or purchased elsewhere (nonprogram snacks). We quantified the effect of nonprogram snacks on the dietary intake of children who also received program-provided snacks during after-school time. Our study objective was to determine how different sources of snacks affect children's snack consumption in after-school settings. We recorded snacks served to and brought in by 298 children in 18 after-school programs in Boston, Massachusetts, on 5 program days in April and May 2011. We measured children's snack consumption on 2 program days using a validated observation protocol. We then calculated within-child change-in-change models to estimate the effect of nonprogram snacks on children's dietary intake after school. Nonprogram snacks contained more sugary beverages and candy than program-provided snacks. Having a nonprogram snack was associated with significantly higher consumption of total calories (+114.7 kcal, P < .001), sugar-sweetened beverages (+0.5 oz, P = .01), desserts (+0.3 servings, P < .001), and foods with added sugars (+0.5 servings; P < .001) during the snack period. On days when children brought their own after-school snack, they consumed more salty and sugary foods and nearly twice as many calories than on days when they consumed only program-provided snacks. Policy strategies limiting nonprogram snacks or setting nutritional standards for them in after-school settings should be explored further as a way to promote child health.

  3. Outdoor Education Opportunities for Middle School Students: Academic and Social Impacts of Adventure Programs

    Science.gov (United States)

    Gordon, Lisa

    2011-01-01

    This study examines components of outdoor adventure programs for middle school students, using a school with a successful program as a model. Outdoor education is often left out of these years for financial and safety reasons, however the benefits of adventure programs are both measurable and profound to self-concept, confidence, identity growth,…

  4. Practices and Approaches of Out-of-School Time Programs Serving Immigrant and Refugee Youth

    Directory of Open Access Journals (Sweden)

    Georgia Hall

    2015-06-01

    Full Text Available Opportunity to participate in an out-of-school time program may be a meaningful support mechanism towards school success and healthy development for immigrant and refugee children. This study extends existing research on best practices by examining the on-the-ground experiences of supporting immigrant and refugee youth in out-of-school time programs. Findings from semi-structured interviews with program directors in 17 Massachusetts and New Hampshire programs suggest a number of program strategies that were responsive to the needs of immigrant and refugee students, including support for the use of native language as well as English, knowing about and celebrating the heritage of the students’ homeland, including on staff or in leadership individuals with shared immigrant background, and giving consideration to the academic priorities of parents. The development of such intentional approaches to working with immigrant and refugee youth during the out-of-school time hours will encourage enrollment of, and enhance effectiveness with, this vulnerable population.

  5. Cost-effectiveness of active transport for primary school children - Walking School Bus program

    Directory of Open Access Journals (Sweden)

    Swinburn Boyd

    2009-09-01

    Full Text Available Abstract Background To assess from a societal perspective the incremental cost-effectiveness of the Walking School Bus (WSB program for Australian primary school children as an obesity prevention measure. The intervention was modelled as part of the ACE-Obesity study, which evaluated, using consistent methods, thirteen interventions targeting unhealthy weight gain in Australian children and adolescents. Methods A logic pathway was used to model the effects on body mass index [BMI] and disability-adjusted life years [DALYs] of the Victorian WSB program if applied throughout Australia. Cost offsets and DALY benefits were modelled until the eligible cohort reached 100 years of age or death. The reference year was 2001. Second stage filter criteria ('equity', 'strength of evidence', 'acceptability', feasibility', sustainability' and 'side-effects' were assessed to incorporate additional factors that impact on resource allocation decisions. Results The modelled intervention reached 7,840 children aged 5 to 7 years and cost $AUD22.8M ($16.6M; $30.9M. This resulted in an incremental saving of 30 DALYs (7:104 and a net cost per DALY saved of $AUD0.76M ($0.23M; $3.32M. The evidence base was judged as 'weak' as there are no data available documenting the increase in the number of children walking due to the intervention. The high costs of the current approach may limit sustainability. Conclusion Under current modelling assumptions, the WSB program is not an effective or cost-effective measure to reduce childhood obesity. The attribution of some costs to non-obesity objectives (reduced traffic congestion and air pollution etc. is justified to emphasise the other possible benefits. The program's cost-effectiveness would be improved by more comprehensive implementation within current infrastructure arrangements. The importance of active transport to school suggests that improvements in WSB or its variants need to be developed and fully evaluated.

  6. Cost-effectiveness of active transport for primary school children - Walking School Bus program.

    Science.gov (United States)

    Moodie, Marjory; Haby, Michelle; Galvin, Leah; Swinburn, Boyd; Carter, Robert

    2009-09-14

    To assess from a societal perspective the incremental cost-effectiveness of the Walking School Bus (WSB) program for Australian primary school children as an obesity prevention measure. The intervention was modelled as part of the ACE-Obesity study, which evaluated, using consistent methods, thirteen interventions targeting unhealthy weight gain in Australian children and adolescents. A logic pathway was used to model the effects on body mass index [BMI] and disability-adjusted life years [DALYs] of the Victorian WSB program if applied throughout Australia. Cost offsets and DALY benefits were modelled until the eligible cohort reached 100 years of age or death. The reference year was 2001. Second stage filter criteria ('equity', 'strength of evidence', 'acceptability', feasibility', sustainability' and 'side-effects') were assessed to incorporate additional factors that impact on resource allocation decisions. The modelled intervention reached 7,840 children aged 5 to 7 years and cost $AUD22.8M ($16.6M; $30.9M). This resulted in an incremental saving of 30 DALYs (7:104) and a net cost per DALY saved of $AUD0.76M ($0.23M; $3.32M). The evidence base was judged as 'weak' as there are no data available documenting the increase in the number of children walking due to the intervention. The high costs of the current approach may limit sustainability. Under current modelling assumptions, the WSB program is not an effective or cost-effective measure to reduce childhood obesity. The attribution of some costs to non-obesity objectives (reduced traffic congestion and air pollution etc.) is justified to emphasise the other possible benefits. The program's cost-effectiveness would be improved by more comprehensive implementation within current infrastructure arrangements. The importance of active transport to school suggests that improvements in WSB or its variants need to be developed and fully evaluated.

  7. Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education, Community School District 3, Manhattan. Final Evaluation Report, 1992-93. OREA Report.

    Science.gov (United States)

    Duque, Diana L.

    The Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education was a federally funded program in its third year of operation in one intermediate school and two junior high schools in Manhattan (New York) in 1992-93. During this period, it served 244 native Spanish-speaking, limited-English-proficient (LEP) students…

  8. A National Profile of School-Based Transition Programs for Deaf Adolescents.

    Science.gov (United States)

    Bull, Bruce; Bullis, Michael

    1991-01-01

    The transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Results suggested that residential schools had higher implementation rates (for desirable transition characteristics) than did mainstream and other programs. All groups valued the identified transition practices more than…

  9. Summer Research Program - 1998 High School Apprenticeship Program Final Reports. Volume 12, Armstrong Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1998-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  10. Summer Research Program - 1996 High School Apprenticeship Program. Volume 16, Arnold Engineering Development Center

    National Research Council Canada - National Science Library

    Moore, Gary

    1996-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  11. Summer Research Program - 1997 High School Appenticeship Program Volume 16 Arnold Engineering Development Center

    National Research Council Canada - National Science Library

    Moore, Gary

    1997-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  12. High School Peer Helping: A Program Evaluation.

    Science.gov (United States)

    Kilgariff, Lisa; Solomon, Mindy; Zanotti, Mary; Chambliss, Catherine

    Peer helpers can act as liaisons to high school guidance departments by identifying problems, making appropriate referrals, and encouraging others to obtain professional help if necessary. An active program can help ensure that in the future students are better prepared to handle conflicts that arise within marriage, career, and family. This study…

  13. School Recycling Programs: A Handbook for Educators.

    Science.gov (United States)

    Environmental Protection Agency, Washington, DC.

    This brochure describes some of the many recycling program options that schools can implement in their communities. It focuses on implementing actual recycling projects as a way of teaching the importance and benefits of recycling. The text examines the solid waste crisis and why Americans cannot continue to possess a disposable mentality. It…

  14. Dropout Prevention: A Study of Prevention Programs Used by High Schools to Increase Graduation Rate

    Science.gov (United States)

    Simmons, Christopher L.

    2013-01-01

    This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy,…

  15. Motivating Programming: Using Storytelling to Make Computer Programming Attractive to Middle School Girls

    Science.gov (United States)

    2006-11-01

    classrooms at more than 100 universities and 100 high schools across the United States. Prentice-Hall believes that number will continue to grow ...New Methods One of the challenges in learning to program is in learning how to structure programs so that as they grow in length the programmer can...horse, a Pegasus, and a unicorn . Our testers struggled in creating stories with this Story Kit, probably in large part due to its incompleteness

  16. Identifying Sources of Children’s Consumption of Junk Food in Boston After-School Programs, April–May 2011

    Science.gov (United States)

    Austin, S. Bryn; Cradock, Angie L.; Giles, Catherine M.; Lee, Rebekka M.; Davison, Kirsten K.; Gortmaker, Steven L.

