NASN position statement: role of the school nurse.

Science.gov (United States)

2012-03-01

It is the position of the National Association of School Nurses that the registered professional school nurse is the leader in the school community to oversee school health policies and programs. The school nurse serves in a pivotal role to provide expertise and oversight for the provision of school health services and promotion of health education. Using clinical knowledge and judgment, the school nurse provides health care to students and staff, performs health screenings and coordinates referrals to the medical home or private healthcare provider. The school nurse serves as a liaison between school personnel, family, community and healthcare providers to advocate for health care and a healthy school environment (National Association of School Nurses/American Nurses Association [NASN/ANA], 2005).

School and community relations in North America: Creative tensions

Science.gov (United States)

Loughran, E.; Reed, H. B.

1980-09-01

School and community relations in North America reflect creative tensions between the conserving forces of schooling and the changing forces of community. During crisis periods community development needs may modify the school's focus on individual learner growth, but generally schools use the community to extend and enrich the traditional modes. School and community interactions are chiefly characterized by such settings as community schools, community education, adult education, home and school (PTA) associations, work-study programs, curriculum-community resource programs. Recent social forces are creating heightened tensions: cultural pluralism, reduced resources, Third World influences, international conflicts, personal alienation, population concerns, energy problems, community power issues. These forces are gradually shifting school and community concepts towards ones of education and community. Education goes well beyond schooling, including all agencies having an organized influence on community development: libraries, voluntary groups, unions, business, human service agencies, government units, as well as schools. This shift requires research to develop nonformal concepts and practices, along with formal pedagogy, to increase the positive impacts of educational networks on community, as well as individual, development. These new directions have not yet significantly modified the traditional meaning of school and community relations.

Connecting and Networking for Schools

Science.gov (United States)

Resources for connecting and networking for schools through e-newsletters, finding school IAQ Champions and other EPA school programs such as Asthma, Energy Star, Clean School Bus USA, School Flag, etc.

Connected Gene Communities Underlie Transcriptional Changes in Cornelia de Lange Syndrome.

Science.gov (United States)

Boudaoud, Imène; Fournier, Éric; Baguette, Audrey; Vallée, Maxime; Lamaze, Fabien C; Droit, Arnaud; Bilodeau, Steve

2017-09-01

Cornelia de Lange syndrome (CdLS) is a complex multisystem developmental disorder caused by mutations in cohesin subunits and regulators. While its precise molecular mechanisms are not well defined, they point toward a global deregulation of the transcriptional gene expression program. Cohesin is associated with the boundaries of chromosome domains and with enhancer and promoter regions connecting the three-dimensional genome organization with transcriptional regulation. Here, we show that connected gene communities, structures emerging from the interactions of noncoding regulatory elements and genes in the three-dimensional chromosomal space, provide a molecular explanation for the pathoetiology of CdLS associated with mutations in the cohesin-loading factor NIPBL and the cohesin subunit SMC1A NIPBL and cohesin are important constituents of connected gene communities that are centrally positioned at noncoding regulatory elements. Accordingly, genes deregulated in CdLS are positioned within reach of NIPBL- and cohesin-occupied regions through promoter-promoter interactions. Our findings suggest a dynamic model where NIPBL loads cohesin to connect genes in communities, offering an explanation for the gene expression deregulation in the CdLS. Copyright © 2017 by the Genetics Society of America.

School Nurse Workload: Staffing for Safe Care. Position Statement

Science.gov (United States)

Dolatowski, Rosemary; Endsley, Patricia; Hiltz, Cynthia; Johansen, Annette; Maughan, Erin; Minchella, Lindsey; Trefry, Sharonlee

2015-01-01

It is the position of the National Association of School Nurses (NASN) that daily access to a registered professional school nurse (hereinafter referred to as a school nurse) can significantly improve students' health, safety, and abilities to learn. To meet the health and safety needs of students, families, and school communities, school nurse…

School intervention related to school and community violence.

Science.gov (United States)

Jaycox, Lisa H; Stein, Bradley D; Wong, Marleen

2014-04-01

Schools are well positioned to facilitate recovery for students exposed to community or school violence or other traumatic life events affecting populations of youth. This article describes how schools can circumvent several key barriers to mental health service provision, outcomes that school interventions target, and the role of the family in school-based services. It includes a description of the history of schools in facilitating recovery for students exposed to traumatic events, particularly related to crisis intervention, and the current status of early intervention and strategies for long-term recovery in the school setting. Challenges and future directions are also discussed. Copyright © 2014 Elsevier Inc. All rights reserved.

The Conflict Resolution Connection: Increasing School Attachment in Cooperative Classroom Communities

Science.gov (United States)

Heydenberk, Roberta Anna; Heydenberk, Warren R.

2007-01-01

Although conflict resolution education programs are usually designed to help resolve crises and reduce school disruption, the power of these programs extends far beyond the original purpose of reacting to violence. This article highlights the positive impact of conflict resolution on student relationships and school climates.

The connection: schooling, youth development, and community building-The Futures Academy case.

Science.gov (United States)

Taylor, Henry Louis; McGlynn, Linda Greenough

2009-01-01

Universities, because of their vast human and fiscal resources, can play the central role in assisting in the development of school-centered community development programs that make youth development their top priority. The Futures Academy, a K-8 public school in the Fruit Belt, an inner-city neighborhood in Buffalo, New York, offers a useful model of community development in partnership with the Center for Urban Studies at the State University of New York at Buffalo. The goal of the project is to create opportunities for students to apply the knowledge and skills they learn in the classroom to the goal of working with others to make the neighborhood a better place to live. The efforts seek to realize in practice the Dewey dictum that individuals learn best when they have "a real motive behind and a real outcome ahead."

The School Nurse's Role in Behavioral Health of Students. Position Statement

Science.gov (United States)

McDermott, Elizabeth; Bohnenkamp, Jill Haak; Freedland, Mary; Baker, Dian; Palmer, Karla

2017-01-01

It is the position of the National Association of School Nurses (NASN) that registered, professional school nurses (hereinafter referred to as school nurses) serve a vital role in promoting positive behavioral health outcomes in students through evidence-based programs and curricula in schools and communities. Behavioral health is as critical to…

Community-Based Learning. Adding Value to Programs Involving Service Agencies and Schools.

Science.gov (United States)

Cumming, Jim

Community-based learning (CBL) is a structured approach to learning and teaching that connects meaningful community experience with intellectual development, personal growth, and active citizenship. Enthusiasm for CBL is emerging in Australia and elsewhere because it is seen as the following: strategy for whole-school reform, especially in…

Art Therapy Connection: Encouraging Troubled Youth to Stay in School and Succeed

Science.gov (United States)

Sutherland, Judy; Waldman, Gwenn; Collins, Carolyn

2010-01-01

This article describes the theory and practice of Art Therapy Connection (ATC), an inner city, yearlong school art therapy program in Chicago, IL, for students identified as being at risk of failing grades 3-12. The ATC program helps to address the mental health needs of students living in impoverished communities and the constant threats they…

Making Death, Compassion and Partnership "Part of Life" in School Communities

Science.gov (United States)

Kennedy, Carla Jane; Keeffe, Mary; Gardner, Fiona; Farrelly, Cathleen

2017-01-01

Death can be considered a social taboo, a common source of fear and public avoidance. School communities are not immune to this, as the topic of death is constantly avoided. It is vital to understand how we can socially and culturally cultivate a positive regard for death, dying and bereavement in our school communities. Community members need to…

Community Connections. Time Warner Community Responsibility Report, 1998-2000.

Science.gov (United States)

Owens, Jane; Stein, Carol

This report highlights efforts by Time Warner personnel to strengthen community connections through various programs and services aimed at supporting: education, the arts, volunteerism, diversity, and business-community action. The report is divided into sections focusing on each of these areas. The first section, Education, describes programs…

Policy and Challenges of Building Schools as Inclusive Communities

Science.gov (United States)

Curcic, Svjetlana; Gabel, Susan L.; Zeitlin, Virginia; Cribaro-DiFatta, Shannon; Glarner, Carmel

2011-01-01

In this paper, we address building inclusive communities by looking at school as a community, as a place where students participate in learning and also learn to participate in the life of a community and life in a broader inclusive society. At the international level, policies increasingly position education as a business organisation, with…

Teacher community in elementary charter schools.

Directory of Open Access Journals (Sweden)

Marisa Cannata

2007-05-01

Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation

Science.gov (United States)

Parise, Leigh M.; Corrin, William; Granito, Kelly; Haider, Zeest; Somers, Marie-Andrée; Cerna, Oscar

2017-01-01

While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep…

Connection of position sensing circuit of regulating body

International Nuclear Information System (INIS)

Janosek, B.

1988-01-01

The source of position pulses is connected to the evaluation unit to which is also connected a display which in turn is connected to a numerical selection unit connected via a power output to the action drive unit. A feedback member is connected between the evaluation unit and the numerical selection unit. Changes in the position of the regulating body produces voltage in the position sensor proportional to the actual value of this change. Voltage pulses are led via a measuring amplifier to the evaluation unit. After amplification the pulses are compared with the value on the numerical selection unit connected in the feedback branch to the measuring amplifier which evaluates differential values of pulses shown on the display in form of instantaneous and required values. The required value is selected via the numerical unit. (J.B.). 1 fig

Cultural context of school communities in rural Hawaii to inform youth violence prevention.

Science.gov (United States)

Affonso, Dyanne D; Mayberry, Linda; Shibuya, June Y; Archambeau, Olga G; Correa, Mary; Deliramich, Aimee N; Frueh, B Christopher

2010-03-01

Escalation of youth violence within a large geographic school-complex area in southeastern rural Hawaii became a major problem in 2006. How cultural forces impact the problem was an impetus to examine youth violence from perspectives of adults and children in rural communities. Gathering these data was an essential first step toward school-based youth violence prevention program development. Eight focus groups involving 86 community stakeholders included 51 adults (parent, teachers, school staff, community leaders) and 35 children aged 8-15 years old (3rd- to 10-th grade). Qualitative narrative analysis elicited major themes. Five themes emerged: (1) School-community violence takes on many forms that become entrenched in local culture. (2) Disintegration of community resources and a sense of learned helplessness underlie the escalation of youth violence. (3) Inadequate role modeling coupled with behavioral ambivalence among adults has sustained a climate of local cultural acceptance with youth violence. (4) Connection to cultural values has diminished, leading to a sense of loss in cultural identity among students. (5) Cultural values and practices are potential strategies for youth violence prevention. Cultural and community contextual factors contributed to youth violence in rural Hawaiian communities. Study implications include the need to further investigate the impact of vigilant, community involvement of stakeholders in school-based youth violence prevention program development. Cultural revitalization at family, school, and community levels may be critical success factors of such programs.

Utilizing the School Health Index to Foster University and Community Engagement

Science.gov (United States)

King, Kristi McClary

2010-01-01

A Coordinated School Health Program maximizes a school's positive interaction among health education, physical education, health services, nutrition services, counseling/psychological/social services, health school environment, health promotion for staff, and family and community involvement. The purpose of this semester project is for…

Diverse Perspectives on Inclusive School Communities

Science.gov (United States)

Tsokova, Diana; Tarr, Jane

2012-01-01

What is an inclusive school community? How do stakeholders perceive their roles and responsibilities towards inclusive school communities? How can school communities become more inclusive through engagement with individual perspectives? "Diverse Perspectives on Inclusive School Communities" captures and presents the voices of a wide…

School Leaders and Community: Research and a Plan for Collaboration.

Science.gov (United States)

Davis, Patricia W.; Karr-Kidwell, PJ

Parental and community involvement in Title I schools is limited by occurrence and the absence of positive motivation. When parents are involved in the life of a school, children receive the message that education is important and the school is a vital commodity. With this involvement, a culture is developed that encompasses the children,…

Reimbursement for school nursing health care services: position statement.

Science.gov (United States)

Lowe, Janet; Cagginello, Joan; Compton, Linda

2014-09-01

Children come to school with a variety of health conditions, varying from moderate health issues to multiple, severe chronic health illnesses that have a profound and direct impact on their ability to learn. The registered professional school nurse (hereinafter referred to as school nurse) provides medically necessary services in the school setting to improve health outcomes and promote academic achievement. The nursing services provided are reimbursable services in other health care settings, such as hospitals, clinics, and home care settings. The National Association of School Nurses (NASN) believes that school nursing services that are reimbursable nursing services in other health care systems should also be reimbursable services in the school setting, while maintaining the same high quality care delivery standards. Traditionally, local and state tax revenues targeted to fund education programs have paid for school nursing health services. School nurses are in a strategic position to advocate for improving clinical processes to better fit with community health care providers and to align reimbursements with proposed changes. Restructuring reimbursement programs will enable health care funding streams to assist in paying for school nursing services delivered to students in the school setting. Developing new innovative health financing opportunities will help to increase access, improve quality, and reduce costs. The goal is to promote a comprehensive and cost-effective health care delivery model that integrates schools, families, providers, and communities.

Student Leadership Distribution: Effects of a Student-Led Leadership Program on School Climate and Community

Science.gov (United States)

Pedersen, Jeff; Yager, Stuart; Yager, Robert

2012-01-01

This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools. Findings suggest that student-led leadership roles within the school community have an impact on creating a positive school-wide climate; a…

Associations between school violence, military connection, and gang membership in California secondary schools.