    2014-01-01

    Introduction Little is known about how the nutrition environment in after-school settings may affect children’s dietary intake. We measured the nutritional quality of after-school snacks provided by programs participating in the National School Lunch Program or the Child and Adult Care Food Program and compared them with snacks brought from home or purchased elsewhere (nonprogram snacks). We quantified the effect of nonprogram snacks on the dietary intake of children who also received program-provided snacks during after-school time. Our study objective was to determine how different sources of snacks affect children’s snack consumption in after-school settings. Methods We recorded snacks served to and brought in by 298 children in 18 after-school programs in Boston, Massachusetts, on 5 program days in April and May 2011. We measured children’s snack consumption on 2 program days using a validated observation protocol. We then calculated within-child change-in-change models to estimate the effect of nonprogram snacks on children’s dietary intake after school. Results Nonprogram snacks contained more sugary beverages and candy than program-provided snacks. Having a nonprogram snack was associated with significantly higher consumption of total calories (+114.7 kcal, P snack period. Conclusion On days when children brought their own after-school snack, they consumed more salty and sugary foods and nearly twice as many calories than on days when they consumed only program-provided snacks. Policy strategies limiting nonprogram snacks or setting nutritional standards for them in after-school settings should be explored further as a way to promote child health. PMID:25412028

  17. School Food Environment Promotion Program: Applying the Socio-ecological Approach

    Directory of Open Access Journals (Sweden)

    Fatemeh Bakhtari Aghdam

    2018-01-01

    Full Text Available Background Despite of healthy nutrition recommendations have been offered in recent decades, researches show an increasing rate of unhealthy junk food consumption among primary school children. The aim of this study was to investigate the effects of health promotion intervention on the school food buffets and the changes in nutritional behaviors of the students. Materials and Methods In this Quasi-interventional study, eight schools agreed to participate in Tabriz city, Iran. The schools were randomly selected and divided into an intervention and a control group, and a pretest was given to both groups. A four weeks interventional program was conducted in eight randomly selected schools of the city based on the socio-ecological model. A check list was designed for the assessment of food items available at the schools’ buffets, a 60-item semi-quantitative food frequency questionnaire (FFQ was used to assess the rate of food consumption and energy intake. Results evaluation and practice were analyzed using the Wilcoxon, Mann Whitney-U and Chi-square tests. Results The findings revealed reduction in the intervention group between before and after intervention with regard the range of junk food consumption, except for the sweets consumption. The number of junk foods provided in the schools buffets reduced in the intervention group. After the intervention on the intervention group significant decreases were found in the intake of energy, fat and saturated fatty acids compared to the control group (p = 0.00.   Conclusion In order to design effective school food environment promotion programs, school healthcare providers should consider multifaceted approaches.

  18. Evaluation Of Career Guidance Program In Vocational High School

    Directory of Open Access Journals (Sweden)

    Martaningsih Sri Tutur

    2018-01-01

    This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.

  19. The Effect of TMPT Program on Pre-School Children's Social Problem Solving Skills

    Science.gov (United States)

    Gur, Cagla; Kocak, Nurcan

    2018-01-01

    Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6…

  20. Evaluation of school-based reproductive health education program for adolescent girls.

    Science.gov (United States)

    Golbasi, Zehra; Taskin, Lale

    2009-01-01

    To evaluate the effectiveness of school-based reproductive health education for adolescent girls on the reproductive knowledge level of the girls. This research was carried out as a quasi-experimental study at two vocational girls high schools, one of which was used as the study school and the other as the control school. The study group (97 students) consisted of three classes representing every grade. The control group consisted of students selected likewise (92 students). Reproductive health education was given to students in the study group for 10 weeks; the control group was not subjected to any educational program. The impact of the program was evaluated with reproductive health knowledge test designed for this study. A pretest evaluated baseline knowledge, and a posttest measured the gain in knowledge. Baseline knowledge score of students in study and control group were similar and low (p > 0.05). We found that the reproductive health knowledge level of students in the study group increased significantly after the program of education. Post-test knowledge scores (75.03 +/- 13.82) of the students in the study group were higher than those of the control group (36.65 +/- 14.17). The results showed students' low baseline knowledge and a good ability to learn. A school-based reproductive health education is needed to promote knowledge and prevention in reproductive health among teenagers.

  1. How School Choice Programs Can Save Money. WebMemo #727

    Science.gov (United States)

    Johnson, Kirk A.

    2005-01-01

    Educational choice can improve educational achievement and states' bottom lines. Not only do choice programs help students from lower-income families attend schools that they otherwise might not be able to attend, but they can also save money in the process. A record number of state legislatures have considered school choice legislation this year,…

  2. The School Librarian as Program Administrator: Just-in-Time Librarianship

    Science.gov (United States)

    Yates, Steven D.

    2011-01-01

    By applying just-in-time philosophy to today's school libraries, librarians can fulfill the role of program administrator by continuing to provide the resources students and faculty deserve, exactly at their individual points of need. Just-in-time librarianship is a mindset that could prove unsettling for some school librarians. The main facets of…

  3. [A school program for dengue control in Honduras: from knowledge to action].

    Science.gov (United States)

    Avila Montes, Gustavo Adolfo; Araujo, Roxana; Leontsini, Elli; Orellana Herrera, Gabriel; Fernández Cerna, Eduardo

    2012-06-01

    The Environmental School Program (PEA, for its Spanish acronym), a dengue control initiative focused on primary schools that took place during 2005-2010 in several cities in Honduras, is described. The environmental health program was designed to increase knowledge and develop skills in the identification and control of Aedes aegypti breeding sites, as well as in water and solid waste management. The results, as measured by behavioral change and reduced larval indices, were satisfactory in the majority of the participating schools. The initiative involved not only children, but also their parents and teachers. In addition to reducing larval indices, PEA was successful in promoting community participation in environmental issues, particularly Aedes control. The inclusion of this educational content in the primary school curriculum in Honduras remains pending.

  4. Essential KPIs for School Nutrition Program Success

    Science.gov (United States)

    Rushing, Keith

    2017-01-01

    Purpose/Objectives: The purpose of the project was to develop a research based resource to support SN professionals in effectively utilizing KPIs to manage their programs. Methods: This project consisted of four phases. In Phase 1, a think tank of eight school nutrition professionals identified the general topic areas and format for the resource.…

  5. A True Middle School Physical Education Program

    Science.gov (United States)

    Tenoschok, Mike

    2016-01-01

    The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

  6. Automatic speech recognition (zero crossing method). Automatic recognition of isolated vowels

    International Nuclear Information System (INIS)

    Dupeyrat, Benoit

    1975-01-01

    This note describes a recognition method of isolated vowels, using a preprocessing of the vocal signal. The processing extracts the extrema of the vocal signal and the interval time separating them (Zero crossing distances of the first derivative of the signal). The recognition of vowels uses normalized histograms of the values of these intervals. The program determines a distance between the histogram of the sound to be recognized and histograms models built during a learning phase. The results processed on real time by a minicomputer, are relatively independent of the speaker, the fundamental frequency being not allowed to vary too much (i.e. speakers of the same sex). (author) [fr

  7. Nutrition Services and Foods and Beverages Available at School: Results from the School Health Policies and Programs Study 2006

    Science.gov (United States)

    O'Toole, Terrence P.; Anderson, Susan; Miller, Clare; Guthrie, Joanne

    2007-01-01

    Background: Schools are in a unique position to promote healthy dietary behaviors and help ensure appropriate nutrient intake. This article describes the characteristics of both school nutrition services and the foods and beverages sold outside of the school meals program in the United States, including state- and district-level policies and…

  8. Direct Certification in the National School Lunch Program: State Implementation Progress School Year 2010-2011. Report to Congress. Nutrition Assistance Program Report Series. Special Nutrition Programs Report Number CN-11-DC

    Science.gov (United States)

    Moore, Quinn; Conway, Kevin; Kyler, Brandon

    2011-01-01

    This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local…

  9. Friendly Habitat, Endangered Species: Ecological Theory and the Demise of a High School Mandarin Program

    Science.gov (United States)

    Shouse, Roger C.; Sun, Jinai

    2013-01-01

    This article presents a case study examining the demise of a high school Mandarin language program in a school district that appeared to offer an exceptionally friendly habitat for its survival. Though members of the school board majority who voted against funding the program offered rational explanations for their decision (e.g., insufficient…

  10. Critical Success Factors in a High School Healthcare Education Program

    Science.gov (United States)

    Thessin, Rebecca A.; Scully-Russ, Ellen; Lieberman, Daina S.

    2017-01-01

    Research has demonstrated career and technical education (CTE) programs have a strong positive influence on secondary students' behavior, attendance, academic achievement, and college persistence. Critical success factors common to career academies, small schools, and CTE programs include socio-emotional support and community, along with a culture…

  11. School Choice: Private School Choice Programs Are Growing and Can Complicate Providing Certain Federally Funded Services to Eligible Students. Report to Congressional Requesters. GAO-16-712

    Science.gov (United States)

    US Government Accountability Office, 2016

    2016-01-01

    Voucher and education savings account (ESA) programs fund students' private school education expenses, such as tuition. In school year 2014-15, 22 such school choice programs were operating nationwide, all but one of which was state funded. Under two federal grant programs, one for students with disabilities and one for students from disadvantaged…

  12. Increasing Self-Esteem and School Connectedness through a Multidimensional Mentoring Program.

    Science.gov (United States)

    King, Keith A.; Vidourek, Rebecca; Davis, Beth; McClellan, Warren

    2002-01-01

    Examines findings from a multidisciplinary mentoring program for fourth graders. Students were admitted to the program based on responses to a survey on self-esteem; school, peer, and family connectedness; and risk taking behavior. The program emphasized relationship building, self-esteem enhancement, goal setting, and academic assistance.…

  13. Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students

    Science.gov (United States)

    Collier, Crystal

    2013-01-01

    The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…

  14. Effects of Participation in a Martial Arts-Based Antibullying Program in Elementary Schools

    Science.gov (United States)

    Twemlow, Stuart W.; Biggs, Bridget K.; Nelson, Timothy D.; Vernberg, Eric M.; Fonagy, Peter; Twemlow, Stephen W.

    2008-01-01

    This study evaluated the Gentle Warrior Program, a traditional martial arts-based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results…

  15. Exploring Children's Perceptions of Two School-Based Social Inclusion Programs: A Pilot Study

    Science.gov (United States)

    Lindsay, Sally; McPherson, Amy C.; Aslam, Henna; McKeever, Patricia; Wright, Virginia

    2013-01-01

    Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to…

  16. “Yet” ~ A Brief School-Based Program for Fourth Graders

    Directory of Open Access Journals (Sweden)

    Sandra L. Rogelberg

    2016-12-01

    Full Text Available “Yet” is a school-based youth development program intended to introduce elementarygrade students to concepts of growth mindset, self-leadership, resilience and self-talk to promote healthy coping strategies to persist in tasks toward more positive educational outcomes.  Drawing from psychology, education, and management literature focusing on self-leadership, the “Yet” program encourages interaction and internalization of concepts such as “growing the brain,” and “stinkin’ thinking,” while modeling how to reframe set-backs to things students have not mastered…”yet,” and practicing adaptive self-talk to promote coping and persistence.  This unique program holds promise because it is approximately 30 minutes long, occurs within the context of a regular school day, and can be implemented with a high measure of fidelity because it is script-based.  The success of the program may be augmented by principal and teacher support along with online videos.