Science.gov (United States)

Estrada, Joey Nuñez; Gilreath, Tamika D; Sanchez, Cathia Y; Astor, Ron Avi

2017-01-01

Recent studies have found that military-connected students confront many challenges-such as secondary traumatization-that may stem from a parent's deployment and frequent relocations. It is possible that multiple moves and deployments of family service members are associated with military-connected students' gang membership and involvement with school violence behaviors. In this study, a total of 13,484 students completed the core and military modules of the California Healthy Kids Survey. Logistic regressions examined the odds of a student being a member of a gang given their grade, gender, race/ethnicity, school violence behaviors, military-connectedness, changes in schools, and familial deployments. Results indicated that of the nearly 8% of students sampled who reported being in a gang, those with a parent or sibling currently serving in the military reported a higher prevalence rate of gang membership than students with no military connection. Students who reported being in fights or carrying weapons to school were at least twice more likely to be a gang member than students who reported not having been in fights or carrying weapons. Changing schools 4 or more times in a 5-year period and experiencing at least 1 familial deployment were also associated with an increased likelihood of gang membership. The findings of this study offer incentive to further explicate the gang and school violence experiences of military-connected students. This study supports schools in understanding the characteristics of the military-connected students and families they serve so they can implement appropriate interventions to curb gang and school violence behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Community Involvement in School: Social Relationships in a Bedroom Community

Science.gov (United States)

Preston, Jane P.

2013-01-01

The purpose of this qualitative case study was to describe how community involvement in school is associated with the social relationships existing/lacking within a bedroom community. Thirty-five interviews with school council members, teachers, and community members highlighted that traditional forms of community involvement in school generate…

Connecting Libraries and Schools with CLASP.

Science.gov (United States)

Del Vecchio, Stephen

1993-01-01

Describes the Dewitt Wallace-Reader's Digest Connecting Libraries and Schools Project (CLASP) of the New York Public Library, a cooperative pilot project to encourage reading among children and youth. Sample projects described include summer reading lists, open school night outreach, and outreach to parents. The importance of materials support is…

A personal connection: Promoting positive attitudes towards teaching and learning.

Science.gov (United States)

Lujan, Heidi L; DiCarlo, Stephen E

2017-09-01

Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive student-teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self-Determination Theory. The Self-Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self-motivated and self-determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed , challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503-507. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Clarifying the Complexities of School--Museum Interactions: Perspectives from Two Communities

Science.gov (United States)

Kisiel, James F.

2014-01-01

If we truly wish to promote science or STEM education, then it would seem that the joining of resources and expertise from the communities of formal schooling and informal science education institutions or ISEIs (museums, aquariums, and the like) would be an important early step. Yet creating such connections between teacher and museum remain a…

EarthConnections: Integrating Community Science and Geoscience Education Pathways for More Resilient Communities.

Science.gov (United States)

Manduca, C. A.

2017-12-01

To develop a diverse geoscience workforce, the EarthConnections collective impact alliance is developing regionally focused, Earth education pathways. These pathways support and guide students from engagement in relevant, Earth-related science at an early age through the many steps and transitions to geoscience-related careers. Rooted in existing regional activities, pathways are developed using a process that engages regional stakeholders and community members with EarthConnections partners. Together they connect, sequence, and create multiple learning opportunities that link geoscience education and community service to address one or more local geoscience issues. Three initial pilots are demonstrating different starting points and strategies for creating pathways that serve community needs while supporting geoscience education. The San Bernardino pilot is leveraging existing academic relationships and programs; the Atlanta pilot is building into existing community activities; and the Oklahoma Tribal Nations pilot is co-constructing a pathway focus and approach. The project is using pathway mapping and a collective impact framework to support and monitor progress. The goal is to develop processes and activities that can help other communities develop similar community-based geoscience pathways. By intertwining Earth education with local community service we aspire to increase the resilience of communities in the face of environmental hazards and limited Earth resources.

Recognizing Community Voice and a Youth-Led School-Community Partnership in the School Climate Improvement Process

Science.gov (United States)

Ice, Megan; Thapa, Amrit; Cohen, Jonathan

2015-01-01

A growing body of school improvement research suggests that engaging all members of the school community, including community members and leaders, provides an essential foundation to successful school improvement efforts. School climate surveys to date tend to recognize student, parent/guardian, and school personnel voice but not the voice of…

Strong One Lasting One: An Elementary School Principal's Ability to Establish a Positive School Culture by Building Trust

Science.gov (United States)

Brown, Goldy, III.

2015-01-01

Trust is a key element in improving learning and teaching. Reviewing research on the topic of establishing trust by school leaders illuminates actions needed to make a positive difference in the culture of a school. Using the concept of mindfulness, the instructional leader was able to regain the trust of the community, parents, faculty, and…

New perspectives on the positioning of parents in children’s bullying at school

DEFF Research Database (Denmark)

Hein, Nina

2017-01-01

for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces......This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions...

New perspectives on the positioning of parents in children’s bullying at school

DEFF Research Database (Denmark)

Hein, Nina

2017-01-01

This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions...... for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces...

Primary school as the hub of the social and cultural life in the local community

Directory of Open Access Journals (Sweden)

Jasna Mažgon

2016-04-01

Full Text Available For quite some time, Slovenian society has been preserving a specific model of social organisation rooted in the communal form. In functioning as a socio-cultural centre of the local community the school greatly surpassed its primary role of educating children. The process of urbanisation that has reached rural areas brought very interesting changes to the previously expanded function of the local school. We examined how, today, schools perceive a need to connect with and engage in their local environments. The perceptions of connections and their real modalities do differ and the ways in which schools respond to the needs of the localities (and vice versa depend on the prevalent model of social organisation. Exceptions to this are more significant in localities where the school might be one of very few public institutions or the only public institution present at the local level. Although the schools wish to motivate and engage local residents also in other environments, they often lack the time and energy to do so. The results of qualitative analysis indicated that merging or closing local schools could have negative demographic and socio-cultural consequences. At the same time, the analysis pointed to unrealised potential in the localities lacking tradition, such as new urban areas where the school could be the crucial element in the social organisation of the local community.

The Power of Community Schools

Science.gov (United States)

Capers, Natasha; Shah, Shital C.

2015-01-01

In this article, Shital Shah, who supports community schools as assistant director for educational issues at the American Federation of Teachers, and Natasha Capers, a coordinator for the New York City Coalition for Educational Justice (CEJ), a parent-led collaborative of unions and community organizations, discuss the community schools movement…

Cultural Branding as a Key in Positioning Schools: A Conceptual Model

Directory of Open Access Journals (Sweden)

Hidayatun

2017-08-01

Full Text Available The increase of people’s prosperity and education creates a change in their view about education and the need towards it. Consequently, their choice of educational institutions becomes more selective. On the other hand, the competition in this field becomes more viable due to the growth of the educational institutions. The management strategy should be evaluated. This paper discusses the interfaces between culture and school, especially those that refer to the branding. The study was carried out on a premise that creating a bond between the school and community is possible by adopting the culture in a formal education environment. This effort is expected to help schools to get a certain position in the community. Therefore, this study attempts to promote a conceptual model of cultural branding in schools and to reveal the reasons why the model becomes an effective marketing strategy in this era.

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

Science.gov (United States)

Tran, Natalie A.

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

“Diversity within Diversity” - Exploring Connections between Community, Participation and Citizenship

Directory of Open Access Journals (Sweden)

Pedro D. Ferreira

2012-09-01

Full Text Available Even if recently the notions of citizenship and community have become buzzwords of very positive connotation, significant tensions underlie any ofthem: between homogeneity and difference, belonging and diversity,inclusion and exclusion and, more recently, between freedom and security.Real communities are places of cooperation and mutual recognition as muchas they are places of inevitable conflict, social control and exclusion.Following an ecological and contextual perspective, and a relationaldefinition of community, concepts such as sense of community and socialcapital are explored. An analysis of citizen’s participation in theircommunities illustrates significant dimensions of participation: power,dialogue, initiative, formality, pluralism and time. The discussion considershow these dimensions might contribute to making community organizationsturn into 'schools of democracy' (de Tocqueville 2000, and illustrates thispotential with young migrants, as long as the diversity of diverse migrantgroups is not only recognized but furthered.

Accelerated Schools as Professional Learning Communities.

Science.gov (United States)

Biddle, Julie K.

The goal of the Accelerated Schools Project (ASP) is to develop schools in which all children achieve at high levels and all members of the school community engage in developing and fulfilling the school's vision. But to fully implement the ASP model, a school must become a learning community that stresses relationships, shared values, and a…

Examining School Leadership in New York City Community Schools

Science.gov (United States)

Campo, Stacey Elizabeth

2017-01-01

The community school model is rooted in John Dewey's (1902) conceptualization of the public school as a hub for the community. This work has evolved over a hundred years and recently experienced prominence in the public eye as a fundamental component of New York City's school turnaround policy. This dissertation describes findings and…

School Community Connectedness and Family Participation at School

Science.gov (United States)

Dove, Meghan K.; Zorotovich, Jennifer; Gregg, Katy

2018-01-01

Family involvement in a child's education is a complex system that extends beyond the presence of partnerships between families, schools, and the community (Epstein, 2011). By measuring families' feelings of connectedness and membership to the school community, this study explores families' motivations for participating in their child's learning…

Leading for Urban School Reform and Community Development

Science.gov (United States)

Green, Terrance L.

2015-01-01

Purpose: Improving urban schools of color and the communities where they are located requires leadership that spans school and community boundaries. The purpose of this study is to understand how principal and community leader actions support urban school reform along with community development at two community schools in the urban Midwest and…

Habitat connectivity shapes urban arthropod communities: the key role of green roofs.

Science.gov (United States)

Braaker, S; Ghazoul, J; Obrist, M K; Moretti, M

2014-04-01

The installation of green roofs, defined here as rooftops with a shallow soil cover and extensive vegetation, has been proposed as a possible measure to mitigate the loss of green space caused by the steady growth of cities. However, the effectiveness of green roofs in supporting arthropod communities, and the extent to which they facilitate connectivity of these communities within the urban environment is currently largely unknown. We investigated the variation of species community composition (beta diversity) of four arthropod groups with contrasting mobility (Carabidae, Araneae, Curculionidae, and Apidae) on 40 green roofs and 40 extensively managed green sites on the ground in the city of Zurich, Switzerland. With redundancy analysis and variation partitioning, we (1) disentangled the relative importance of local environmental conditions, the surrounding land cover composition, and habitat connectivity on species community composition, (2) searched for specific spatial scales of habitat connectivity for the different arthropod groups, and (3) discussed the ecological and functional value of green roofs in cities. Our study revealed that on green roofs community composition of high-mobility arthropod groups (bees and weevils) were mainly shaped by habitat connectivity, while low-mobility arthropod groups (carabids and spiders) were more influenced by local environmental conditions. A similar but less pronounced pattern was found for ground communities. The high importance of habitat connectivity in shaping high-mobility species community composition indicates that these green roof communities are substantially connected by the frequent exchange of individuals among surrounding green roofs. On the other hand, low-mobility species communities on green roofs are more likely connected to ground sites than to other green roofs. The integration of green roofs in urban spatial planning strategies has great potential to enable higher connectivity among green spaces, so

How plants connect pollination and herbivory networks and their contribution to community stability.

Science.gov (United States)

Sauve, Alix M C; Thébault, Elisa; Pocock, Michael J O; Fontaine, Colin

2016-04-01

Pollination and herbivory networks have mainly been studied separately, highlighting their distinct structural characteristics and the related processes and dynamics. However, most plants interact with both pollinators and herbivores, and there is evidence that both types of interaction affect each other. Here we investigated the way plants connect these mutualistic and antagonistic networks together, and the consequences for community stability. Using an empirical data set, we show that the way plants connect pollination and herbivory networks is not random and promotes community stability. Analyses of the structure of binary and quantitative networks show different results: the plants' generalism with regard to pollinators is positively correlated to their generalism with regard to herbivores when considering binary interactions, but not when considering quantitative interactions. We also show that plants that share the same pollinators do not share the same herbivores. However, the way plants connect pollination and herbivory networks promotes stability for both binary and quantitative networks. Our results highlight the relevance of considering the diversity of interaction types in ecological communities, and stress the need to better quantify the costs and benefits of interactions, as well as to develop new metrics characterizing the way different interaction types are combined within ecological networks.

77 FR 68705 - Community Connect Broadband Grant Program

Science.gov (United States)

2012-11-16

... Administrator will take into consideration: (a) Service provided to communities in persistent poverty counties... ``community-oriented connectivity'' concept will stimulate practical, everyday uses and applications of... specifically address each of the following criteria to differentiate their applications: (i) Persistent poverty...

Community schools unfolded: a review of the literature

NARCIS (Netherlands)

Heers, M.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2011-01-01

Community schools are quickly increasing in number, but there is no evidence whether they are more effective than traditional schools. No study has empirically compared community schools to other schools. This study reviews the literature on the effectiveness of community schools. We focus on their

Brighter Smiles Africa--translation of a Canadian community-based health-promoting school program to Uganda.

Science.gov (United States)

Macnab, A J; Radziminski, N; Budden, H; Kasangaki, A; Zavuga, R; Gagnon, F A; Mbabali, M

2010-08-01

PROJECT GOAL: To adapt a successful Canadian health-promoting school initiative to a Ugandan context through international partnership. Rural children face many health challenges worldwide; health professionals in training understand these better through community-based learning. Aboriginal leaders in a Canadian First-Nations community identified poor oral health as a child health issue with major long-term societal impact and intervened successfully with university partners through a school-based program called "Brighter Smiles". Makerere University, Kampala, Uganda (MUK) sought to implement this delivery model for both the benefit of communities and the dental students. MUK identified rural communities where hospitals could provide dental students with community-based learning and recruited four local schools. A joint Ugandan and Canadian team of both trainees and faculty planned the program, obtained ethics consent and baseline data, initiated the Brighter Smiles intervention model (daily at-school tooth-brushing; in-class education), and recruited a cohort to receive additional bi-annual topical fluoride. Hurdles included: challenging international communication and planning due to inconsistent internet connections; discrepancies between Canadian and developing world concepts of research ethics and informed consent; complex dynamics for community engagement and steep learning curve for accurate data collection; an itinerant population at one school; and difficulties coordinating Canadian and Ugandan university schedules. Four health-promoting schools were established; teachers, children, and families were engaged in the initiative; community-based learning was adopted for the university students; quarterly team education/evaluation/service delivery visits to schools were initiated; oral health improved, and new knowledge and practices were evident; an effective international partnership was formed providing global health education, research and health care

Community perceptions of a rural medical school: a pilot qualitative study

Directory of Open Access Journals (Sweden)

Nestel D

2014-11-01

Full Text Available Debra Nestel,1 Katherine Gray,1 Margaret Simmons,1 Shane A Pritchard,1 Rumana Islam,1 Wan Q Eng,1 Adrian Ng,1 Tim Dornan2 1Gippsland Medical School/School of Rural Health, Monash University, Clayton, Australia; 2School of Health Professions Education, Maastricht University, Maastricht, the Netherlands Background: This paper explores local community perceptions of a relatively new rural medical school. For the purposes of this paper, community engagement is conceptualized as involvement in planning, delivering, and evaluating the medical program. Although there are several reviews of patient involvement in medical curricula development, this study was designed to pilot an approach to exploring the perspectives of well members of the community in the transition of institutional policy on community engagement to one medical school. Methods: An advertisement in the local newspaper invited volunteers to participate in a telephone interview about the new medical school. An independent researcher external to the medical school conducted the interviews using a topic guide. Audio recordings were not made, but detailed notes including verbatim statements were recorded. At least two research team members analyzed interview records for emergent themes. Human research ethics approval was obtained. Results: Twelve interviews were conducted. Participants offered rich imaginings on the role of the school and expectations and opportunities for students. Most participants expressed strong and positive views, especially in addressing long-term health workforce issues. It was considered important that students live, mix, and study in the community. Some participants had very clear ideas about the need of the school to address specified needs, such as indigenous health, obesity, aging, drug and alcohol problems, teenage pregnancy, ethnic diversity, and working with people of low socioeconomic status. Conclusion: This study has initiated a dialogue with potential

Lexington and the World: Teaching Connections for International Understanding.

Science.gov (United States)

Daniel, Frankie, Ed.; Drake, Michele, Ed.

Students in the community schools of Lexington, Kentucky must realize the international connections that exist between Lexington and the world, and be aware of the impact of world events on their own community. These international connections can be revealed through learning activities utilizing local history, international restaurants, street…

Democratic Leadership for Community Schools

Science.gov (United States)

Ruffin, Verna D.; Brooks, Jeffrey S.

2010-01-01

Because educators continue to face challenges when seeking to educate all children, there is a growing recognition that schools must work with communities to maximize their collective educational potential (Murphy, Beck, Crawford, Hodges, & McGauphy, 2001). Although community schools are still in the emergent stages of development, their emphasis…

Healthy School Communities in Canada

Science.gov (United States)

Bassett-Gunter, Rebecca; Yessis, Jennifer; Manske, Steve; Gleddie, Doug

2016-01-01

Background and context: Healthy school communities aim to optimise student health and educational achievement. Various models, terms and resources have been used to describe healthy school communities. Policy makers and practitioners have reported confusion around many of the key concepts involved because of the varying models and terms.…

School Climate, Deployment, and Mental Health among Students in Military-Connected Schools

Science.gov (United States)

De Pedro, Kris Tunac; Astor, Ron Avi; Gilreath, Tamika D.; Benbenishty, Rami; Berkowitz, Ruth

2018-01-01

Research has found that when compared with civilian students, military-connected students in the United States have more negative mental health outcomes, stemming from the stress of military life events (i.e., deployment). To date, studies on military-connected youth have not examined the role of protective factors within the school environment,…

Connecting Vietnam's isolated communities to improve healthcare ...

International Development Research Centre (IDRC) Digital Library (Canada)

2018-01-29

Jan 29, 2018 ... Connecting Vietnam's isolated communities to improve healthcare ... of pregnancy and new motherhood improved their interactions with health workers. ... Return to main page: Overcoming eHealth challenges with social and ...

Creating a Connected Community: Lessons Learned from the Western New York Beacon Community

Science.gov (United States)

Maloney, Nancy; Heider, Arvela R.; Rockwood, Amy; Singh, Ranjit

2014-01-01

Introduction: Secure exchange of clinical data among providers has the potential to improve quality, safety, efficiency, and reduce duplication. Many communities are experiencing challenges in building effective health information exchanges (HIEs). Previous studies have focused on financial and technical issues regarding HIE development. This paper describes the Western New York (WNY) HIE growth and lessons learned about accelerating progress to become a highly connected community. Methods: HEALTHeLINK, with funding from the Office of the National Coordinator for Health Information Technology (ONC) under the Beacon Community Program, expanded HIE usage in eight counties. The communitywide transformation process used three main drivers: (1) a communitywide Electronic Health Record (EHR) adoption program; (2) clinical transformation partners; and (3) HIE outreach and infrastructure development. Results: ONC Beacon Community funding allowed WNY to achieve a new level in the use of interoperable HIE. Electronic delivery of results into the EHR expanded from 23 practices in 2010 to 222 practices in 2013, a tenfold increase. There were more than 12.5 million results delivered electronically (HL7 messages) to 222 practices’ EHRs via the HIE in 2013. Use of a secure portal and Virtual Health Record (VHR) to access reports (those not delivered directly to the EHR) also increased significantly, from 13,344 report views in 2010 to over 600,000 in 2013. Discussion and Conclusion: The WNY Beacon successfully expanded the sharing of clinical information among different sources of data and providers, creating a highly connected community to improve the quality and continuity of care. Technical, organizational, and community lessons described in this paper should prove beneficial to others as they pursue efforts to create connected communities. PMID:25848618

The iSchool Community

DEFF Research Database (Denmark)

Bogers, Toine; Greifeneder, Elke

2016-01-01

the reviewer pool more representative of the iSchool community as a whole by including more women and more researchers from Asian institutions. Other recommendations are to improve the continuity of the reviewer pool and to provide clearer instructions to reviewers to ensure that written reviews explicitly...... cover all the aspects represented by the review scores. The results of our study provide the iSchool community with a descriptive analysis of its community and a better understanding of its review process.......A fair review process is essential to the success of any scientific conference. In this paper we present an analysis of the reviewing process of the 2014-2015 iConferences as well as a demographic analysis of the iConference community as a whole. The results show a clear need for making...

Community Empowerment for School Health: Action Research

Directory of Open Access Journals (Sweden)

Thomas Mathew

2018-01-01

Full Text Available Background: One of the authors living in Yelagiri Hills incidentally noticed that the one government school and two hostels there, were facing acute issues with performance and multiple student health issues. Hence the action research was undertaken to address the problem and simultaneously to empower the local community. Methods: It was a mixed-method action research study comprising of quantitative surveys (before- after design and qualitative approach (participatory intervention. At baseline survey 177 children in two residential hostels and one government school were examined using a locally adapted Global School based Student Health Survey questionnaire. The hemoglobin level was estimated using WHO hemoglobin color scale. The participatory interventions were carried out through School Health Committee. Periodic health checkup with hemoglobin levels and school performance were examined. After one year, 230 children were examined in the follow up survey using the same questionnaire. Results: There was significant improvement in the personal hygiene and reduction in related morbidity among the children. The number of students of hemoglobin level less than 12gm% decreased from 31.4% to 11.3%.The number of students of hemoglobin level more than or equal to 12gm% increased from 68.6% to 88.7%. There was significant decline in anemia from 31.4% from baseline to 11.3% at follow up survey. There was also significant decrease in the malnutrition. Conclusion: The need based participatory health promoting school initiative for tribal children at Yelagiri hills led to a significant improvement in the school performance and general health conditions of the children. The school health committee has played a vital role in the sustainability of the project. The action research could bring positive improvements in health status of school children through active participation of students, parents, teachers and community members.

Primary Headaches and School Performance-Is There a Connection?

Science.gov (United States)

Genizi, J; Guidetti, V; Arruda, M A

2017-07-01

Headache is a common complaint among children and adolescents. School functioning is one of the most important life domains impacted by chronic pain in children. This review discusses the epidemiological and pathophysiological connections between headaches and school functioning including a suggested clinical approach. The connection between recurrent and chronic headache and learning disabilities might be psychosocial (fear of failure) or anatomical (malfunctioning of the frontal and prefrontal areas). Only few population-based and clinical studies were done and good studies are still needed in order to understand the complex relationship better. However, relating to our patients' learning and school performance, history is crucial when a child with primary headaches is evaluated. Learning disabilities seem to have a high prevalence among children with primary headache syndromes especially migraine. The connection between the two is complex and might be either part of a common brain pathophysiology and/or a consequence of poor quality of life.

School Nurse Role in Electronic School Health Records. Position Statement

Science.gov (United States)

Hiltz, Cynthia; Johnson, Katie; Lechtenberg, Julia Rae; Maughan, Erin; Trefry, Sharonlee

2014-01-01

It is the position of the National Association of School Nurses (NASN) that Electronic Health Records (EHRs) are essential for the registered professional school nurse (hereinafter referred to as school nurse) to provide efficient and effective care in the school and monitor the health of the entire student population. It is also the position of…

The role of schools in promoting inclusive communities in contexts of diversity.

Science.gov (United States)

Andreouli, Eleni; Howarth, Caroline; Sonn, Christopher

2014-01-01

Against the background of evidence for links between ill-health and prejudice, in this article we discuss how to promote inclusive communities in contexts of diversity. A brief critical overview of dominant psychological approaches to prejudice reduction reveals the apolitical nature of these approaches, and thus, we argue for a more contextual and political model on how to promote inclusive communities. Drawing on examples of different school practices on cultural diversity from across England, we argue that we need to develop a perspective that connects local contexts of everyday practice, resistance and agency to the institutional and structural realities of prejudice.

Spread the Word: The Stop.Think.Connect.[TM] Community Outreach Guide

Science.gov (United States)

US Department of Homeland Security, 2013

2013-01-01

The "Stop.Think.Connect. Community Outreach Toolkit" was adapted from the Federal Trade Commission's "OnGuardOnline.gov," a project that provides practical tips to help guard against Internet fraud and protect your privacy. The kit will help you offer your community information about protecting kids online. It includes "Stop.Think.Connect.," a…

Co-Constructing Community, School, University Partnerships for Urban School Transformation

Science.gov (United States)

Gillenwaters, Jamila Najah

2009-01-01

University-school-community partnerships represent a collaborative model of urban educational reformation inclusive of all the organizations that impact urban education. Co-constructed relationships among communities, schools, and universities have the potential for redistributing hierarchical power, thereby enabling all partners to contribute to…

Connecting Coastal Communities with Ocean Science: A Look at Ocean Sense and the Inclusion of Place-based Indigenous Knowledge

Science.gov (United States)

McLean, M. A.; Brown, J.; Hoeberechts, M.

2016-02-01

Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. Technologies developed on the world-leading NEPTUNE and VENUS observatories have been adapted for small coastal installations called "community observatories," which enable community members to directly monitor conditions in the local ocean environment. In 2014, ONC pioneered an innovative educational program, Ocean Sense: Local observations, global connections, which introduces students and teachers to the technologies installed on community observatories. The program introduces middle and high school students to research methods in biology, oceanography and ocean engineering through hands-on activities. Ocean Sense includes a variety of resources and opportunities to excite students and spark curiosity about the ocean environment. The program encourages students to connect their local observations to global ocean processes and the observations of students in other geographic regions. The connection to place and local relevance of the program is further enhanced through an emphasis on Indigenous and place-based knowledge. ONC is working with coastal Indigenous communities in a collaborative process to include local knowledge, culture, and language in Ocean Sense materials. For this process to meaningful and culturally appropriate, ONC is relying on the guidance and oversight of Indigenous community educators and knowledge holders. Ocean Sense also includes opportunities for Indigenous youth and teachers in remote communities to connect in person, including an annual Ocean Science Symposium and professional development events for teachers. Building a program which embraces multiple perspectives is effective both in making ocean science more relevant to Indigenous students and in linking Indigenous knowledge and place-based knowledge to ocean science.

School Counselor Technology Use and School-Family-Community Partnerships

Science.gov (United States)

Cronin, Sarah; Ohrtman, Marguerite; Colton, Emily; Crouse, Brita; Depuydt, Jessica; Merwin, Camille; Rinn, Megan

2018-01-01

Research in understanding effective strategies to develop stakeholder engagement is needed to further define the school counselor role and best outreach practices. School counselors are increasing their daily technology use. This study explores how school counselor technology use is related to school-family-community partnerships. School…

Community Capitals as Community Resilience to Climate Change: Conceptual Connections

Directory of Open Access Journals (Sweden)

Shaikh Mohammad Kais

2016-12-01

Full Text Available In the last few decades, disaster risk reduction programs and climate initiatives across the globe have focused largely on the intimate connections between vulnerability, recovery, adaptation, and coping mechanisms. Recent focus, however, is increasingly paid to community resilience. Community, placed at the intersection between the household and national levels of social organization, is crucial in addressing economic, social, or environmental disturbances disrupting human security. Resilience measures a community’s capability of bouncing back—restoring the original pre-disaster state, as well as bouncing forward—the capacity to cope with emerging post-disaster situations and changes. Both the ‘bouncing back’ and ‘moving forward’ properties of a community are shaped and reshaped by internal and external shocks such as climate threats, the community’s resilience dimensions, and the intensity of economic, social, and other community capitals. This article reviews (1 the concept of resilience in relation to climate change and vulnerability; and (2 emerging perspectives on community-level impacts of climate change, resilience dimensions, and community capitals. It argues that overall resilience of a place-based community is located at the intersection of the community’s resilience dimensions, community capitals, and the level of climate disruptions.