  17. Evaluation of the Alliance for Climate Education's national high school edutainment program (Invited)

    Science.gov (United States)

    Lappe, M.; Flora, J.; Saphir, M.; Roser-Renouf, C.; Maibach, E.; Leiserowitz, A.

    2013-12-01

    The Alliance for Climate Education educates high school students on the science of climate change and inspires them to create effective solutions. Since 2009, ACE has reached over 1.6 million students nationwide with its multi media assembly presentation. In this paper, we evaluate the climate science knowledge, beliefs, attitudes, behavior and communication impact of the ACE Assembly program in a random sample of 49 schools (from population of 779) and a panel of 1,241 high school students. Pre and post assembly surveys composed of questions from the Global Warming Six Americas segmentation and intervention specific questions were administered in classrooms. We demonstrate that exposure to climate science in an engaging edutainment format changes youths' beliefs, involvement, and behavior positively and moves them to more climate science literate audience segments. The net impact of scaled and engaging programs for youth could be a population shift in climate science literacy and positive engagement in the issue of climate change. In addition, such programs can empower youth for deeper engagement in school programs, personal action, political and consumer advocacy.

  18. Efficacy evaluation of the school program Unplugged for drug use prevention among Brazilian adolescents

    Directory of Open Access Journals (Sweden)

    Zila M. Sanchez

    2016-11-01

    Full Text Available Abstract Background Most Brazilian schools do not have a continuous program for drug use prevention and do not conduct culturally adapted activities for that purpose. This study evaluated the impact of the Unplugged program on drug use prevention among children and adolescents in public middle schools of Brazil. Methods A non-randomized controlled trial was conducted in 2013 with 2185 students in 16 public schools from 3 Brazilian cities. The intervention group attended 12 weekly classes of the Unplugged program for drug use prevention, and the control group did not attend to any school prevention programs in the same year. Multilevel analyses were used to evaluate temporal and between group changes in the consumption of each drug. Results The study suggested that there was no evidence that Unplugged effected 11- to 12-year-old students. However, the program seemed to stimulate a decrease in recent marijuana use (transition from use to non-use in 85.7% of intervention cases and 28.6% of control cases, OR = 17.5, p = 0.039 among 13- to 15-year-old students. In addition, students in this age range who received the Unplugged program had similar drug consumption levels to those observed before the program began. However, students in the control group presented a significant tendency to increase marijuana use and binge drinking. Conclusions This study adds to the evidence of program efficacy among Brazilian middle school students by presenting marginal effects on binge drinking and marijuana use. An 18-month randomized controlled trial is recommended for a future study.

  19. An Empirical Evaluation of the Florida Tax Credit Scholarship Program. School Choice Issues in the State

    Science.gov (United States)

    Forster, Greg; D'Andrea, Christian

    2009-01-01

    This study examines the Florida Tax Credit Scholarship program, one of the nation's largest school choice programs. It is the first ever completed empirical evaluation of a tax-credit scholarship program, a type of program that creates school choice through the tax code. Earlier reports, including a recent one on the Florida program, have not…

  20. A school peer mediation program as a context for exploring therapeutic jurisprudence (TJ): Can a peer mediation program inform the law?

    Science.gov (United States)

    McWilliam, Nicky

    2010-01-01

    This paper reports an exploratory study of a school peer mediation program implemented as an alternative way to manage bullying and other destructive conflict. The study explores the effects of the program on the well-being of members of the school community by examining perceptions of students, staff and a sample of parents and former students. Drawing on therapeutic jurisprudence (TJ) the study explores whether the component parts of the program, separately or together, promote intended or unintended therapeutic effects. The preliminary findings of the study emphasise the importance of peer mediation training and suggest that existing scholarship in the area of school conflict resolution and peer mediation, when viewed through a TJ lens, may provide valuable insights into how to optimally configure programs for development and adoption in schools and other community settings. The study highlights the lack of attention paid by the legal system to valuable scholarship in the area of school conflict resolution and peer mediation, which may have implications for the understanding and development of legal processes and the law in general. Copyright © 2010 Elsevier Ltd. All rights reserved.

  1. Mapping Out-of-School-Time Youth Science Programs: Organizational Patterns and Possibilities

    Science.gov (United States)

    Laursen, S. L.; Archie, T.; Thiry, H.

    2012-12-01

    Out-of-school-time (OST) experiences promise to enrich young (K-12) people's experience of science, technology and engineering. Belief is widespread that OST programs are ideal locations to learn science, and that youth participation may enhance the science workforce and increase access to science for girls and minorities. Yet we know little about the scope or nature of science-focused OST youth programming. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; and formats including after-school clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might reach and recruit nationally representative samples of programs. Thus, to date there has been no systematic study of the broader national landscape of OST STEM programming. Our national study, Mapping Out-of-School-Time Science (MOST-Science), examines a national sample of OST programs focused on science, engineering, and/or technology. Here we describe first findings about the characteristics of these programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. Using an electronic survey, we collected data from 417 programs and classified their host institutions into eight organizational types: aquariums and zoos, museums, non-profits, national youth organizations, K-12 school districts, colleges and universities, government labs, and private sector organizations. We then examine key attributes of the youth programs hosted by these institution and discuss differences based on organizational types, including scientific organizations that are especially well equipped to offer research and field experiences. Programs engaging youth in research and field experiences are offered across all organizational types. Yet they vary notably in the size and demographics

  2. Building Ecoliteracy Through Adiwiyata Program (Study at Adiwiyata School in Banda Aceh

    Directory of Open Access Journals (Sweden)

    Mirza Desfandi

    2017-07-01

    Full Text Available This study is back grounded by importance of ecoliteracy for each individual. One of comprehensive efforts to build ecoliteracy in community is through Adiwiyata Program. This study is aimed to find out how the effectiveness of Adiwiyata Program in the effort to build students’ ecoliteracy in Banda Aceh. The method which is used is survey. The study is conducted in ten schools, with respondents are principal, teachers, administrative staff and students. Data analysis is done descriptively toward five variable and hypothesis test use nonparametric statistic test. The result of study showed that there is significant influence of school policy, curriculum implementation, school culture and school infrastructure management toward students’ ecoliteracy. The findings of study is the more effective four components of Adiwiyata is implemented, the higher of students’ecoliteracy. Therefore, four components of Adiwiyata should be implemented maximally, among other by strengthening Adiwiyata school team.

  3. Contributions of After School Programs to the Development of Fundamental Movement Skills in Children.

    Science.gov (United States)

    Burrows, E Jean; Keats, Melanie R; Kolen, Angela M

    Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today's youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6-10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study ( p =0.91, eta 2 =0.00) and the games-based program participants significantly improved their proficiency ( p =0.00, eta 2 =0.30). No significant ( p =0.13, eta 2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS.

  4. Fresh Fruit and Vegetable Program participation in elementary schools in the United States and availability of fruits and vegetables in school lunch meals.

    Science.gov (United States)

    Ohri-Vachaspati, Punam; Turner, Lindsey; Chaloupka, Frank J

    2012-06-01

    Dietary intake among children in the United States falls short of national recommendations. Schools can play an important role in improving children's preferences and food consumption patterns. The US Department of Agriculture's Fresh Fruit and Vegetable Program (FFVP) aims to improve children's nutrient intake patterns by offering fresh fruits and vegetables as snacks outside the reimbursable meals programs in elementary schools that serve large numbers of low-income children. Using a nationally representative sample of public elementary schools, this cross-sectional study investigated FFVP participation patterns among schools by demographic and school characteristics. Further, the study investigated the association between FFVP participation and availability of fresh fruits, salads, and vegetables at lunch as reported by school administrators and foodservice staff. Data collected via a mail-back survey from 620 public elementary schools participating in the National School Lunch Program during 2009-2010 were analyzed. Almost 70% of the FFVP-participating schools had a majority of students (>50%) eligible for free and reduced-cost meals. Participating in US Department of Agriculture Team Nutrition Program and having a registered dietitian or a nutritionist on staff were significantly associated with FFVP participation. Based on the results from logistic regression analyses schools participating in the FFVP were significantly more likely (odds ratio 2.07; 95% CI 1.12 to 3.53) to serve fresh fruit during lunch meals. Slightly >25% of public elementary schools across the United States participated in the FFVP, and participation was associated with healthier food availability in school lunches. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    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,…

  6. Student Evaluation of the Yellow Ribbon Suicide Prevention Program in Midwest Schools

    Science.gov (United States)

    Flynn, Alexandra; Zackula, Rosalee; Klaus, Nicole M.; McGinness, Liz; Carr, Susan; Macaluso, Matthew

    2016-01-01

    Objective Yellow Ribbon is a gatekeeper-type suicide prevention program that is widely used in public schools. However, data on its effectiveness are limited. The purpose of our study was to evaluate self-reported changes in knowledge and comfort level communicating about suicide following Yellow Ribbon training for a large, representative sample of students from a public school system in the midwestern United States. Methods The program was administered to students within the same school district during 2006 through 2009. A pre-post survey using a 4-point Likert scale was administered to rate students’ knowledge of risk factors and available resources, comfort level communicating about suicide, estimate of friends at risk for suicide, and behavioral intent toward help-seeking. Results Aggregate responses from 3,257 students, aged 11 to 18 years, were collected by the schools; 51% were female, 33% were Hispanic, and 30% were white. Suicide-related knowledge of risk factors, where to go for help, and resources, along with comfort level in asking for help, all significantly improved following program participation (Cramer’s V = 0.243 to 0.376, P suicide prevention program appears to be beneficial for students in the midwestern United States. We observed significant improvement in knowledge, comfort level, and behavioral intent for help-seeking if suicidal thoughts occur. Findings also suggested that Yellow Ribbon training administered during middle school may be especially helpful for males. PMID:27733952

  7. Why and How Do Parents Decide to Send Their Children to the Interdistrict School Choice Program at the Magnet Program for Math and Science

    Science.gov (United States)

    Doyle, Kevin S.