Community Capitals as Community Resilience to Climate Change: Conceptual Connections

Science.gov (United States)

Kais, Shaikh Mohammad; Islam, Md Saidul

2016-01-01

In the last few decades, disaster risk reduction programs and climate initiatives across the globe have focused largely on the intimate connections between vulnerability, recovery, adaptation, and coping mechanisms. Recent focus, however, is increasingly paid to community resilience. Community, placed at the intersection between the household and national levels of social organization, is crucial in addressing economic, social, or environmental disturbances disrupting human security. Resilience measures a community’s capability of bouncing back—restoring the original pre-disaster state, as well as bouncing forward—the capacity to cope with emerging post-disaster situations and changes. Both the ‘bouncing back’ and ‘moving forward’ properties of a community are shaped and reshaped by internal and external shocks such as climate threats, the community’s resilience dimensions, and the intensity of economic, social, and other community capitals. This article reviews (1) the concept of resilience in relation to climate change and vulnerability; and (2) emerging perspectives on community-level impacts of climate change, resilience dimensions, and community capitals. It argues that overall resilience of a place-based community is located at the intersection of the community’s resilience dimensions, community capitals, and the level of climate disruptions. PMID:27929448

School-Community Partnership Models: Implications for Leadership

Science.gov (United States)

Valli, Linda; Stefanski, Amanda; Jacobson, Reuben

2018-01-01

School-community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and…

Home-School Links: Networking the Learning Community.

Science.gov (United States)

1996

The topic of networking the learning community with home-school links is addressed in four papers: "Internet Access via School: Expectations of Students and Parents" (Roy Crotty); "The School Library as Community Information Gateway" (Megan Perry); "Rural Access to the Internet" (Ken Eustace); and "NetDay '96:…

Position of the American Dietetic Association: local support for nutrition integrity in schools.

Science.gov (United States)

Bergman, Ethan A; Gordon, Ruth W

2010-08-01

It is the position of the American Dietetic Association (ADA) that schools and communities have a shared responsibility to provide students with access to high-quality, affordable, nutritious foods and beverages. School-based nutrition services, including the provision of meals through the National School Lunch Program and the School Breakfast Program, are an integral part of the total education program. Strong wellness policies promote environments that enhance nutrition integrity and help students to develop lifelong healthy behaviors. ADA actively supported the 2004 and proposed 2010 Child Nutrition reauthorization which determines school nutrition policy. ADA believes that the Dietary Guidelines for Americans should serve as the foundation for all food and nutrition assistance programs and should apply to all foods and beverages sold or served to students during the school day. Local wellness policies are mandated by federal legislation for all school districts participating in the National School Lunch Program. These policies support nutrition integrity,including a healthy school environment. Nutrition integrity also requires coordinating nutrition education and promotion and funding research on program outcomes. Registered dietitians and dietetic technicians, registered, and other credentialed staff, are essential for nutrition integrity in schools to perform in policy-making, management, education, and community building roles. A healthy school environment can be achieved through adequate funding of school meals programs and through implementation and evaluation of strong local wellness policies.

School-Community Alliances Enhance Mental Health Services

Science.gov (United States)

Vailancourt, Kelly; Amador, Andria

2015-01-01

Building effective school community partnerships requires recognition of barriers along with time and commitment from both the school district and community agencies to overcome those barriers. It may seem overwhelming to fully address each of the challenges while attempting to implement each element of effective school partnerships all at once,…

Rural schools and democratic education. The opportunity for community participation

Directory of Open Access Journals (Sweden)

Antonio Bustos Jiménez

2011-08-01

Full Text Available In the paper the notions of participation and community empowerment in rural schools are analysed through reflection on experiences conducted in different countries. Reference is made to ducational models of participatory development which, from the viewpoint of excellence, result in increasing educational outcomes and higher rates of satisfaction among the targeted rural populations. Taking as point of departure agents which are considered potential generators of knowledge in rural areas, we examine the process of incorporating the wealth of the rural context. The difficulties that the community group usually faces for its legitimacy as a source of input in rural areas are also shown. Finally, we discuss how the teaching staff can positively contribute to their process of joining the school life.

Partnerships between nursing education and faith communities: benefits and challenges.

Science.gov (United States)

Otterness, Nancy; Gehrke, Pamela; Sener, India M

2007-01-01

Partnerships between schools of nursing and faith communities can have positive outcomes for both groups. In this article, the authors describe the benefits and challenges experienced by faculty and senior nursing students during clinical experiences with parish nurses and faith communities during a 10-year period. Connecting students to parish nursing programs is one way to teach them about population-focused practice and help them see nursing as being wherever people live, work, play, and pray.

This School Is for Kids and Community.

Science.gov (United States)

American School Board Journal, 1982

1982-01-01

In Avon (Indiana), a community lacking public buildings, a middle school was built with community uses in mind. The swimming pool, gymnasium, and commons area can be blocked off for community use by using floor-to-ceiling gates. The school's heating, ventilating, and air conditioning systems are also energy-efficient. (Author/MLF)

THE SCHOOL AS A LEARNING COMMUNITY

Directory of Open Access Journals (Sweden)

Cintya Arely Hernández-López

2015-07-01

Full Text Available In the present study is to weight the learning communities, starting to know the approach that has a school in the Chihuahua state to become a learning community, expecting describe how the school gathers the elements to operate as such. The method that was in use was the study of case, resting on the technologies of observation, interview and survey, same that complemented each other with the information that came from the survey and from the analysis of the “portafolio”. The case of study though it presents characteristics that demonstrate inside a community of learning as quality, collaborative work however the institution does not possess the opening and the participation of the involved ones, being an obstacle for the consolidation and benefit of the educational community; ith what there meets distant the possibility that this politics to turn to the school in a community of learning could be consolidate.

The Community Role of Schools in Jicamarca and Villa El Salvador (Peru: Crosscutting Behavior Settings in Personal Networks

Directory of Open Access Journals (Sweden)

Isidro Maya-Jariego

2018-03-01

Full Text Available The personal networks of 138 parents of children participating in a child labor prevention initiative in three schools in Lima (Peru are analyzed. First, relevant behavior settings in two informal population settlements in the periphery of the big city were detected. Second, the distribution of personal relationships in that small set of community contexts served to describe the everyday interaction in the neighborhood. Each interviewee provided information on the 45 persons with whom he/she interacts regularly, indicating in each case the context where that relationship preferably takes place. They also reported on the involvement of families in school and citizen participation initiatives in their community. The clustered graphs technique showed that the school is the second most relevant space for the development of interpersonal relationships in the neighborhood. Relationships among different family households were the most powerful predictor of community integration in the neighborhood of residence. The highest rates of child labor coincide with the most recently created community environments, with more fragmented personal networks, and with a less structured community as a whole. School is a community hub that facilitates interaction between the families of the neighborhood and connect to value resources outside of their usual place of residence.

The Impact of School Community Partnerships on the Success of Elementary Schools

Science.gov (United States)

Grady, Kevin Richard

2010-01-01

This study employed multiple regression modeling to examine the success of 63 California elementary schools in terms of (a) school-community social capital, (b) student academic performance, (c) student behavioral incident rate, and (d) teacher turnover rate with respect to the extent of school-community partnership programs. Also of interest to…

Youth Science Ambassadors: Connecting Indigenous communities with Ocean Networks Canada tools to inspire future ocean scientists and marine resource managers

Science.gov (United States)

Pelz, M.; Hoeberechts, M.; Hale, C.; McLean, M. A.

2017-12-01

This presentation describes Ocean Networks Canada's (ONC) Youth Science Ambassador Program. The Youth Science Ambassadors are a growing network of youth in Canadian coastal communities whose role is to connect ocean science, ONC data, and Indigenous knowledge. By directly employing Indigenous youth in communities in which ONC operates monitoring equipment, ONC aims to encourage wider participation and interest in ocean science and exploration. Further, the Youth Science Ambassadors act as role models and mentors to other local youth by highlighting connections between Indigenous and local knowledge and current marine science efforts. Ocean Networks Canada, an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. These include technologies developed on the world-leading NEPTUNE and VENUS observatories as well as community observatories in the Arctic and coastal British Columbia. These observatories, large and small, enable communities, users, scientists, teachers, and students to monitor real-time and historical data from the local marine environment from anywhere on the globe. Youth Science Ambassadors are part of the Learning and Engagement team whose role includes engaging Indigenous communities and schools in ocean science through ONC's K-12 Ocean Sense education program. All of the data collected by ONC are freely available over the Internet for non-profit use, including disaster planning, community-based decision making, and education. The Youth Science Ambassadors support collaboration with Indigenous communities and schools by facilitating educational programming, encouraging participation in ocean data collection and analysis, and fostering interest in ocean science. In addition, the Youth Science Ambassadors support community collaboration in decision-making for instrument deployment locations and identify ways in which ONC can help to address any areas of concern raised by the community. This

Bullying Prevention in Schools. Position Statement

Science.gov (United States)

DeSisto, Marie C.; Smith, Suzanne

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is a crucial member of the team participating in the prevention of bullying in schools. School nurses are the experts in pediatric health in schools and, therefore, can have an impact on the…

Evaluating a European knowledge hub on climate change in agriculture: Are we building a better connected community?

Science.gov (United States)

Saetnan, Eli Rudinow; Kipling, Richard Philip

In order to maintain food security and sustainability of production under climate change, interdisciplinary and international collaboration in research is essential. In the EU, knowledge hubs are important funding instruments for the development of an interconnected European Research Area. Here, network analysis was used to assess whether the pilot knowledge hub MACSUR has affected interdisciplinary collaboration, using co-authorship of peer reviewed articles as a measure of collaboration. The broad community of all authors identified as active in the field of agriculture and climate change was increasingly well connected over the period studied. Between knowledge hub members, changes in network parameters suggest an increase in collaborative interaction beyond that expected due to network growth, and greater than that found in the broader community. Given that interdisciplinary networks often take several years to have an impact on research outputs, these changes within the relatively new MACSUR community provide evidence that the knowledge hub structure has been effective in stimulating collaboration. However, analysis showed that knowledge hub partners were initially well-connected, suggesting that the initiative may have gathered together researchers with particular resources or inclinations towards collaborative working. Long term, consistent funding and ongoing reflection to improve networking structures may be necessary to sustain the early positive signs from MACSUR, to extend its success to a wider community of researchers, or to repeat it in less connected fields of science. Tackling complex challenges such as climate change will require research structures that can effectively support and utilise the diversity of talents beyond the already well-connected core of scientists at major research institutes. But network research shows that this core, well-connected group are vital brokers in achieving wider integration.

Service Animals in School. Position Statement

Science.gov (United States)

Garret, Jennifer; Teskey, Carmen; Duncan, Kay; Strasser, Kathy

2014-01-01

It is the position of the National Association of School Nurses (NASN) that registered school nurses (hereinafter referred to as school nurses) are integral to the team planning process necessary to successfully integrate "service animals" into schools. A request to bring a service animal into the school setting presents questions due to…

Thriving Together: Connecting Rural School Improvement and Community Development = Prosperando juntos: La conexion entre el mejoramiento de la escuela rural y el desarrollo comunitario.

Science.gov (United States)

Boethel, Martha

Available in English or Spanish, this resource guide aims to help rural schools and communities learn ways of supporting each other so that both can thrive. Background information and basic tools are provided for starting a joint school-community development effort. Chapters contain: (1) outline of the guide and statement of beliefs about…

Lessons from White Lake - Connecting Students to their Community through Environmental Stewardship

Science.gov (United States)

Tate, Susan

2014-05-01

White Lake and its surrounding community have been negatively affected by shoreline degradation and wildlife habitat loss caused primarily by historical logging practices, and reduced water quality from industrial pollution and storm water runoff. This led to the lake being identified as a Great Lakes Area of Concern by the United States Environmental Protection Agency three decades ago. Local community partners have worked diligently in recent years to reverse habitat loss, and repair damaged ecosystems. The "H2O White Lake" (Healthy Habitats On White Lake) project has involved over seven hundred middle school students in grades six through eight over the course of the last five years. Students begin by researching the environmental history of the watershed and then they monitor six tributaries of the lake for nutrient pollution and habitat degradation. Students use the field experience as a community inventory to identify stewardship needs, for which they then identify solutions that take into account land usage and community behaviors. Class projects have focused on stream bank restoration, storm water management, eradication of invasive species, shoreline clean-up, and community outreach and education. This year, the project culminated in the first ever White Lake Environmental Film Festival, for which students had the opportunity to create their own short documentary. This multiple year place based education project allows students to apply their classroom studies of surface water and groundwater dynamics to an authentic, real-world situation, conduct themselves as scientists, and feel valuable through connections with community partners.

School and community predictors of smoking: a longitudinal study of Canadian high schools.

Science.gov (United States)

Lovato, Chris; Watts, Allison; Brown, K Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H Sharon; Thompson, Mary

2013-02-01

We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking.

RFID-based vehicle positioning and its applications in connected vehicles.

Science.gov (United States)

Wang, Jianqiang; Ni, Daiheng; Li, Keqiang

2014-03-04

This paper proposed an RFID-based vehicle positioning approach to facilitate connected vehicles applications. When a vehicle passes over an RFID tag, the vehicle position is given by the accurate position stored in the tag. At locations without RFID coverage, the vehicle position is estimated from the most recent tag location using a kinematics integration algorithm till updates from the next tag. The accuracy of RFID positioning is verified empirically in two independent ways with one using radar and the other a photoelectric switch. The former is designed to verify whether the dynamic position obtained from RFID tags matches the position measured by radar that is regarded as accurate. The latter aims to verify whether the position estimated from the kinematics integration matches the position obtained from RFID tags. Both means supports the accuracy of RFID-based positioning. As a supplement to GPS which suffers from issues such as inaccuracy and loss of signal, RFID positioning is promising in facilitating connected vehicles applications. Two conceptual applications are provided here with one in vehicle operational control and the other in Level IV intersection control.