    The New Jersey Interdistrict School Choice Program allows parents to send their students to schools outside of their local school district. Determining why parents send their students to choice schools is important to school leaders who are trying to attract new students, as well as those who are trying to retain their current students. This study examined the reasons why parents decided to send their students to the Magnet Program for Math and Science (MP4M&S), a school choice program in a suburban school district in northwest New Jersey, during the 2015- 2016 school year. A large volume of research has focused on school choice programs in urban and poor communities. This study addressed the gap in the research by focusing on an affluent suburban school district. This mixed methods study focused on three areas, why parents choose to send their students to the MP4M&S, what criteria they used to make their decision, and where they got their information. Research shows that these three areas of focus can be influenced by parental level of education, socioeconomic status, geographic location, academic rigor, school quality, and school environment. Parents from different groups, based upon their out-of-district status, were interviewed. The information from the interviews was used to focus a survey that was given to the families of all 137 students in the MP4M&S during the 2015-2016 school year. The results of this study show that parents found the academic focus, academic rigor, the school environment, the original research project, the activity offerings, and the economics involved in attending the program to be important attractors. The study also found that the Information Nights, the school website, and interactions with members of the MP4M&S community to be important sources of information. Finally, the study found that there were few differences between in and out-of-district parents when assigning importance to both the attractors and the sources in the study

  8. Factors associated with children being driven to school: implications for walk to school programs.

    Science.gov (United States)

    Wen, Li Ming; Fry, Denise; Rissel, Chris; Dirkis, Helen; Balafas, Angela; Merom, Dafna

    2008-04-01

    In this study, we examined factors associated with children being driven to school. Participants were 1603 students (aged 9-11 years) and their parents from 24 public primary schools in inner western Sydney, Australia. Students recorded their modes of travel to and from school for 5 days in a student survey. Parents recorded their demographic data, their attitudes to travel, and their modes of travel to work, using a self-administered survey. An analysis of the two linked data sets found that 41% of students travelled by car to or from school for more than 5 trips per week. Almost a third (32%) of students walked all the way. Only 1% of students rode a bike and 22% used more than one mode of travel. Of those who were driven, 29% lived less than 1 km and a further 18% lived between 1 and 1.5 km from school. Factors associated with car travel (after adjusting for other potential confounders) were mode of parents' travel to work, parent attitudes, number of cars in the household, and distance from home to school. To be effective, walk to school programs need to address the link between parent journey to work and student journey to school.

  9. Chronology of a Successful Conversion--Contractor Revives School Lunch Program.

    Science.gov (United States)

    Johnston, James B.

    1994-01-01

    A New York State school district employed a management company to privatize the food-service program with the goal of enticing all students to eat lunch. Expertise in marketing, menu planning, and food-service operation turned the program around. Suggests questions to ask when selecting a management company. (MLF)

  10. Putting "The System" into a School Autonomy Reform: The Case of the Independent Public Schools Program

    Science.gov (United States)

    Gobby, Brad

    2016-01-01

    The Australian Federal and state governments have been introducing neoliberal reforms to the governance of their education systems for a number of decades. One of the most recent programs of reform is the Western Australian Independent Public Schools (IPS) initiative. Similar to decentralizing reforms around the world, the IPS program seeks…

  11. Effects of a Kundalini Yoga Program on Elementary and Middle School Students' Stress, Affect, and Resilience.

    Science.gov (United States)

    Sarkissian, Meliné; Trent, Natalie L; Huchting, Karen; Singh Khalsa, Sat Bir

    2018-04-01

    The Your Own Greatness Affirmed (YOGA) for Youth program delivers yoga to urban inner-city schools with the goal of providing practical benefits that support underserved children at high risk of behavioral and emotional problems. A 10-week YOGA for Youth program delivered 1 to 2 times per week was implemented in 3 schools in urban neighborhoods to examine the effect of the program on student stress, affect, and resilience. Thirty children were administered the Perceived Stress Scale, the Positive and Negative Affect Schedule, and the Resilience Scale before and after the yoga program. After the program, informal qualitative interviews were conducted with school teachers, yoga teachers, and students to determine the overall impact of the yoga program. The quantitative results of this study indicated that the yoga program significantly improved students stress (p < 0.05), positive affect (p < 0.05), and resilience (p < 0.001). The qualitative results indicated that students, school teachers, and yoga teachers all found the program to be beneficial for students' well-being. Taken together, these data suggest that the YOGA for Youth program may provide students in low-income urban schools with behavioral skills that will protect against risk factors associated with the development of behavioral and emotional problems.

  12. Adolescents' responses to a school-based prevention program promoting healthy eating at school

    NARCIS (Netherlands)

    Hermans, R.C.J.; Bruin, H. de; Larsen, J.K.; Mensink, F.; Hoek, A.C.

    2017-01-01

    Background: To improve the effectiveness of school-based obesity prevention programs, it is essential to understand the views and behaviors of the target group. The present study aimed to get a better understanding of adolescents' food and health perceptions and their willingness to be involved in a

  13. Postural education program for elementary school: a one-year follow-up study

    Directory of Open Access Journals (Sweden)

    Alexandre Luis Ritter

    2015-09-01

    Full Text Available AbstractThe objective of this study was to verify the short- and long-term effectiveness of the Elementary School Postural Program in the performance, generalization, and perception of daily school activities. The final sample consisted of 61 subjects divided into experimental (14 years ±0.93; ♀=22; ♂=10 and control group (15.38 years ±0.97; ♀=16; ♂=13, all participants attended a Brazilian public school in Porto Alegre, State of Rio Grande do Sul. The postural program included 20 sessions over a 10-week period. In each session, participants discussed and practiced routine actions that typically occurred at schools. Eight other meetings were required for the completion of the pre- and post-tests. The experimental group performed significantly better than the control group in the short-term evaluations, although there were no significant statistical differences in the long-term follow-up evaluations. The children demonstrated a good behavioral response to the postural program; nevertheless, the knowledge had not been completely mastered after a year.

  14. Bilingual Specialized Programs in New York City High Schools, 1988-89. OREA Evaluation Section Report.

    Science.gov (United States)

    Berney, Tomi D.; Stern, Lucia

    The Bilingual Specialized Programs in New York City High Schools project was supported by tax-levy, Pupils with Compensatory Educational Needs, and state Categorical Aid to Bilingual Education funds. The program functioned in 15 high schools in Manhattan, Brooklyn, and Queens. The program's aim was to provide students of limited English…

  15. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students

    Science.gov (United States)

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. PMID:26086660

  16. An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

    Science.gov (United States)

    Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

    2013-01-01

    While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

  17. Structure and Deviancy Training in After-School Programs

    Science.gov (United States)

    Rorie, Melissa; Gottfredson, Denise C.; Cross, Amanda; Wilson, Denise; Connell, Nadine M.

    2011-01-01

    Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations…

  18. School Integration Program in Chile: gaps and challenges for the implementation of an inclusive education program

    Directory of Open Access Journals (Sweden)

    Mauro Tamayo Rozas

    2018-06-01

    Full Text Available Constructing inclusive societies, leaving no one behind, it is an ethical obligation. Developing inclusive educational programs allows ensuring equal opportunities in one of the most critical stages of development. The aim of this study is to describe the implementation of the School Integration Program (SIP in its different dimensions and in different zones of Chile. A descriptive and cross-sectional study of the perception of SIP Coordinators was performed in public and subsidized schools at the country through a web-based survey. A simple random convenience sampling of schools was performed, obtaining 1742 answers from educational establishments with SIP. Higher level of implementation of the program was identified in areas related to interdisciplinary work and comprehensive training, curricular and institutional aspects. On the other hand, deficiencies were identified in the implementation of accessibility, development of reasonable adjustments and participation of the educational community. Likewise, there are differences between the zones of Chile, with the North zone having the least progress. Although there are results in the work team and institutional development, the development of objective conditions and participation is still a pending task in the implementation of the SIP.

  19. The ASPIRE-to-Excellence Program: A Global Effort to Improve the Quality of Medical Education.

    Science.gov (United States)

    Hunt, Dan; Klamen, Debra; Harden, Ronald M; Ali, Farzand

    2017-12-19

    Publications and organizations ranking medical schools rely heavily on schools' research-oriented and grant-success data because those are the publicly available data. To address the vacuum of evidence for medical education quality, in 2012 the Association of Education in Europe (AMEE) introduced an initiative entitled A Schools Programme for International Recognition of Excellence in Education (ASPIRE) awards. ASPIRE panels of international experts in specific areas of medical education have developed internationally peer-based criteria to benchmark excellence in social accountability, student engagement, student assessment, faculty development, and simulation; they plan to publish criteria on curriculum design and development in 2018. Schools are encouraged to use ASPIRE criteria to challenge themselves and, for a fee, may submit evidence that they have met the criteria for excellence in one or more of the five areas. The international panels then judge the evidence submitted by the school and determine whether an award of excellence is merited.The authors share lessons learned from five years of program experience. Of the 88 schools submitting evidence, 38 have been recognized for their excellence in one of the ASPIRE topic areas. As the number of representatives from the schools that are awarded ASPIRE recognition continues to increase and those individuals find new ways to contribute, hopes are high for this program. Challenges remain in how to better define excellence in low-resources settings, what new areas to take on, and how to keep infrastructure costs down. However, as an example of continuing global interaction for quality improvement, optimism prevails.