Parental collaboration and children’s communities in school

DEFF Research Database (Denmark)

Kousholt, Dorte

Research points to greater demands on the family to take part in and arrange family life to support their children’s school life – and solutions to children’s problems in class are increasingly designed to include the parents. Debates in relation to parental collaboration can be seen as expressions...... of conflicts about how Danish schools should prioritize, what is relevant in relation to learning, how children’s difficulties ought to be understood, and who is responsible. Therefore, the question of parental collaboration constitutes an interesting opportunity to discuss theoretical questions related...... to the challenge of conceptualizing the conflictual collaboration between parties positioned in a distribution of responsibility and influence. The paper takes departure in that the different parties perspectives on the problems are connected in a ‘common matter’ as well as differentiated by the different tasks...

The effectiveness of community-based cycling promotion: findings from the Cycling Connecting Communities project in Sydney, Australia

Directory of Open Access Journals (Sweden)

Merom Dafna

2010-01-01

Full Text Available Abstract Background Encouraging cycling is an important way to increase physical activity in the community. The Cycling Connecting Communities (CCC Project is a community-based cycling promotion program that included a range of community engagement and social marketing activities, such as organised bike rides and events, cycling skills courses, the distribution of cycling maps of the area and coverage in the local press. The aim of the study was to assess the effectiveness of this program designed to encourage the use of newly completed off-road cycle paths through south west Sydney, Australia. Methods The evaluation used a quasi-experimental design that consisted of a pre- and post-intervention telephone survey (24 months apart of a cohort of residents (n = 909 in the intervention area (n = 520 (Fairfield and Liverpool and a socio-demographically similar comparison area (n = 389 (Bankstown. Both areas had similar bicycle infrastructure. Four bicycle counters were placed on the main bicycle paths in the intervention and comparison areas to monitor daily bicycle use before and after the intervention. Results The telephone survey results showed significantly greater awareness of the Cycling Connecting Communities project (13.5% vs 8.0%, p Conclusion Despite relatively modest resources, the Cycling Connecting Communities project achieved significant increases in bicycle path use, and increased cycling in some sub-groups. However, this community based intervention with limited funding had very limited reach into the community and did not increase population cycling levels.

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students.

Science.gov (United States)

Allen, Michele L; Rosas-Lee, Maira; Ortega, Luis; Hang, Mikow; Pergament, Shannon; Pratt, Rebekah

2016-02-01

Youth from immigrant communities may experience barriers to connecting with schools and teachers, potentially undermining academic achievement and healthy youth development. This qualitative study aimed to understand how educators serving Somali, Latino, and Hmong (SLH) youth can best promote educator-student connectedness and positive youth development, by exploring the perspectives of teachers, youth workers, and SLH youth, using a community based participatory research approach. We conducted four focus groups with teachers, 18 key informant interviews with adults working with SLH youth, and nine focus groups with SLH middle and high school students. Four themes emerged regarding facilitators to educators promoting positive youth development in schools: (1) an authoritative teaching approach where teachers hold high expectations for student behavior and achievement, (2) building trusting educator-student relationships, (3) conveying respect for students as individuals, and (4) a school infrastructure characterized by a supportive and inclusive environment. Findings suggest a set of skills and educator-student interactions that may promote positive youth development and increase student-educator connectedness for SLH youth in public schools.

Understanding Household Connectivity and Resilience in Marginal Rural Communities through Social Network Analysis in the Village of Habu, Botswana

Directory of Open Access Journals (Sweden)

Lin Cassidy

2012-12-01

Full Text Available Adaptability is emerging as a key issue not only in the climate change debate but in the general area of sustainable development. In this context, we examine the link between household resilience and connectivity in a rural community in Botswana. We see resilience and vulnerability as the positive and negative dimensions of adaptability. Poor, marginal rural communities confronted with the vagaries of climate change, will need to become more resilient if they are to survive and thrive. We define resilience as the capacity of a social-ecological system to cope with shocks such as droughts or economic crises without changing its fundamental identity. We make use of three different indices of household resilience: livelihood diversity, wealth, and a comprehensive resilience index based on a combination of human, financial, physical, social, and natural capital. Then, we measure the social connectivity of households through a whole network approach in social network analysis, using two measures of network centrality (degree centrality and betweenness. We hypothesize that households with greater social connectivity have greater resilience, and analyze a community in rural Botswana to uncover how different households make use of social networks to deal with shocks such as human illness and death, crop damage, and livestock disease. We surveyed the entire community of Habu using a structured questionnaire that focused on livelihood strategies and social networks. We found that gender, age of household head, and household size were positively correlated with social connectivity. Our analysis indicates that those households that are more socially networked are likely to have a wider range of livelihood strategies, greater levels of other forms of social capital, and greater overall capital. Therefore, they are more resilient.

Strong School-Community Partnerships in Inclusive Schools Are "Part of the Fabric of the School... We Count on Them"

Science.gov (United States)

Gross, Judith M. S.; Haines, Shana J.; Hill, Cokethea; Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.

2015-01-01

School-community partnerships play an essential role in successful schools, often providing supports and resources to meet staff, family, and student needs that go beyond what is typically available through school. Reciprocally, community partners benefit from their relationships with schools, including learning about schools' inclusive culture.…

Connecting food environments and health through the relational nature of aesthetics: Gaining insight through the community gardening experience

Science.gov (United States)

Hale, James; Knapp, Corrine; Bardwell, Lisa; Buchenau, Michael; Marshall, Julie; Sancar, Fahriye; Litt, Jill S

2011-01-01

Current environmental and health challenges require us to identify ways to better align aesthetics, ecology, and health. At the local level, community gardens are increasingly praised for their therapeutic qualities. They also provide a lens through which we can explore relational processes that connect people, ecology and health. Using key-informant interview data, this research explores gardeners’ tactile, emotional, and value-driven responses to the gardening experience and how these responses influence health at various ecological levels (n=67 participants, 28 urban gardens). Our findings demonstrate that gardeners’ aesthetic experiences generate meaning that encourages further engagement with activities that may lead to positive health outcomes. Gardeners directly experience nearby nature by ‘getting their hands dirty’ and growing food. They enjoy the way vegetables taste and form emotional connections with the garden. The physical and social qualities of garden participation awaken the senses and stimulate a range of responses that influence interpersonal processes (learning, affirming, expressive experiences) and social relationships that are supportive of positive health-related behaviors and overall health. This research suggests that the relational nature of aesthetics, defined as the most fundamental connection between people and place, can help guide community designers and health planners when designing environment and policy approaches to improve health behaviors. PMID:21596466

Safe school task force: University-community partnership to promote student development and a safer school environment.

Science.gov (United States)

Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

Classroom Race/ethnic Composition, Family-School Connections, and the Transition to School

Science.gov (United States)

Benner, Aprile D.; Yan, Ni

2015-01-01

Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…

RFID-Based Vehicle Positioning and Its Applications in Connected Vehicles

Science.gov (United States)

Wang, Jianqiang; Ni, Daiheng; Li, Keqiang

2014-01-01

This paper proposed an RFID-based vehicle positioning approach to facilitate connected vehicles applications. When a vehicle passes over an RFID tag, the vehicle position is given by the accurate position stored in the tag. At locations without RFID coverage, the vehicle position is estimated from the most recent tag location using a kinematics integration algorithm till updates from the next tag. The accuracy of RFID positioning is verified empirically in two independent ways with one using radar and the other a photoelectric switch. The former is designed to verify whether the dynamic position obtained from RFID tags matches the position measured by radar that is regarded as accurate. The latter aims to verify whether the position estimated from the kinematics integration matches the position obtained from RFID tags. Both means supports the accuracy of RFID-based positioning. As a supplement to GPS which suffers from issues such as inaccuracy and loss of signal, RFID positioning is promising in facilitating connected vehicles applications. Two conceptual applications are provided here with one in vehicle operational control and the other in Level IV intersection control. PMID:24599188

RFID-Based Vehicle Positioning and Its Applications in Connected Vehicles

Directory of Open Access Journals (Sweden)

Jianqiang Wang

2014-03-01

Full Text Available This paper proposed an RFID-based vehicle positioning approach to facilitate connected vehicles applications. When a vehicle passes over an RFID tag, the vehicle position is given by the accurate position stored in the tag. At locations without RFID coverage, the vehicle position is estimated from the most recent tag location using a kinematics integration algorithm till updates from the next tag. The accuracy of RFID positioning is verified empirically in two independent ways with one using radar and the other a photoelectric switch. The former is designed to verify whether the dynamic position obtained from RFID tags matches the position measured by radar that is regarded as accurate. The latter aims to verify whether the position estimated from the kinematics integration matches the position obtained from RFID tags. Both means supports the accuracy of RFID-based positioning. As a supplement to GPS which suffers from issues such as inaccuracy and loss of signal, RFID positioning is promising in facilitating connected vehicles applications. Two conceptual applications are provided here with one in vehicle operational control and the other in Level IV intersection control.

Fostering Family--School and Community-School Partnerships in Inclusive Schools: Using Practice as a Guide

Science.gov (United States)

Haines, Shana J.; Gross, Judith M. S.; Blue-Banning, Martha; Francis, Grace L.; Turnbull, Ann P.

2015-01-01

Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in…

Working Together to Connect Care: a metropolitan tertiary emergency department and community care program.

Science.gov (United States)

Harcourt, Debra; McDonald, Clancy; Cartlidge-Gann, Leonie; Burke, John

2017-03-02

Objective Frequent attendance by people to an emergency department (ED) is a global concern. A collaborative partnership between an ED and the primary and community healthcare sectors has the potential to improve care for the person who frequently attends the ED. The aims of the Working Together to Connect Care program are to decrease the number of presentations by providing focused community support and to integrate all healthcare services with the goal of achieving positive, patient-centred and directed outcomes. Methods A retrospective analysis of ED data for 2014 and 2015 was used to ascertain the characteristics of the potential program cohort. The definition used to identify a 'frequent attendee' was more than four presentations to an ED in 1 month. This analysis was used to develop the processes now known as the Working Together to Connect Care program. This program includes participant identification by applying the definition, flagging of potential participants in the ED IT system, case review and referral to community services by ED staff, case conferencing facilitated within the ED and individualised, patient centred case management provided by government and non-government community services. Results Two months after the date of commencement of the Working Together to Connect Care program there are 31 active participants in the program: 10 are on the Mental Health pathway, and one is on the No Consent pathway. On average there are three people recruited to the program every week. The establishment of a new program for supporting frequent attendees of an ED has had its challenges. Identifying systems that support people in their community has been an early positive outcome of this project. Conclusion It is expected that data regarding the number of ED presentations, potential fiscal savings and client outcomes will be available in 2017. What is known about the topic? Frequent attendance at EDs is a global issue and although the number of 'super users' is

Christian Community in Action: Bruderhof Schools

Science.gov (United States)

Spielhagen, Frances R.; Cooper, Bruce S.

2007-01-01

The Bruderhof communities in the United States have organized their own private schools with a distinctly Christian philosophy of education, adding to the interesting mix of American private and religious schools. Rooted in early 20th century German pedagogy, romanticism, and shared responsibility, Bruderhof schools represent the essence of a…

School-Based Caries Prevention, Tooth Decay, and the Community Environment.

Science.gov (United States)

Ruff, R R; Niederman, R

2018-04-01

The school and community context can contribute to inequity in child oral health. Whether the school and community affect the effectiveness of school-based caries prevention is unknown. The association between the school and community environment and dental caries, as well as their moderating effects with school-based caries prevention, was assessed using multilevel mixed-effects regression. Data were derived from a 6-y prospective cohort study of children participating in a school-based caries prevention program. For the school and community, living in a dental-shortage area and the proportion of children receiving free or reduced lunch were significantly related to an increased risk of dental caries at baseline. Caries prevention was associated with a significant per-visit decrease in the risk of untreated caries, but the rate of total caries experience increased over time. Caries prevention was more effective in children who had prior dental care at baseline and in schools with a higher proportion of low socioeconomic status students. There was significant variation across schools in the baseline prevalence of dental caries and the effect of prevention over time, although effects were modest. The school and community environment have a direct impact on oral health and moderate the association between school-based caries prevention and dental caries. Knowledge Transfer Statement: School-based caries prevention can be an effective means to reduce oral health inequity by embedding dental care within schools. However, the socioeconomic makeup of schools and characteristics of the surrounding community can affect the impact of school-based care.

Community access networks: how to connect the next billion to the ...

International Development Research Centre (IDRC) Digital Library (Canada)

Community access networks: how to connect the next billion to the Internet. Despite recent progress with mobile technology diffusion, more than four billion people worldwide are unconnected and have limited access to global communication infrastructure. The cost of implementing connectivity infrastructure in underserved ...