  20. Curricular Abstinence: Examining Human Sexuality Training in School Counselor Preparation Programs

    Science.gov (United States)

    Behun, Richard Joseph; Cerrito, Julie A.; Delmonico, David L.; Campenni, Estelle

    2017-01-01

    Professional school counselors (PSCs; N = 486) rated their level of perceived preparedness acquired in their school counselor preparation program with respect to knowledge, skills, and self-awareness of five human sexuality domains (behavior, health, morality, identity, violence) across grade level (elementary vs. secondary) and three human…

  1. New benchmarks for costs and cost-efficiency of school-based feeding programs in food-insecure areas.

    Science.gov (United States)

    Gelli, Aulo; Cavallero, Andrea; Minervini, Licia; Mirabile, Mariana; Molinas, Luca; de la Mothe, Marc Regnault

    2011-12-01

    School feeding is a popular intervention that has been used to support the education, health and nutrition of school children. Although the benefits of school feeding are well documented, the evidence on the costs of such programs is remarkably thin. Address the need for systematic estimates of the cost of different school feeding modalities, and of the determinants of the considerable cost variation among countries. WFP project data, including expenditures and number of schoolchildren covered, were collected for 78 projects in 62 countries through project reports and validated through WFP Country Office records. Yearly project costs per schoolchild were standardized over a set number of feeding days and the amount of energy provided by the average ration. Output metrics, such as tonnage, calories, and micronutrient content, were used to assess the cost-efficiency of the different delivery mechanisms. The standardized yearly average school feeding cost per child, not including school-level costs, was US$48. The yearly costs per child were lowest at US$23 for biscuit programs reaching school-going children and highest at US$75 for take-home rations programs reaching families of schoolgoing children. The average cost of programs combining on-site meals with extra take-home rations for children from vulnerable households was US$61. Commodity costs were on average 58% of total costs and were highest for biscuit and take-home rations programs (71% and 68%, respectively). Fortified biscuits provided the most cost-efficient option in terms of micronutrient delivery, whereas take-home rations were more cost-efficient in terms of food quantities delivered. Both costs and effects should be considered carefully when designing school feeding interventions. The average costs of school feeding estimated here are higher than those found in earlier studies but fall within the range of costs previously reported. Because this analysis does not include school-level costs, these

  2. The Effects of a Violence Prevention Program on Alternative High School Students

    Science.gov (United States)

    Triplett, Carla A.

    2013-01-01

    This study addressed the effectiveness of a violence prevention program in an inner-city alternative school setting. The researcher, an administrator at the school, used a prepackaged curriculum targeting lessons on violence in an eight-week study with the entire school population. Students met bi-weekly with a team of two teachers to review and…

  3. Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar

    Science.gov (United States)

    McFerran, Katrina Skewes; Crooke, Alexander Hew Dale

    2014-01-01

    Participation in meaningful school music programs is the right of all children. Although music education is widely supported by policy, significant gaps exist in practice in most developed Western countries. These gaps mean the extrinsic and intrinsic benefits associated with participation in tailored programs are not equally available to all…

  4. Emerging Youth Leaders in an After-School Civic Leadership Program

    Science.gov (United States)

    Monkman, Karen; Proweller, Amira

    2016-01-01

    This qualitative study examines the notion of youth leadership in an after-school program focused on teaching leadership skills and instilling habits of civic engagement within a long-term support program that prioritizes college readiness for low-income minority students. Through activities designed to help youth discover their passions, envision…

  5. Evaluation of a health-promoting school program to enhance correct medication use in Taiwan

    Directory of Open Access Journals (Sweden)

    Hsueh-Yun Chi

    2014-06-01

    Full Text Available This study was an evaluation of the Health Promoting School (HPS program in Taiwan and its effectiveness in enhancing students' knowledge and abilities with regard to correct medication usage. In 2011, baseline and follow-up self-administered online surveys were received from 3520 middle-school and primary students from intervention schools, and 3738 students from comparison primary and secondary schools completed the same survey. The results indicated that after implementing the correct medication use HPS program, students' knowledge and abilities concerning correct medication usage (i.e., the need to express clearly personal conditions to physicians, to check information on the medication packages, to take medication correctly and adhere to prescribed medication regimens, not to buy or acquire medication from unlicensed sources, and to consult pharmacists/physicians were significantly increased among the students in the intervention schools (p < 0.001. In addition, students' knowledge and abilities concerning correct medication usage were significantly higher in the intervention schools compared with the comparison schools (p < 0.001. In conclusion, the correct medication use HPS program significantly enhanced students' knowledge and abilities concerning correct medication usage.

  6. Open pre-schools at integrated health services - A program theory

    Directory of Open Access Journals (Sweden)

    Agneta Abrahamsson

    2013-04-01

    Full Text Available Introduction: Family centres in Sweden are integrated services that reach all prospective parents and parents with children up to their sixth year, because of the co-location of the health service with the social service and the open pre-school. The personnel on the multi-professional site work together to meet the needs of the target group. The article explores a program theory focused on the open pre-schools at family centres.Method: A multi-case design is used and the sample consists of open pre-schools at six family centres. The hypothesis is based on previous research and evaluation data. It guides the data collection which is collected and analysed stepwise. Both parents and personnel are interviewed individually and in groups at each centre.Findings: The hypothesis was expanded to a program theory. The compliance of the professionals was the most significant element that explained why the open access service facilitated positive parenting. The professionals act in a compliant manner to meet the needs of the children and parents as well as in creating good conditions for social networking and learning amongst the parents. Conclusion: The compliance of the professionals in this program theory of open pre-schools at family centres can be a standard in integrated and open access services, whereas the organisation form can vary. The best way of increasing the number of integrative services is to support and encourage professionals that prefer to work in a compliant manner.

  7. Open pre-schools at integrated health services - A program theory

    Directory of Open Access Journals (Sweden)

    Agneta Abrahamsson

    2013-04-01

    Full Text Available Introduction: Family centres in Sweden are integrated services that reach all prospective parents and parents with children up to their sixth year, because of the co-location of the health service with the social service and the open pre-school. The personnel on the multi-professional site work together to meet the needs of the target group. The article explores a program theory focused on the open pre-schools at family centres. Method: A multi-case design is used and the sample consists of open pre-schools at six family centres. The hypothesis is based on previous research and evaluation data. It guides the data collection which is collected and analysed stepwise. Both parents and personnel are interviewed individually and in groups at each centre. Findings: The hypothesis was expanded to a program theory. The compliance of the professionals was the most significant element that explained why the open access service facilitated positive parenting. The professionals act in a compliant manner to meet the needs of the children and parents as well as in creating good conditions for social networking and learning amongst the parents. Conclusion: The compliance of the professionals in this program theory of open pre-schools at family centres can be a standard in integrated and open access services, whereas the organisation form can vary. The best way of increasing the number of integrative services is to support and encourage professionals that prefer to work in a compliant manner.

  8. Linking Curriculum and Learning to Facilities: Arizona State University's GK-12 Sustainable Schools Program

    Science.gov (United States)

    Elser, Monica M.; Pollari, Lynette; Frisk, Erin; Wood, Mark

    2011-01-01

    Arizona State University's "Sustainability Science for Sustainable Schools program" brings together graduate students, sustainability researchers, high school teachers and students, and school or district administrators in a project designed to address the challenge of becoming a "sustainable school." Funded by the National…

  9. Preparing Secondary Stem Teachers for High-Need Schools: Challenges of an Urban Residency Program

    Science.gov (United States)

    Garza, Rubén; Duchaine, Ellen L.; Reynosa, Raymond

    2013-01-01

    Teaching residency programs that blend coursework with clinical experiences have emerged nationwide to prepare aspiring teachers for the demanding reality of teaching in high-need urban schools. The Teaching Residency Program for Critical Shortage Areas was created to help urban school districts with the challenge of recruiting and retaining…

  10. Caring Is the Key: Building a School-based Intergenerational Service Program.

    Science.gov (United States)

    Melcher, Joseph

    This manual is designed for high school teachers and students who plan to participate in intergenerational community service programs. Intergenerational community service is a powerful teaching tool that introduces problem solving and active learning while enhancing self-esteem. Four case studies describe what schools in Pennsylvania are doing to…

  11. Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

    Directory of Open Access Journals (Sweden)

    Michael J. Field

    2011-06-01

    Full Text Available The Australian Medical Council (AMC is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

  12. Effects of a gerotranscendence educational program on gerotranscendence recognition, attitude towards aging and behavioral intention towards the elderly in long-term care facilities: A quasi-experimental study.

    Science.gov (United States)

    Lin, Yen-Chun; Wang, Chi-Jane; Wang, Jing-Jy

    2016-01-01

    Caregivers in long-term care (LTC) facilities have to uphold a positive attitude toward the elderly, so they will be more willing to provide the elderly with care of higher quality. Theory of Gerotranscendence is a theory which can assist the elderly in developing more mature and intellectual state of mind. It is hoped that the caregivers who receive gerotranscendence education may apply its concept to the care for the elderly. To evaluate the effects of the gerotranscendence educational program on caregivers' gerotranscendence recognition, attitude towards aging, and behavioral intention towards caring for the elderly. A quasi-experimental design with repeated measures was conducted. A total of 41 caregivers in LTC facilities participated and completed the study. Participants were invited to participate in a 2-day gerotranscendence educational program, and measurement took place at baseline, the end of the program (post-test) and three months after the program (follow-up test). The research tools included Gerotranscendence Recognition Scale-Chinese version, Aging Attitude scale, and Caregivers' Behavioral Intention Scale. This study used GLM repeated measures to perform analysis. There was a statistically significant difference in three repeated measures of participants' gerotranscendence recognition and behavior intention toward caring for the elderly (p=.002, .002, respectively) but not in the aging attitude score (p=.21). The post hoc comparison showed that the scores of these two outcomes in the post-test were significantly higher than those in the pre-test (p=.000; .024). However, the scores in the follow-up test were almost the same as those in the pre-test. The gerotranscendence educational program had timely effects on caregivers' gerotranscendence recognition and behavioral intention towards aging, and so caregivers working in LTC facilities may require ongoing training in the gerotranscendence educational program to ensure that these positive effects

  13. Summer Research Program - 1997. High School Apprenticeship Program. Final Reports, Volume 12A, Armstrong Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1997-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  14. Summer Research Program - 1997. High School Apprenticeship Program. Final Reports Volume 15B, Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1997-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  15. Summer Research Program - 1996. High School Apprenticeship Program Final Reports. Volume 15B, Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1996-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  16. Summer Research Program - 1997. High School Apprenticeship Program Final Reports. Volume 15A, Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1997-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  17. Summer Research Program - 1997. High School Apprenticeship Program. Final Reports. Volume 15C, Wright Laboratory

    National Research Council Canada - National Science Library

    Moore, Gary

    1997-01-01

    The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

  18. Lack of implementation of eating disorder education and prevention programs in high schools: Data from incoming college freshmen.

    Science.gov (United States)

    Green, Emalee T; Venta, Amanda

    2018-03-22

    The purpose of this study was to examine the implementation of eating disorder education and prevention programs in high schools retrospectively, as reported by incoming college freshmen, exploring whether characteristics of the school influenced implementation. The sample, 169 first-year students from a public university, participated in an online survey inquiring about exposure to programs and high school characteristics. Results demonstrated few students exposed to any eating disorder programming (29.0%), with no students reporting exposure to prevention programming. Furthermore, there were no significant differences in the implementation based on school characteristics, suggesting that this is a universal issue across high schools.

  19. Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

    Science.gov (United States)

    Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

    2015-01-01

    School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

  20. Using Interdisciplinary Research Methods to Revise and Strengthen the NWS TsunamiReadyTM Community Recognition Program

    Science.gov (United States)

    Scott, C.; Gregg, C. E.; Ritchie, L.; Stephen, M.; Farnham, C.; Fraser, S. A.; Gill, D.; Horan, J.; Houghton, B. F.; Johnson, V.; Johnston, D.

    2013-12-01

    The National Tsunami Hazard Mitigation Program (NTHMP) partnered with the National Weather Service (NWS) in early 2000 to create the TsunamiReadyTM Community Recognition program. TsunamiReadyTM, modeled after the older NWS StormReadyTM program, is designed to help cities, towns, counties, universities and other large sites in coastal areas reduce the potential for disastrous tsunami-related consequences. To achieve TsunamiReadyTM recognition, communities must meet certain criteria aimed at better preparing a community for tsunami, including specific actions within the following categories: communications and coordination, tsunami warning reception, local warning dissemination, community preparedness, and administration. Using multidisciplinary research methods and strategies from Public Health; Psychology; Political, Social and Physical Sciences and Evaluation, our research team is working directly with a purposive sample of community stakeholders in collaboration and feedback focus group sessions. Invitation to participate is based on a variety of factors including but not limited to an individual's role as a formal or informal community leader (e.g., in business, government, civic organizations), or their organization or agency affiliation to emergency management and response. Community organizing and qualitative research methods are being used to elicit discussion regarding TsunamiReadyTM requirements and the division of requirements based on some aspect of tsunami hazard, vulnerability and risk, such as proximity to active or passive plate margins or subduction zone generated tsunamis versus earthquake-landslide generated tsunamis . The primary aim of this research is to use social science to revise and refine the NWS TsunamiReadyTM Guidelines in an effort to better prepare communities to reduce risk to tsunamis.

  1. Employee recognition: a key to motivation.

    Science.gov (United States)

    Magnus, M

    1981-02-01

    Productivity--why it's low and how to enhance it--is on everyone's mind these days. A major component of productivity is employee satisfaction. If an employee is dissatisfied, feels unappreciated or under-compensated, that employee will not perform to the best of his or her ability. How is the personnel administrator to address this pressing problem? One answer that emerges is employee recognition programs. In many cases, properly run recognition programs can boost awareness of the organization, build employee pride, raise morale and, ultimately, increase productivity. As some of our respondents observed, higher salary is not the best answer. While a larger paycheck is always appreciated, everyone's pride is boosted by a public demonstration of appreciation.

  2. Laptops and the Gender Gap: An Investigation of a High School Core Curriculum Program

    Science.gov (United States)

    Wade, Melanie

    2010-01-01

    Girls and women continue to be underrepresented in high school Advanced Placement computer science courses, undergraduate and graduate computer science programs at colleges and universities, and engineering programs and related careers. This is not to suggest that public schools train students to fulfill specific job needs, yet it is evident that…

  3. Community-level moderators of a school-based childhood sexual assault prevention program.

    Science.gov (United States)

    Morris, Matthew C; Kouros, Chrystyna D; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

    2017-01-01

    Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Lastprogramcomparedtoawaitlistcontrolcondition.(*) Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d's ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children's knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Food Safety Programs Based on HACCP Principles in School Nutrition Programs: Implementation Status and Factors Related to Implementation

    Science.gov (United States)

    Stinson, Wendy Bounds; Carr, Deborah; Nettles, Mary Frances; Johnson, James T.

    2011-01-01

    Purpose/Objectives: The objectives of this study were to assess the extent to which school nutrition (SN) programs have implemented food safety programs based on Hazard Analysis and Critical Control Point (HACCP) principles, as well as factors, barriers, and practices related to implementation of these programs. Methods: An online survey was…

  5. Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

    Science.gov (United States)

    Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

    2008-10-01

    To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

  6. The Effectiveness of Psycho-Educational School-Based Child Sexual Abuse Prevention Training Program on Turkish Elementary Students

    Science.gov (United States)

    Cecen-Erogul, Ayse Rezan; Kaf Hasirci, Ozlem

    2013-01-01

    In Turkey, there is neither systematic nor structured child sexual abuse prevention programs for school-aged children in school settings. The main purpose of this study was to investigate the effectiveness of a school-based child sexual abuse prevention program on elementary school (4th grade) students. Quasi-experimental design with pretest,…

  7. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

    Science.gov (United States)

    Wahl, Melanie S.; Adelson, Jill L.; Patak, Margarete A.; Pössel, Patrick; Hautzinger, Martin

    2014-01-01

    The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects. PMID:24837667

  8. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

    Directory of Open Access Journals (Sweden)

    Melanie S. Wahl

    2014-05-01

    Full Text Available The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207 or psychologists (n = 213, or a teaching-as-usual control condition (n = 226. The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention. The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.

  9. One School Librarian Plus Positive Attitude Equals a Quality School Library Program

    Science.gov (United States)

    Terrell, Nancy

    2011-01-01

    Since getting books into the hands of her students was of utmost importance to her, this author began to look at areas that took away from the time she had to work with the students. In this article, the author offers suggestions on how to have a successful school library program, regardless of reductions in budget and/or staff. She mentions that…

  10. Climate schools plus: An online, combined student and parent, universal drug prevention program

    Directory of Open Access Journals (Sweden)

    Louise K. Thornton

    2018-06-01

    Full Text Available Early initiation of substance use significantly increases one's risk of developing substance use dependence and mental disorders later in life. To interrupt this trajectory, effective prevention during the adolescent period is critical. Parents play a key role in preventing substance use and related harms among adolescents and parenting interventions have been identified as critical components of effective prevention programs. Despite this, there is currently no substance use prevention program targeting both students and parents that adopts online delivery to overcome barriers to implementation and sustainability. The Climate Schools Plus (CSP program was developed to meet this need. CSP is an online substance use prevention program for students and parents, based on the effective Climate Schools prevention program for students. This paper describes the development of the parent component of CSP including a literature review and results of a large scoping survey of parents of Australian high school students (n = 242. This paper also includes results of beta-testing of the developed program with relevant experts (n = 10, and parents of Australian high school students (n = 15. The CSP parent component consists of 1 a webinar which introduces shared rule ranking, 2 online modules and 3 summaries of student lessons. The parent program targets evidence-based modifiable factors associated with a delay in the onset of adolescent substance use and/or lower levels of adolescent substance use in the future; namely, rule-setting, monitoring, and modelling. To date, this is the first combined parent-student substance use prevention program to adopt an online delivery method. Keywords: Development, Prevention, Adolescent, Alcohol, Parent

  11. Satisfaction with the program of school bullying prevention and mental health promotion - cross sectional study among primary school pupils in Mostar.

    Science.gov (United States)

    Černi Obrdalj, Edita; Zadro, Kristina; Batić-Mujanović, Olivera; Zalihić, Amra

    2014-01-01

    The aim of this study was to assess the frequency of experience in school bullying and family violence, satisfaction with the preventive-promotional program, knowledge about methods for opposing violence and attitudes toward the role of the family physician in bullying prevention. The project was conducted by family physicians, nurses and sixth year medical students. The target group were 5th to 8th grade pupils of two primary schools randomly selected by computer. Basic information about the presence and types of bullying, the long-term consequences of violence and methods to oppose violent behavior was given as an interactive lecture to large groups of pupils. After the lecture, pupils received questionnaires about their experience of school violence, satisfaction with the program and their opinion about the role of the family physician in bullying prevention. The results of the short term outcome evaluation of the program show that younger pupils evaluate the program better than older ones. Furthermore, we found that the frequency of experienced violence is not connected with satisfaction with the program. Most students have never experienced violence in schools and families, 5th and 6th grade students showed greater satisfaction with training, better knowledge of help in case of violence and a more positive attitude towards medical help. We found no significant differences in pupil's satisfaction with the program, knowledge about methods of opposing violence and attitudes towards the role of the family physician in bullying prevention, in relation to the frequency of experience of family violence and school violence. Copyright © 2014 by Academy of Sciences and Arts of Bosnia and Herzegovina.

  12. The School-Police Partnership: Identifying At-Risk Youth through a Truant Recovery Program.

    Science.gov (United States)

    White, Michael D.; Fyfe, James J.; Campbell, Suzanne P.; Goldkamp, John S.

    2001-01-01

    Studied the experiences of 178 juveniles targeted by the Truant Recovery Program, a collaborative and nonpunitive school-law enforcement effort in California. Findings suggest that intensive cooperation between school and police may be effective in identifying troubled youth. Findings also raise questions about appropriate school and justice…

  13. School programs targeting stress management in children and adolescence: a meta-analysis

    NARCIS (Netherlands)

    Kraag, G.C; Zeegers, M.P.; Kok, G.J.; Hosman, C.M.H.; Huijer Abu-Saad, H.

    2006-01-01

    Introduction This meta-analysis evaluates the effect of school programs targeting stress management or coping skills in school children. Methods Articles were selected through a systematic literature search. Only randomized controlled trials or quasi-experimental studies were included. The

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

    Science.gov (United States)

    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.