A Preliminary Study on Connectivity and Perceived Values of Community Green Spaces

Directory of Open Access Journals (Sweden)

Sohyun Park

2017-04-01

Full Text Available Green spaces in residential communities are important yet understudied features of the urban ecological system. While large urban parks and remnant wildlands in urban areas tend to receive public attention from conservation and management perspectives, less is known about the importance of spatial and ecological characteristics of the community-scale green space. This study investigates natural elements in four planned communities in the Phoenix metropolitan area, Arizona; two of which represent conventional types of neighborhoods and two which exemplify community development type with a proclaimed vision of sustainability. These distinct types of communities, which illustrate variations in age, location, open space type, and a cross-section of housing density, are compared with regard to landscape connectivity as a means of gauging the ecological condition for community sustainability. Using Geographical Information Systems and landscape connectivity indices, a community’s green space features were examined including size, physical connectedness, and ecological potential. Furthermore, a questionnaire survey was designed and implemented to examine the perceptional differences between the two types of community residents. The findings demonstrate that the green spaces in conventional communities are more physically connected than their counterparts, but the naturalness and ecological qualities manifested in the amount of the land that may serve as potential urban desert habitats were higher in the sustainable communities. The results of the survey indicated that the respondents inhabiting sustainable communities possess a higher level of satisfaction than the people in conventional types of communities. This is due mainly to the amount of easy access to, and the perceived ecological values of the green spaces in their neighborhoods and surrounding areas. The study concludes that careful community design with ecological consideration can help

Review article Toward positive and systemic mental health practices in schools: Fostering social-emotional learning through service

Directory of Open Access Journals (Sweden)

Felicia L. Wilczenski

2014-08-01

Full Text Available Mental health services in schools in the 21st century will be prevention-oriented with a grounding in positive psychology and strong school-family-community partnerships that emphasize proactive and systemic practices to build social-emotional competencies for all children. This article makes the case for youth development through service learning to promote social and emotional wellness.

Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement.

Science.gov (United States)

Watson, Nathaniel F; Martin, Jennifer L; Wise, Merrill S; Carden, Kelly A; Kirsch, Douglas B; Kristo, David A; Malhotra, Raman K; Olson, Eric J; Ramar, Kannan; Rosen, Ilene M; Rowley, James A; Weaver, Terri E; Chervin, Ronald D

2017-04-15

During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. © 2017 American Academy of Sleep Medicine

A Political Analysis of Community Influence over School Closure

Science.gov (United States)

Finnigan, Kara S.; Lavner, Mark

2012-01-01

This study seeks to understand community member participation in and influence over an urban school district's school closure process. Data from interviews with School Board members, district administrators, and community members, as well as district documents and newspaper articles suggest that district administrators limited participation…

Perceived parenting, school climate and positive youth development ...

African Journals Online (AJOL)

For this purpose, 400 female high school students of Kerman responded to the scale of parenting style perception, school climate perception, and positive youth development. The results of correlation analysis indicated a positive and significant correlation between school climate dimensions (teacher support, autonomy ...

A Qualitative Analysis of Pesantren Educational Management: School Culture and Leadership of a Professional Learning Community

Directory of Open Access Journals (Sweden)

Nyimas Mu'azzomi

2017-12-01

Full Text Available The purpose of this paper is to explore supportive and shared leadership structures at one Indonesian Islamic boarding school (Pesantren as a function of school culture policies and procedures in a professional learning community in the disctrict. A qualitative study was conducted at one Pesantren located in Jambi, an Indonesian province in west part of Sumatra island. We interviewed three administrators and five teachers to get in-depth information about the purpose of this paper. The interview transcriptions were translated, coded, divided into themes, and elaborated in the findings of the paper. The findings of study conclude that Pesantren leaders in the perspective of the participants must provide supportive and shared leadership structures for teachers in order to create positive cultures and effective a professional learning community for the development of the Pesantren. Leaders of the Pesantren must directly cooperate with teaching staff to provide policies and procedures for teachers in the leadership structure to directly impact school improvement through professional learning community collaborative attempts. This study was conducted based on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. This study is significant to the community as specific cases informing educational leaders especially in Islamic education on mechanisms that may be leveraged to ensure successful implementation of policies and procedures on the leadership and school culture of a professional learning community literature.

Cultivating Community Schools: Austin's Grassroots Effort

Science.gov (United States)

Dubin, Jennifer

2015-01-01

In 2007, Walter P. Webb Middle School faced a crisis. One evening in January, the superintendent at the time held a meeting at the school in Austin, Texas, to let students, parents, teachers, and community members know that at the end of the academic year, their school would close. Thanks to a new state law focused on accountability, the…

A Developmental Shift from Positive to Negative Connectivity in Human Amygdala-Prefrontal Circuitry

Science.gov (United States)

Gee, Dylan G.; Humphreys, Kathryn L.; Flannery, Jessica; Goff, Bonnie; Telzer, Eva H.; Shapiro, Mor; Hare, Todd A.; Bookheimer, Susan Y.; Tottenham, Nim

2013-01-01

Recent human imaging and animal studies highlight the importance of frontoamygdala circuitry in the regulation of emotional behavior and its disruption in anxiety-related disorders. While tracing studies have suggested changes in amygdala-cortical connectivity through the adolescent period in rodents, less is known about the reciprocal connections within this circuitry across human development, when these circuits are being fine-tuned and substantial changes in emotional control are observed. The present study examined developmental changes in amygdala-prefrontal circuitry across the ages of 4 to 22 years using task-based functional magnetic resonance imaging (fMRI). Results suggest positive amygdala-prefrontal connectivity in early childhood that switches to negative functional connectivity during the transition to adolescence. Amygdala-mPFC functional connectivity was significantly positive (greater than zero) among participants younger than ten, whereas functional connectivity was significantly negative (less than zero) among participants ten years and older, over and above the effect of amygdala reactivity. The developmental switch in functional connectivity was paralleled by a steady decline in amygdala reactivity. Moreover, the valence switch might explain age-related improvement in task performance and a developmentally normative decline in anxiety. Initial positive connectivity followed by a valence shift to negative connectivity provides a neurobiological basis for regulatory development and may present novel insight into a more general process of developing regulatory connections. PMID:23467374

The Physics Portal through Physics Connection Website: It's a new way to Stay Connected!

Science.gov (United States)

Jacome, D. Z.; Mato, P.; Lopez, J. L.; Zhu, W.; Dong, D.

2011-12-01

Our project involves connecting all level of students to science with limited funding available and having necessary resources to keep them updated. Students gain the opportunity to interact with others without having to leave the comfort of their schools. Through the Physics Portal, a door is automatically opened linking students to projects worldwide and expanding their knowledge each day. Through the funds provided we would purchase 2 laptops, a projector, speakers, a microphone, and an HD webcam. This package includes all of the tools needed to communicate and have an interactive experience with other institutions in our local area. Schools receive packages in the mail with every component needed to connect via conferencing to other students, teachers or professors in the field. Information can be recorded on each laptop, reactions of the students, and questions asked to later be updated on the Physics Connection webpage. Physics Connection allows the science community to explore through each recorded session and make recommendations to increase the efficiently of the program. Several applications on the website allow for groups to connect, discuss general ideas, or contact students for admissions to schools. Interviews, event participation, networking, and communication tools are all linked into one complete interactive package. When the experience ends for one student, it begins for another one. The process continues until the majority becomes informed.

Connecting food environments and health through the relational nature of aesthetics: gaining insight through the community gardening experience.

Science.gov (United States)

Hale, James; Knapp, Corrine; Bardwell, Lisa; Buchenau, Michael; Marshall, Julie; Sancar, Fahriye; Litt, Jill S

2011-06-01

Current environmental and health challenges require us to identify ways to better align aesthetics, ecology, and health. At the local level, community gardens are increasingly praised for their therapeutic qualities. They also provide a lens through which we can explore relational processes that connect people, ecology and health. Using key-informant interview data, this research explores gardeners' tactile, emotional, and value-driven responses to the gardening experience and how these responses influence health at various ecological levels (n = 67 participants, 28 urban gardens). Our findings demonstrate that gardeners' aesthetic experiences generate meaning that encourages further engagement with activities that may lead to positive health outcomes. Gardeners directly experience nearby nature by 'getting their hands dirty' and growing food. They enjoy the way vegetables taste and form emotional connections with the garden. The physical and social qualities of garden participation awaken the senses and stimulate a range of responses that influence interpersonal processes (learning, affirming, expressive experiences) and social relationships that are supportive of positive health-related behaviors and overall health. This research suggests that the relational nature of aesthetics, defined as the most fundamental connection between people and place, can help guide community designers and health planners when designing environment and policy approaches to improve health behaviors. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Complementary Roles of the School Nurse and School Based Health Centers. Position Statement

Science.gov (United States)

Ondeck, Lynnette; Combe, Laurie; Baszler, Rita; Wright, Janet

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the unique combination of school nursing services and school-based health centers (SBHCs) facilitate positive health outcomes for students. The registered professional school nurse (hereinafter referred to as school nurse) is responsible for management of the daily health…

Connect Global Positioning System RF Module

Science.gov (United States)

Franklin, Garth W.; Young, Lawrence E.; Ciminera, Michael A.; Tien, Jeffrey Y.; Gorelik, Jacob; Okihiro, Brian Bachman; Koelewyn, Cynthia L.

2012-01-01

The CoNNeCT Global Positioning System RF Module (GPSM) slice is part of the JPL CoNNeCT Software Defined Radio (SDR). CoNNeCT is the Communications, Navigation, and Net working reconfigurable Testbed project that is part of NASA's Space Communication and Nav igation (SCaN) Program. The CoNNeCT project is an experimental dem onstration that will lead to the advancement of SDRs and provide a path for new space communication and navigation systems for future NASA exploration missions. The JPL CoNNeCT SDR will be flying on the International Space Station (ISS) in 2012 in support of the SCaN CoNNeCT program. The GPSM is a radio-frequency sampler module (see Figure 1) that directly sub-harmonically samples the filtered GPS L-band signals at L1 (1575.42 MHz), L2 (1227.6 MHz), and L5 (1176.45 MHz). The JPL SDR receives GPS signals through a Dorne & Margolin antenna mounted onto a choke ring. The GPS signal is filtered against interference, amplified, split, and fed into three channels: L1, L2, and L5. In each of the L-band channels, there is a chain of bandpass filters and amplifiers, and the signal is fed through each of these channels to where the GPSM performs a one-bit analog-to-digital conversion (see Figure 2). The GPSM uses a sub-harmonic, single-bit L1, L2, and L5 sampler that samples at a clock rate of 38.656 MHz. The new capability is the down-conversion and sampling of the L5 signal when previous hardware did not provide this capability. The first GPS IIF Satellite was launched in 2010, providing the new L5 signal. With the JPL SDR flying on the ISS, it will be possible to demonstrate navigation solutions with 10-meter 3-D accuracy at 10-second intervals using a field-program mable gate array (FPGA)-based feedback loop running at 50 Hz. The GPS data bits will be decoded and used in the SDR. The GPSM will also allow other waveforms that are installed in the SDR to demonstrate various GNSS tracking techniques.

School-Based Budgeting in New York City: Perceptions of School Communities.

Science.gov (United States)

Iatarola, Patrice; Stiefel, Leanna

1998-01-01

Summarizes results of surveys and interviews of community members from 29 New York City schools involved in school-level budgeting during 1995-96. Analyzes respondents' knowledge about school budgets, ideas about resource decision making, perceptions of budgetary power, and suggestions. Fully 80% of respondents supported a participatory process.…

Formative research to develop a community-based intervention for chronic disease prevention in Guatemalan school-age children.

Science.gov (United States)

Letona, Paola; Ramirez-Zea, Manuel; Caballero, Benjamin; Gittelsohn, Joel

2014-01-31

Noncommunicable diseases (NCD) are the most common causes of morbidity and mortality worldwide, even in low- and middle-income countries (LMIC). Recent trends in health promotion emphasize community-based interventions as an important strategy for improving health outcomes. The aim of this study was to conduct formative research regarding the perceptions of NCD risk factors, their influencing factors, and community resources available to aid the development and implementation of a community-based intervention with school-age children. Focus group discussions (n = 18), home visits (n = 30), and individual semi-structured interviews (n = 26) were conducted in three urban communities in Guatemala with school-age children (10-12 years of age), teachers, parents, and local community members (i.e., school principals, school food kiosk vendors, religious leaders, authority representatives). All focus groups and interviews were transcribed verbatim for thematic analysis. Children, parents, and teachers have general knowledge about modifiable risk factors. Adults worried more about tobacco use, as compared to unhealthy diet and physical inactivity in children. Participants identified features at the intrapersonal (e.g., negative emotional state), interpersonal (e.g., peers as role models), and organizational and community levels (e.g., high levels of crime) that influence these risk factors in children. School committees, religious leaders, and government programs and activities were among the positive community resources identified. These findings should help researchers in Guatemala and similar LMIC to develop community-based interventions for NCD prevention in school-age children that are effective, feasible, and culturally acceptable.

Established Independent School Collaborates with Social Service Agency to Launch New School: Community Partnership School, Pennsylvania

Science.gov (United States)

Stewart, Sarah

2016-01-01

Community Partnership School (CPS) serves 90 to 95 students annually in preK-5th grade. Of these, 100 percent are African American or multiracial, and all qualify for free or reduced-price lunch. Community Partnership School began as a collaboration between Germantown Academy, which had trouble recruiting low-income students to its suburban…

An Adaptive Connectivity-based Centroid Algorithm for Node Positioning in Wireless Sensor Networks

Directory of Open Access Journals (Sweden)

Aries Pratiarso

2015-06-01

Full Text Available In wireless sensor network applications, the position of nodes is randomly distributed following the contour of the observation area. A simple solution without any measurement tools is provided by range-free method. However, this method yields the coarse estimating position of the nodes. In this paper, we propose Adaptive Connectivity-based (ACC algorithm. This algorithm is a combination of Centroid as range-free based algorithm, and hop-based connectivity algorithm. Nodes have a possibility to estimate their own position based on the connectivity level between them and their reference nodes. Each node divides its communication range into several regions where each of them has a certain weight depends on the received signal strength. The weighted value is used to obtain the estimated position of nodes. Simulation result shows that the proposed algorithm has up to 3 meter error of estimated position on 100x100 square meter observation area, and up to 3 hop counts for 80 meters' communication range. The proposed algorithm performs an average error positioning up to 10 meters better than Weighted Centroid algorithm. Keywords: adaptive, connectivity, centroid, range-free.

Walking the Leadership Tightrope: Building Community Cohesiveness and Social Capital in Schools in Highly Disadvantaged Urban Communities

Science.gov (United States)

Riley, Kathryn A.

2013-01-01

School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school-community relationships. It examines the policy discourse on urban schools and the practice of…

Longitudinal Relations among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents

Science.gov (United States)

Luengo Kanacri, Bernadette P.; Eisenberg, Nancy; Thartori, Eriona; Pastorelli, Concetta; Uribe Tirado, Liliana M.; Gerbino, Maria; Caprara, Gian V.

2017-01-01

Bidirectional relations among adolescents' positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; M[subscript age] of child in Wave 1 = 12.68, SD = 1.06; 58.9%…

Laterality influences schooling position in rainbowfish, Melanotaenia spp.

Science.gov (United States)

Bibost, Anne-Laurence; Brown, Culum

2013-01-01

Cerebral lateralization is a widespread trait among animals, is often manifested as side biases in behaviour (laterality) and has been suggested to provide fitness benefits. Here we examined the influence of laterality on the organisation of fish schools using rainbowfish (Melanotaenia spp) as model species. The pattern and strength of laterality for each individual was determined by examining eye preferences whilst examining their reflection in a mirror. Schools of four fish of known laterality were then created and the preferred position for each fish within the school was repeatedly observed in a flume. Fish which showed right eye preferences in the mirror test preferentially adopted a position on the left side of the school. Conversely, fish that showed left eye preferences in the mirror test or where non-lateralised preferentially adopted a position slightly to the right side of the school. However, this general pattern varied depending on the species and sex of the school. Our results strongly implicate individual laterality in the geometry of school formation.

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.

Schools and communities in Hungary

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Hunyady, Susan

1980-09-01

The democratic reform of public education in Hungary after the Second World War brought about a system which now includes Day-Care from the ages of 4-6 and compulsory Elementary School education up to the age of 16. A high proportion of students go on to Secondary education in vocational schools, special schools or grammar shools. The system is supplemented by career-counselling and provision for children with difficult home-backgrounds and for the mentally-retarded. District Councils are responsible for the schools in their areas and for the zoning that determines which schools children should attend. The environment of a school has a strong influence not only upon the standard of its facilities and the quality of its staff but also upon the function it is expected to fulfil in the community. Achievement is directly related to the degree of urbanization, but the increasing participation of farming-co-operatives in education in rural areas promises well for the development of better facilities and mutual understanding there. Housing estates in high-density residential areas make special demands which are being met in different ways. The role of the school in general is being expanded to include children's leisure time activities; at the same time factories are making a significant contribution locally through vocational guidance, financial help, and training-for-work programmes. Councils are implementing the requirements of public education resolutions to integrate school education into the whole scheme of public education, co-ordinating the activities of all social and cultural institutions, and developing new multi-functional complexes, to give a more effective and efficient service to the whole community.

School Consolidation and the Politics of School Closure across Communities

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Karanxha, Zorka; Agosto, Vonzell; Black, William R.; Effiom, Claudius B.

2013-01-01

This case involves dilemmas for educational leaders who may face the process of school consolidation brought on by decreased funding and demands for accountability. We highlight the challenges and opportunities to collaborate within and across diverse communities and schools with varying expressions of cultural, political, ethical, and…

Does stability in local community composition depend on temporal variation in rates of dispersal and connectivity?

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Valanko, Sebastian; Norkko, Joanna; Norkko, Alf

2015-04-01

In ecology understanding variation in connectivity is central for how biodiversity is maintained. Field studies on dispersal and temporal dynamics in community regulating processes are, however, rare. We test the short-term temporal stability in community composition in a soft-sediment benthic community by determining among-sampling interval similarity in community composition. We relate stability to in situ measures of connectivity (wind, wave, current energy) and rates of dispersal (quantified in different trap types). Waves were an important predictor of when local community taxa are most likely to disperse in different trap-types, suggesting that wave energy is important for connectivity in a region. Community composition at the site was variable and changed stochastically over time. We found changes in community composition (occurrence, abundance, dominance) to be greater at times when connectivity and rates of dispersal were low. In response to periods of lower connectedness dominant taxa in the local community only exhibited change in their relative abundance. In contrast, locally less abundant taxa varied in both their presence, as well as in relative abundance. Constancy in connectivity and rates of dispersal promotes community stability and persistence, suggesting that local community composition will be impacted by changes in the spatial extent over which immigration and emigration operates in the region. Few empirical studies have actually measured dispersal directly in a multi-species context to demonstrate the role it plays in maintaining local community structure. Even though our study does not evaluate coexistence over demographic time scales, it importantly demonstrates that dispersal is not only important in initial recruitment or following a disturbance, but also key in maintaining local community composition.

Implementation of a School Districtwide Grassroots Antibullying Initiative: A School Staff and Parent-Focused Evaluation of Because Nice Matters

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De Pedro, Kris Tunac; Pineda, Diana; Capp, Gordon; Moore, Hadass; Benbenishty, Rami; Astor, Ron Avi

2017-01-01

Military-connected youths experience stressful life events, including deployments and multiple school transitions, that make them vulnerable to bullying. Social workers have highlighted the power of grassroots school community initiatives that address risk issues among youths while empowering the community (see http://www.thecommunityguide.org).…

Two year experience with Web connectivity to PACS at a community-based hospital

Science.gov (United States)

Wadley, Brian D.; Hayward, Ulrike; Trambert, Michael; Kywi, Alberto; Hartzman, Steven

2002-05-01

Referring physician web based access to a PACS is evaluated at a community-based hospital. Survey results show 100% perceived improvement in referring physician productivity, and 97% perceived improvement in patient care. Overall satisfaction and perception of ease of use is greater than 90%.Web connectivity to PACS is perceived by 97% to result in decreased visits and calls to the radiology department due to the availability of virtual results, with high value placed on the voice clip summary results by 94% of respondents (the voice clip is a recording made by the radiologist at the time of reading the exam, which summarizes the results of the study).The availability of exams and virtual results via web-based connectivity is perceived to result in increase referrals by 58% of respondents. Web log audit trails are analyzed to evaluate the use of the system by referring physicians. The gross number of cases retrieved over the web for a two-week period is assessed. The number of times a voice clip was played is also evaluated. The results overall show a very positive experience with web connectivity to PACS.

Conflicting Views of School Community: The Dichotomy Between Administrators and Teachers

Directory of Open Access Journals (Sweden)

John Barnett

2007-01-01

Full Text Available This project was the second phase of a two-phase study of teachers’ knowledge of community in an urban, private boys’ day school in Canada. The first phase examined a teacher’s perception of her classroom community, and this phase asked teachers and administrators in the same school about their perceptions of school community. We found that the school created and implemented an organizational structure designed to foster and sustain a professional community. However, administrators and teachers conceptualized, understood, and experienced community in different ways. Administrators saw community as a management tool to generate support for the school’s objectives. Teachers experienced community as social support that served as a remedy for professional isolation. Neither group based its view on community as a capacity-building, reflective process leading to a generative professional community.

Positive educative programme : A whole school approach to supporting children’s well-being and creating a positive school climate: a pilot study

NARCIS (Netherlands)

Elfrink, Teuntje R.; Goldberg, Jochem M.; Schreurs, Karlein M.G.; Bohlmeijer, Ernst T.; Clarke, Aleisha M.

2017-01-01

Purpose: The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP

Positive educative programme : A whole school approach to supporting children’s well-being and creating a positive school climate: a pilot study

NARCIS (Netherlands)

Elfrink, Teuntje R.; Goldberg, Jochem M.; Schreurs, Karlein M.G.; Bohlmeijer, Ernst T.; Clarke, Aleisha M.

2017-01-01

Purpose The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP

Community Interagency Connections for Immigrant Worker Health Interventions, King County, Washington State, 2012-2013.

Science.gov (United States)

Tsai, Jenny Hsin-Chin; Petrescu-Prahova, Miruna

2016-06-02

Cross-sector community partnerships are a potentially powerful strategy to address population health problems, including health disparities. US immigrants - commonly employed in low-wage jobs that pose high risks to their health - experience such disparities because of hazardous exposures in the workplace. Hazardous exposures contribute to chronic health problems and complicate disease management. Moreover, prevention strategies such as worksite wellness programs are not effective for low-wage immigrant groups. The purpose of this article was to describe an innovative application of social network analysis to characterize interagency connections and knowledge needed to design and deliver a comprehensive community-based chronic disease prevention program for immigrant workers. Using iterative sample expansion, we identified 42 agencies representing diverse community sectors (service agencies, faith-based organizations, unions, nonprofits, government agencies) pertinent to the health of Chinese immigrant workers. To capture data on shared information, resources, and services as well as organizational characteristics, we jointly interviewed 2 representatives from each agency. We used social network analysis to describe interagency network structure and the positions of agencies within the networks. Agency interconnections were established primarily for information sharing. In the overall interagency network, a few service-oriented agencies held central or gatekeeper positions. Strong interconnectedness occurred predominately across service, public, and nonprofit sectors. The Chinese and Pan-Asian service sectors showed the strongest interconnectedness. Network analysis yields critical understanding of community structural links and assets needed to inform decisions about actual and potential community collaborations. Alternative intervention strategies may be needed to address health disparities among immigrant workers.

Attitude toward learning of community medicine: A cross-sectional study among medical school students

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Japhereena Murugavel

2017-01-01

Full Text Available Background: Community medicine strives to protect and promote the health and well-being of the community through primary health care approach. However the preference of community medicine as career among medical school students and curriculum of community medicine is pivotal. Aim: The study intended to find the attitude towards learning of community medicine and also to assess the preference of post graduation specialty among medical school students. Materials and Methods: A cross sectional study conducted at a teaching hospital located in Tamil Nadu, South India. The study questionnaire was administered to a total of 500 study participants and the data collected were analyzed using SPSS IBM version 21.0. Results: Almost 97% were of the opinion that community medicine subject is mandatory. Eighty three percent were interested in learning the principles. Only 21.8% students wanted to pursue post graduation in community medicine. Lack of attraction in terms of scientific technical interest, workplace conditions, and research potential has been reported for being not interested. Conclusion: Majority enjoyed to learn principles of community medicine at undergraduate curriculum but only few preferred to opt community medicine as post graduate specialty. Therefore there is a room to influence the medical students positively towards learning community medicine in curriculum.

Disjunctured reciprocity: Paradoxes of community-school relationship in Nepal

DEFF Research Database (Denmark)

Pradhan, Uma; Shrestha, Shivana; Valentin, Karen

2018-01-01

and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects...

Parents' Reasons for Community Language Schools: Insight from a High-Shift, Non-Visible, Middle-Class Community

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Nordstrom, Janica

2016-01-01

In the past decade, there has been increased scholarly interest in the purpose and functions of community language schools, also known as heritage, supplementary or complementary schools. In particular, previous studies have focused on schools operating in minority communities deriving from Asian and Eastern-European countries, showing that…

Refugees Connecting with a New Country through Community Food Gardening

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Harris, Neil; Rowe Minniss, Fiona; Somerset, Shawn

2014-01-01

Refugees are a particularly vulnerable population who undergo nutrition transition as a result of forced migration. This paper explores how involvement in a community food garden supports African humanitarian migrant connectedness with their new country. A cross-sectional study of a purposive sample of African refugees participating in a campus-based community food garden was conducted. Semi-structured interviews were undertaken with twelve African humanitarian migrants who tended established garden plots within the garden. Interview data were thematically analysed revealing three factors which participants identified as important benefits in relation to community garden participation: land tenure, reconnecting with agri-culture, and community belonging. Community food gardens offer a tangible means for African refugees, and other vulnerable or marginalised populations, to build community and community connections. This is significant given the increasing recognition of the importance of social connectedness for wellbeing. PMID:25198684

Refugees connecting with a new country through community food gardening.

Science.gov (United States)

Harris, Neil; Minniss, Fiona Rowe; Somerset, Shawn

2014-09-05

Refugees are a particularly vulnerable population who undergo nutrition transition as a result of forced migration. This paper explores how involvement in a community food garden supports African humanitarian migrant connectedness with their new country. A cross-sectional study of a purposive sample of African refugees participating in a campus-based community food garden was conducted. Semi-structured interviews were undertaken with twelve African humanitarian migrants who tended established garden plots within the garden. Interview data were thematically analysed revealing three factors which participants identified as important benefits in relation to community garden participation: land tenure, reconnecting with agri-culture, and community belonging. Community food gardens offer a tangible means for African refugees, and other vulnerable or marginalised populations, to build community and community connections. This is significant given the increasing recognition of the importance of social connectedness for wellbeing.

Symposium 20 - PABMB: Teaching biochemistry in a connected world: Hands-on inquiry-based biochemistry courses for improving scientific literacy of school teachers and students

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Andrea T. da Poian

2015-08-01

Full Text Available Wednesday – August 26th, 2015 - 3:30 to 5:30 pm – Room: Iguaçu II – 5th floorSymposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:In the last decades, Brazil has reached a prominent position in the world rank of scientific production. Despite this progress, the establishment of a scientific culture in Brazilian society is still challenging. Our group has been offering hands-on inquiry-based courses to primary and secondary students, which aim to introduce them to the scientific method and improve their interest in science. More recently, we started new initiatives focused on the improvement of the scientific literacy of school science teachers. Here we describe two intensive short-term courses designed in different formats. One consists in a discipline offered to a Master Program to school science teachers, in which the main objective was to work with core disciplinary concepts through an active teachers engagement in “doing science”. The discipline, named “Energy transformation in the living organisms”, intends to deal with the main Biochemistry subjects that take part of the high-school science curriculum, namely, fermentation, photosynthesis and cellular respiration processes. The other initiative was developed in Urucureá, a small community with about 600 residents, located on the banks of the River Arapiuns, in Amazonia region. We trained the local school teachers to act as tutors in the course offered to 40 students of the community, ages 10 to 17. The theme we chose to address was the properties and effects of snakes´ poisons, since poisoning events are a problem with which the local community frequently deal with. Another important point was that we adapted a number of experiments to make them feasible with very limited laboratory resources. Our results show that the activities that we have developed offer real opportunity of scientific training

Teen Advocates for Community and Environmental Sustainability

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Wunar, B.