  15. Prevention of Targeted School Violence by Responding to Students' Psychosocial Crises: The NETWASS Program

    Science.gov (United States)

    Leuschner, Vincenz; Fiedler, Nora; Schultze, Martin; Ahlig, Nadine; Göbel, Kristin; Sommer, Friederike; Scholl, Johanna; Cornell, Dewey; Scheithauer, Herbert

    2017-01-01

    The standardized, indicated school-based prevention program "Networks Against School Shootings" combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence.…

  16. The Development and Assessment of Particle Physics Summer Program for High School Students

    Science.gov (United States)

    Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.

    2017-01-01

    A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.

  17. At-Risk Programs for Middle School and High School: Essential Components and Recommendations for Administrators and Teachers.

    Science.gov (United States)

    Bateman, Susan; Karr-Kidwell, PJ

    This paper provides an extensive literature review concerning at-risk students and their needs, identifies the essential components necessary for effective at-risk programming, and describes successful at-risk programs and recommendations for administrators and teachers at the middle- and high-school levels. The literature review presents research…

  18. Programs to increase high school completion: a community guide systematic health equity review.

    Science.gov (United States)

    Hahn, Robert A; Knopf, John A; Wilson, Sandra Jo; Truman, Benedict I; Milstein, Bobby; Johnson, Robert L; Fielding, Jonathan E; Muntaner, Carles J M; Jones, Camara Phyllis; Fullilove, Mindy T; Moss, Regina Davis; Ueffing, Erin; Hunt, Pete C

    2015-05-01

    High school completion (HSC) is an established predictor of long-term morbidity and mortality. U.S. rates of HSC are substantially lower among students from low-income families and most racial/ethnic minority populations than students from high-income families and the non-Hispanic white population. This systematic review assesses the effectiveness of programs to increase HSC and the potential of these programs to improve lifelong health among at-risk students. A search located a meta-analysis (search period 1985-2010/2011) on the effects of programs to increase HSC or General Educational Development (GED) diploma receipt; the meta-analysis was concordant with Community Guide definitions and methodologic standards. Programs were assessed separately for the general student population (152 studies) and students who were parents or pregnant (15 studies). A search for studies published between 2010 and August 2012 located ten more recent studies, which were assessed for consistency with the meta-analysis. Analyses were conducted in 2013. The review focused on the meta-analysis. Program effectiveness was measured as the increased rate of HSC (or GED receipt) by the intervention group compared with controls. All assessed program types were effective in increasing HSC in the general student population: vocational training, alternative schooling, social-emotional skills training, college-oriented programming, mentoring and counseling, supplemental academic services, school and class restructuring, multiservice packages, attendance monitoring and contingencies, community service, and case management. For students who had children or were pregnant, attendance monitoring and multiservice packages were effective. Ten studies published after the search period for the meta-analysis were consistent with its findings. There is strong evidence that a variety of HSC programs can improve high school or GED completion rates. Because many programs are targeted to high-risk students and

  19. Neoliberal Global Assemblages: The Emergence of "Public" International High-School Curriculum Programs in China

    Science.gov (United States)

    Liu, Shuning

    2018-01-01

    Since 2010, the number of urban Chinese high-school students applying to US universities has rapidly grown. Many of these students have chosen emerging international curriculum programs established by elite public high schools in China. These programs prepare wealthy Chinese students for the US college application process by exposing them to an…

  20. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    Wider, Beyonka Shantel

    2012-01-01

    Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

  1. [Process evaluation in relation to effectiveness assessment: experiences with school-based programs].

    Science.gov (United States)

    Ariza, Carles; Villalbí, Joan R; Sánchez-Martínez, Francesca; Nebot, Manel

    2011-06-01

    Evaluation of public health interventions usually focus on the quality of design and research methods, and less on the quality of the intervention or process evaluation. In process evaluation of school-based interventions, key issues are how completely the intervention is carried out and adherence to the protocol. In addition, exploration of intermediate variables, such as those that influence (and often predict) preventable behavior, is highly useful. This article describes the basic concepts in this topic, using examples of the effectiveness of some preventive interventions carried out in schools. The interventions discussed were mainly quasi-experimental studies, based on data from programs promoted by public health teams in the city of Barcelona. Data from process evaluation of preventive programs in secondary schools that underwent formal assessment of their effectiveness is provided. The examples are drawn from preventive programs of HIV infection or unprotected sexual intercourse (PRESSEC program) and drug consumption prevention (the PASE, PASE.bcn and x kpts programs). These examples show why the intervention process influences the impact of the programs and their results. Thorough planning of process evaluation is essential to obtain valid indicators that will identify, in the effectiveness evaluation of the intervention, the most efficacious strategies to obtain positive outcomes. Copyright © 2011 Sociedad Española de Salud Pública y Administración Sanitaria. Published by Elsevier Espana. All rights reserved.

  2. Assertiveness Training: A Program for High School Students.

    Science.gov (United States)

    Jean-Grant, Deborah S.

    1980-01-01

    Proposes an assertiveness training program suitable for adolescents in a high school group setting. After role-playing examples, students should begin formulating their own responses. Early work in this area indicates that students eagerly participate in assertiveness training groups, and are quick to pick up the skills required for assertive…

  3. Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program

    Science.gov (United States)

    Gay, Ronald Lynn

    2016-01-01

    This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the…

  4. Challenge: A Multidisciplinary Degree Program in Bioinformatics

    Directory of Open Access Journals (Sweden)

    Mudasser Fraz Wyne

    2006-06-01

    Full Text Available Bioinformatics is a new field that is poorly served by any of the traditional science programs in Biology, Computer science or Biochemistry. Known to be a rapidly evolving discipline, Bioinformatics has emerged from experimental molecular biology and biochemistry as well as from the artificial intelligence, database, pattern recognition, and algorithms disciplines of computer science. While institutions are responding to this increased demand by establishing graduate programs in bioinformatics, entrance barriers for these programs are high, largely due to the significant prerequisite knowledge which is required, both in the fields of biochemistry and computer science. Although many schools currently have or are proposing graduate programs in bioinformatics, few are actually developing new undergraduate programs. In this paper I explore the blend of a multidisciplinary approach, discuss the response of academia and highlight challenges faced by this emerging field.

  5. Factors associated with the implementation of programs for drug abuse prevention in schools.

    Science.gov (United States)

    Pereira, Ana Paula Dias; Paes, Ângela Tavares; Sanchez, Zila M

    2016-08-04

    To analyze if characteristics of managers, schools, and curriculum are associated with the implementation of programs for drug abuse prevention in elementary and high schools. Cross-sectional study, with random sample of 263 school managers. Data were collected between 2012 and 2013 by a program that sends forms via internet. A closed self-filling questionnaire was applied online. Statistical analysis included Chi-square tests and logistic regression models. The outcome variable was the presence of program for drug abuse prevention inserted in the daily life and educational program of the school. The explanatory variables were divided into: demographic data of the manager; characteristics of the school and of the curriculum; health education; and drug use in the school. We found that 42.5% (95%CI 36.1-49.1) of the evaluated schools had programs for drug abuse prevention. With the multiple logistic regression model, we observed that the more time the manager has worked with education, the chance of the school having a program increased at about 4.0%. Experimenting with innovative teaching techniques also increased at about six times the chance of the school developing a program for drug abuse prevention. The difficulties in the implementation of the programs were more present in state and municipal schools, when compared with private schools, due to, for instance: lack of teaching materials, lack of money, and competing demands for teaching other subjects. The implementation of programs for drug abuse prevention in the city of Sao Paulo is associated with the experience of the manager in education and with the teaching strategies of the school. Analisar se características dos dirigentes, das escolas e do currículo escolar estão associadas à implantação de programas de prevenção ao uso de drogas nas escolas do ciclo fundamental II e médio. Estudo transversal, com amostra aleatória sistemática de 263 dirigentes escolares. Os dados foram coletados nos anos

  6. Introduction of a school fruit program is associated with reduced frequency of consumption of unhealthy snacks.

    Science.gov (United States)

    Øverby, Nina Cecilie; Klepp, Knut-Inge; Bere, Elling

    2012-11-01

    A diet high in fruit and vegetables (FV) is inversely related to chronic diseases, and some studies suggest that increasing the intake of FV reduces the intake of unhealthy snacks. The objectives were to analyze changes in the frequency of consumption of unhealthy snacks (soda, candy, and potato chips) from 2001 to 2008 in Norwegian children, to assess whether being part of a school fruit program reduces the frequency of unhealthy snack consumption, and to explore differences in sex and socioeconomic status. Within the project Fruits and Vegetables Make the Marks, 1488 sixth- and seventh-grade pupils from 27 Norwegian elementary schools completed a questionnaire in 2001, and 1339 sixth- and seventh-grade pupils from the same schools completed the same questionnaire in 2008. In 2001, none of the schools had any organized school fruit program. In 2008, 15 schools participated in a program and 12 did not participate in any program. From 2001 to 2008, the frequency of unhealthy snack consumption decreased from 6.9 to 4.6 times/wk (P snack consumption in children of parents without higher education (from 7.8 to 4.0 times/wk; P = 0.004). The frequency of unhealthy snack consumption decreased from 2001 to 2008 in schoolchildren in Norway. The decrease was most evident among children at schools participating in the national free school fruit program and in children with a low socioeconomic status.

  7. The effect of a training programme on school nurses' knowledge, attitudes, and depression recognition skills: The QUEST cluster randomised controlled trial.

    Science.gov (United States)

    Haddad, Mark; Pinfold, Vanessa; Ford, Tamsin; Walsh, Brendan; Tylee, Andre

    2018-07-01

    Mental health problems in children and young people are a vital public health issue. Only 25% of British school children with diagnosed mental health problems have specialist mental health services contact; front-line staff such as school nurses play a vital role in identifying and managing these problems, and accessing additional services for children, but there appears limited specific training and support for this aspect of their role. To evaluate the effectiveness of a bespoke short training programme, which incorporated interactive and didactic teaching with printed and electronic resources. Hypothesized outcomes were improvements in school nurses' knowledge, attitudes, and recognition skills for depression. A cluster-randomised controlled trial. 146 school nurses from 13 Primary Care Trusts (PCTs) in London were randomly allocated to receive the training programme. School nurses from 7 PCTs (n = 81) were randomly allocated to receive the training intervention and from 6 PCTs (n = 65) for waiting list control. Depression detection was measured by response to vignettes, attitudes measured with the Depression Attitude Questionnaire, and knowledge by the QUEST knowledge measure. These outcomes were measured at baseline and (following training) 3 months and nine months later, after which nurses in the control group received the training programme. At 3 months, 115 nurses completed outcome measures. Training was associated with significant improvements in the specificity of depression judgements (52.0% for the intervention group and 47.2% for the control group, P = 0.039), and there was a non-significant increase in sensitivity (64.5% compared to 61.5% P = 0.25). Nurses' knowledge about depression improved (standardised mean difference = 0.97 [95% CI 0.58 to 1.35], P < 0.001); and confidence about their professional role in relation to depression increased. There was also a significant change in optimism about depression outcomes, but no

  8. Prevalence of face recognition deficits in middle childhood.

    Science.gov (United States)

    Bennetts, Rachel J; Murray, Ebony; Boyce, Tian; Bate, Sarah

    2017-02-01

    Approximately 2-2.5% of the adult population is believed to show severe difficulties with face recognition, in the absence of any neurological injury-a condition known as developmental prosopagnosia (DP). However, to date no research has attempted to estimate the prevalence of face recognition deficits in children, possibly because there are very few child-friendly, well-validated tests of face recognition. In the current study, we examined face and object recognition in a group of primary school children (aged 5-11 years), to establish whether our tests were suitable for children and to provide an estimate of face recognition difficulties in children. In Experiment 1 (n = 184), children completed a pre-existing test of child face memory, the Cambridge Face Memory Test-Kids (CFMT-K), and a bicycle test with the same format. In Experiment 2 (n = 413), children completed three-alternative forced-choice matching tasks with faces and bicycles. All tests showed good psychometric properties. The face and bicycle tests were well matched for difficulty and showed a similar developmental trajectory. Neither the memory nor the matching tests were suitable to detect impairments in the youngest groups of children, but both tests appear suitable to screen for face recognition problems in middle childhood. In the current sample, 1.2-5.2% of children showed difficulties with face recognition; 1.2-4% showed face-specific difficulties-that is, poor face recognition with typical object recognition abilities. This is somewhat higher than previous adult estimates: It is possible that face matching tests overestimate the prevalence of face recognition difficulties in children; alternatively, some children may "outgrow" face recognition difficulties.

  9. Analysis of Guidance and Counseling Program at Thika High School for the Blind, Kenya

    Science.gov (United States)

    Irungu, Mary Wangari; Wamocho, Franciscah Irangi

    2010-01-01

    The purpose of this study was to analyze the guidance and counseling program at Thika High School for the Blind, the only residential secondary school for students with visual impairments in Kenya. The study examined the content of the existing guidance and counseling program and whether the teacher counselors were adequately trained to handle the…

  10. A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools

    Science.gov (United States)

    Maruyama, Yukiko; Kanoh, Hiroko; Adachi, Kinya

    2017-01-01

    To investigate parents' concerns about programming education in primary school, a preliminary online survey was carried out as a first step of the study. The result of the survey shows that parents seem to think that aim of programming education in primary school is not only learning coding. [For the complete proceedings, see ED579395.

  11. Quantifying Collaboration Using Himmelman's Strategies for Working Together: Findings from the Tennessee Coordinated School Health Program

    Science.gov (United States)

    Quinn, Megan A; Southerland, Jodi L.; Richards, Kasie; Slawson, Deborah L; Behringer, Bruce; Johns-Womack, Rebecca; Smith, Sara

    2016-01-01

    Purpose: Coordinated school health programs (CSHPs), a type of health promoting school (HPS) program adopted by Canada and the USA, were developed to provide a comprehensive approach to school health in the USA. Community partnerships are central to CSHP and HPS efforts, yet the quality of collaboration efforts is rarely assessed. The purpose of…

  12. Description of the Design and Implementation of a School-Based Obesity Prevention Program Addressing Needs of Middle School Students

    Science.gov (United States)

    Ward-Begnoche, Wendy L.; Gance-Cleveland, Bonnie; Harris, Margaret M.; Dean, Janice

    2008-01-01

    This article describes the design and implementation of a school-based obesity prevention program, the successes associated with its implementation, and challenges with development and application of the program's curriculum base. The program is described, including purpose and goals, content and structure of the curriculum, type and training of…

  13. Foods and Beverages Sold Outside the School Meals Program

    Science.gov (United States)

    Foods and Beverages Sold Outside of the School Meals Programs About SHPPS: SHPPS is a national survey periodically conducted ... canteen, or snack bar where students could purchase foods or beverages. • 4.0% of states and 6.6% of ...

  14. A School/Curricular Intervention Martial Arts Program for At-Risk Students.

    Science.gov (United States)

    Glanz, Jeffrey

    Statistics clearly demonstrate the need to assist students who may drop out of school or who may graduate with inadequate academic, social, and emotional skills. This paper describes efforts at one elementary school to address some of the needs of at-risk students. The program revolves around a structured martial arts class designed to develop…

  15. Ebooks and the School Library Program: A Practical Guide for the School Librarian

    Science.gov (United States)

    Leverkus, Cathy; Acedo, Shannon

    2013-01-01

    Whether you have an interest in starting an ebook collection for your school library program or are working on enhancing an ebook collection you've already established, this handbook is for you. The world of ebooks is both vast and intricate. Exploring the many articles concerning ebook publication, vendors, devices, and copyright laws can be…

  16. Innovation and entrepreneurship programs in US medical education: a landscape review and thematic analysis.

    Science.gov (United States)

    Niccum, Blake A; Sarker, Arnab; Wolf, Stephen J; Trowbridge, Matthew J

    2017-01-01

    Training in innovation and entrepreneurship (I&E) in medical education has become increasingly prevalent among medical schools to train students in complex problem solving and solution design. We aim to characterize I&E education in US allopathic medical schools to provide insight into the features and objectives of this growing field. I&E programs were identified in 2016 via structured searches of 158 US allopathic medical school websites. Program characteristics were identified from public program resources and structured phone interviews with program directors. Curricular themes were identified via thematic analysis of program resources, and themes referenced by >50% of programs were analyzed. Thirteen programs were identified. Programs had a median age of four years, and contained a median of 13 students. Programs were led by faculty from diverse professional backgrounds, and all awarded formal recognition to graduates. Nine programs spanned all four years of medical school and ten programs required a capstone project. Thematic analysis revealed seven educational themes (innovation, entrepreneurship, technology, leadership, healthcare systems, business of medicine, and enhanced adaptability) and two teaching method themes (active learning, interdisciplinary teaching) referenced by >50% of programs. The landscape of medical school I&E programs is rapidly expanding to address newfound skills needed by physicians due to ongoing changes in healthcare, but programs remain relatively few and small compared to class size. This landscape analysis is the first review of I&E in medical education and may contribute to development of a formal educational framework or competency model for current or future programs. AAMC: American Association of Medical Colleges; AMA: American Medical Association; I&E: Innovation and entrepreneurship.

  17. High school students in a health career promotion program report fewer acts of aggression and violence.

    Science.gov (United States)

    Oscós-Sánchez, Manuel Ángel; Lesser, Janna; Oscós-Flores, L Dolores

    2013-01-01

    This study examined the effects of two school-based programs on the perpetration of nonphysical aggression, physical violence, and intimate partner violence among high-risk secondary school students in an economically disadvantaged and predominantly Latino school district. The intervention program was El Joven Noble, and the control program was the Teen Medical Academy. The study used a repeated-measures quasi-experimental intervention/control design. The participants self-reported the previous 30 days' acts of nonphysical aggression, physical violence, and intimate partner violence at baseline and at 3 and 9 months after enrollment. Program- and grade-level effects at 3 and 9 months were examined using three-factor analyses of covariance models with one factor for repeated measures. The covariate in each of the models was the baseline measure of the dependent outcomes. No significant baseline differences were found between the participants in the intervention (n = 96) and control (n = 127) programs. At 9 months after enrollment in the study, high school students who participated in the Teen Medical Academy reported fewer acts of nonphysical aggression (p violence (p = .002) than high school students who participated in El Joven Noble. Students who participated in the Teen Medical Academy also reported fewer acts of intimate partner violence (p = .02) than students who participated in El Joven Noble. High school students who participated in a health career promotion program reported fewer acts of aggression and violence as compared with high school students who participated in a culturally tailored character development program. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  18. The Competitive Effects of the Louisiana Scholarship Program on Public School Performance. Louisiana Scholarship Program Evaluation Report #4. Technical Report

    Science.gov (United States)

    Egalite, Anna J.

    2016-01-01

    Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. This article uses: (1) a school fixed effects approach; and (2) a regression discontinuity…

  19. Perspectives and Future Directions Concerning Fresh, Whole Foods in Montana School Nutrition Programs

    Science.gov (United States)

    Stephens, Lacy; Byker Shanks, Carmen J.; Roth, Aubree; Bark, Katie

    2015-01-01

    Purpose/Objectives: To meet new USDA school meal standards, school nutrition programs may need to transition from a "heat and serve" meal preparation approach to increased scratch cooking and use of fresh, whole foods. This study aims to assess the attitudes, motivations, and barriers for Montana school nutrition professionals and key…

  20. Education and leisure: analyzing the Integrated School Program in Belo Horizonte

    Directory of Open Access Journals (Sweden)

    Marcília de Sousa Silva

    2015-01-01

    Full Text Available This article aims to analyze the concepts of leisure and education that permeate the documents in the Integrated School Program in Belo Horizonte. The analysis was based on the Policy cycle approach and emphasized the contexts of influence and the policy text production. Thus, the formation of the political agenda, the Political Pedagogical Project Program and the Strategic Plan 2010-2030 BH were investigated. The policy context is not organized in a linear fashion; it is a process of groups of interest interaction. With the discourse of coping with school failure, revealed by the students’ yield and flow evaluation indices (approval, repetition and dropout, the Integrated School education documents announce education and leisure as forms of production, strengthening links between public and private. The right to education is restricted to children’s and youth’s access and permanence in school without creating a perspective of universalization and quality. The documents address the leisure with a simplistic view of construction and maintenance of equipment and the idea of activity