2017-12-01

The Museum of Science and Industry, Chicago (MSI) is in the early stages of a NOAA supported Environmental Literacy Grant project that aims to engage high school age youth in the exploration of climate and Earth systems science. Participating youth are positioned as teen advocates for establishing resilient communities in the Midwest. The project utilizes a variety of resources, including NOAA Science On a Sphere® (SOS) technology and datasets, Great Lakes and local climate assets, and local municipal resiliency planning guides to develop museum-based youth programming. Teen participants in the project will share their learning through regular facilitated interactions with public visitors in the Museum and will bring learning experiences to Chicago Public Library sites throughout the city's neighborhoods. Project content will also be adapted for use in 100+ after-school science clubs to engage younger students from diverse communities across the Chicago area. Current strategies for supporting teen facilitation of public experiences, linkages to out of school time and summer learning programs, and connections to local resiliency planning agencies will be explored.

Edible Connections: A Model To Facilitate Citizen Dialogue and Build Community Collaboration.

Science.gov (United States)

Thomson, Joan S.; Abel, Jennifer L.; Maretzki, Audrey N.

2001-01-01

Edible Connections brings together the media, the public, and food system stakeholders to increase awareness and understanding of the local food system, strengthen connections among stakeholders, and address food system problems identified by a given community. Extension educators have successfully used it to educate about food access, hunger,…

Community Schools as an Effective Strategy for Reform. Research Brief

Science.gov (United States)

Daniel, Julia; Snyder, Jon David

2016-01-01

Research literature finds that community school models offering various agreed-upon features provide an excellent social return on investment and significant promise for providing opportunities for learning and promoting well-being in students and communities. Community schools show significant promise for addressing barriers to learning and…

Online workspaces to support teacher communities in secondary schools

NARCIS (Netherlands)

Admiraal, W.; Heemskerk, I.M.C.C.; Roceanu, I.

2012-01-01

Teacher communities are claimed to contribute to the improvement in the practices of teaching and schooling as well as individual teacher development and the collective capacity schools. How to define, design and support teacher communities is however still unclear. In this expert study, experts

The school psychologist's role in implementing the principles of positive psychology in the development of the school

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Maksić Slavica B.

2017-01-01

Full Text Available The Serbian school system is currently undergoing a transformation process, dealing with important issues of interest to society as a whole. One of the possible directions of this transformation is the development of a positive school as an institution in which value is placed not only on achievement but also on the wellbeing of all parties. This paper considers to what extent the professional potential of school psychologists could be utilized in this process. The analysis presented here aims to reassess the possibilities of applying the principles of positive psychology to defining and implementing the role of school psychologists, and to put forward along these lines certain suggestions for their practical work. For this purpose, we have reviewed the theoretical foundations of positive education and related research findings, analysed regulations and research findings regarding the work of school psychologists in Serbian schools, and discussed prospects for their further engagement from the standpoint of contemporary theories of organizational changes and development. The possibilities for creating a positive school have been corroborated through numerous studies. According to Serbian school regulations, the school psychologist is expected to be engaged in improving all aspects of work in a school, as well as relationships between all participants in that process. Research findings on building a positive school provide a stimulus, while the position of the school psychologist provides the basis for his or her engagement in the process of transforming Serbian schools into positive schools. The conclusion is that school psychologists could contribute to the development of the school as a positive institution provided their professional role is redefined in accordance with the principles of positive psychology.

Chronic Health Conditions Managed by School Nurses. Position Statement. Revised

Science.gov (United States)

Morgitan, Judith; Bushmiaer, Margo; DeSisto, Marie C.; Duff, Carolyn; Lambert, C. Patrice; Murphy, M. Kathleen; Roland, Sharon; Selser, Kendra; Wyckoff, Leah; White, Kelly

2012-01-01

It is the position of the National Association of School Nurses that students with chronic health conditions have access to a full-time registered professional school nurse (hereinafter referred to as school nurse). School districts should include school nurse positions in their full-time instructional support personnel to provide health services…

Improving social connection through a communities-of-practice-inspired cognitive work analysis approach.

Science.gov (United States)

Euerby, Adam; Burns, Catherine M

2014-03-01

Increasingly, people work in socially networked environments. With growing adoption of enterprise social network technologies, supporting effective social community is becoming an important factor in organizational success. Relatively few human factors methods have been applied to social connection in communities. Although team methods provide a contribution, they do not suit design for communities. Wenger's community of practice concept, combined with cognitive work analysis, provided one way of designing for community. We used a cognitive work analysis approach modified with principles for supporting communities of practice to generate a new website design. Over several months, the community using the site was studied to examine their degree of social connectedness and communication levels. Social network analysis and communications analysis, conducted at three different intervals, showed increases in connections between people and between people and organizations, as well as increased communication following the launch of the new design. In this work, we suggest that human factors approaches can be effective in social environments, when applied considering social community principles. This work has implications for the development of new human factors methods as well as the design of interfaces for sociotechnical systems that have community building requirements.

Tapping Community Resources to Enrich Your Schooling: Partners-in-Education.

Science.gov (United States)

Walker, Charles R.

The Lancaster (PA) school district is working with the Chamber of Commerce and industry to bring resource persons into classrooms and to provide staff for adult career retraining. Program objectives include identifying areas for school/community interaction and mutual gain. Partnership benefits are shared among business, community and schools: to…

Definitely NOT Alone! Online Resources and Websites Help Keep School Librarians Connected

Science.gov (United States)

Church, Audrey P.

2011-01-01

Being a solo librarian today is certainly challenging; however, because of technological interconnectedness, today's solo librarian is definitely not alone. Technology allows a school librarian to immediately and constantly connect and interact with other school librarians. This article discusses online resources and websites that will allow a…

Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

Science.gov (United States)

Safdar, Qamar

2006-01-01

The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

Positioning Community Art Practices in Urban Cracks

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Verschelden, Griet; Van Eeghem, Elly; Steel, Riet; De Visscher, Sven; Dekeyrel, Carlos

2012-01-01

This article addresses the position of community art practices and the role of practitioners in urban cracks. Community art practices raise possibilities for a reconceptualisation of the concept of community and an extension of the concept of art in public space. Urban cracks are conceptualised as spatial, temporal and relational manifestations of…

Enhancing Ear and Hearing Health Access for Children With Technology and Connectivity.

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Swanepoel, De Wet

2017-10-12

Technology and connectivity advances are demonstrating increasing potential to improve access of service delivery to persons with hearing loss. This article demonstrates use cases from community-based hearing screening and automated diagnosis of ear disease. This brief report reviews recent evidence for school- and home-based hearing testing in underserved communities using smartphone technologies paired with calibrated headphones. Another area of potential impact facilitated by technology and connectivity is the use of feature extraction algorithms to facilitate automated diagnosis of most common ear conditions from video-otoscopic images. Smartphone hearing screening using calibrated headphones demonstrated equivalent sensitivity and specificity for school-based hearing screening. Automating test sequences with a forced-choice response paradigm allowed persons with minimal training to offer screening in underserved communities. The automated image analysis and diagnosis system for ear disease demonstrated an overall accuracy of 80.6%, which is up to par and exceeds accuracy rates previously reported for general practitioners and pediatricians. The emergence of these tools that capitalize on technology and connectivity advances enables affordable and accessible models of service delivery for community-based ear and hearing care.

Business Unusual: Transforming Business School Curricula through Community Engagement

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Ehrich, Kristine; Ceranic, Tara; Liu, Judith

2014-01-01

As part of a Community Service-Learning Faculty Scholars Program, University of San Diego business faculty members created community engagement projects that connected students with the local community, exposed them to the realities of a global business world and showed the inherent value of community engagement. By utilizing service-learning and…

How Homophobia Hurts Children: Nurturing Diversity at Home, at School, and in the Community.

Science.gov (United States)

Baker, Jean M.

This book examines the challenges facing gay, lesbian, bisexual, and transsexual youth, suggesting ways to bring about significant and positive differences in homes, schools, and communities. It presents the experiences of such children, in their own words, as they gradually discover they are different from most other children in their sexual…

Environmentalism and community: connections and implications for social action

Science.gov (United States)

Benjamin J. Marcus; Allen M. Omoto; Patricia L. Winter

2011-01-01

This qualitative study explored conceptualizations of environmentalism and community, as well as the connections of ethnicity to these concepts in a small but diverse sample. Semistructured interviews were conducted with eight participants and included a conceptual content cognitive mapping procedure. The resulting maps were examined for themes and ideas about the key...

Adjustment of High School Dropouts in Closed Religious Communities

Science.gov (United States)

Itzhaki, Yael; Itzhaky, Haya; Yablon, Yaacov B.

2018-01-01

Background: While extensive research has been done on high-school dropouts' adjustment, there is little data on dropouts from closed religious communities. Objective: This study examines the contribution of personal and social resources to the adjustment of high school dropouts in Ultraorthodox Jewish communities in Israel. Method: Using a…

Diabetes Management in the School Setting. Position Statement

Science.gov (United States)

Butler, Sarah; Fekaris, Nina; Pontius, Deborah; Zacharski, Susan

2012-01-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is the only school staff member who has the skills, knowledge base, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management…

Empowering community settings: agents of individual development, community betterment, and positive social change.

Science.gov (United States)

Maton, Kenneth I

2008-03-01

The pathways and processes through which empowering community settings influence their members, the surrounding community and the larger society are examined. To generate the proposed pathways and processes, a broad range of studies of community settings were reviewed, in the domains of adult well-being, positive youth development, locality development, and social change. A set of organizational characteristics and associated processes leading to member empowerment across domains were identified, as well as three pathways through which empowering settings in each domain contribute to community betterment and positive social change. The paper concludes with an examination of the ways that community psychology and allied disciplines can help increase the number and range of empowering settings, and enhance the community and societal impact of existing ones.

Community and school mental health professionals' knowledge and use of evidence based substance use prevention programs.

Science.gov (United States)

Evans, Steven W; Randy Koch, J; Brady, Christine; Meszaros, Peggy; Sadler, Joanna

2013-07-01

Youth with learning and behavioral problems are at elevated risk for substance use during adolescence. Although evidence-based substance use prevention and screening practices are described in the literature, the extent with which these are provided to these youth is unclear. Mental health professionals in schools and community mental health centers are in an ideal position to conduct substance use screening and prevention practices since they have frequent contact with this high risk group. In order to determine whether these mental health professionals were using evidence based substance use screening and prevention programs with these youth, we analyzed 345 completed surveys from mental health professionals in schools and community clinics throughout a mid-Atlantic state. Results indicated that a large portion of the respondents were unfamiliar with evidence based practices and they were infrequently used. Implications for the division of labor at schools and community mental health centers are discussed in relation to time allotment and priority for these procedures.

Exploring the Relationship between Supplementary Schools and "Cohesive Communities"

Science.gov (United States)

Rose, Anthea

2013-01-01

The number of supplementary schools in England serving minority communities continues to grow. They are popular with the parents of such communities because they often feel their children are disadvantaged in mainstream schools and not afforded the opportunities or the learning environment that is conducive to their children achieving their full…

Leadership to Build a Democratic Community within School: A Case Study of Two Korean High Schools

Science.gov (United States)

Kang, Young Taek; Printy, Susan

2009-01-01

This article aims to explore how democratic community is manifest in schools in Korea. It also tries to examine how leadership, specifically transformational leadership, functions in shaping a democratic community within a school. Toward this aim, we have conducted a case study of two religious high schools in Korea. Based on the findings from the…

Intra-Mathematical Connections Made by High School Students in Performing Calculus Tasks

Science.gov (United States)

García-García, Javier; Dolores-Flores, Crisólogo

2018-01-01

In this article, we report the results of research that explores the intra-mathematical connections that high school students make when they solve Calculus tasks, in particular those involving the derivative and the integral. We consider mathematical connections as a cognitive process through which a person relates or associates two or more ideas,…

Positive School Leadership: Building Capacity and Strengthening Relationships

Science.gov (United States)

Murphy, Joseph F.; Louis, Karen Seashore

2018-01-01

This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authors--both senior scholars in educational leadership--apply insights from positive psychology to the role and function of…

Active versus passive transportation to school-differences in screen time, socio-economic position and perceived environmental characteristics in adolescent girls.

Science.gov (United States)

Mota, Jorge; Gomes, Helena; Almeida, Mariana; Ribeiro, José Carlos; Carvalho, Joana; Santos, Maria Paula

2007-01-01

The aims of this study were (1) to assess the relationships between transport to and from school (active vs. passive), sedentary behaviours, measures of socio-economic position and perceived environmental variables, and (2) to determine which, if any, variables were predictors of active transportation. The sample comprised 705 girls with mean age of 14.7 (SD = 1.6) years old. Questionnaires were used to describe travel mode to school and to estimate weekly television and computer use (screen time). Girls were assigned to active transportation (AT) or passive transportation (PT) groups depending on whether they walked or bicycled (AT) to and from school or travelled by car or bus (PT). Screen time was determined by the number of hours they reported watching television and using computers in the week preceding the examination, including weekends. Socio-economic position was established by parental occupation and educational level. A questionnaire assessed Perceived Neighbourhood Environments. No statistically significant differences were seen for screen time between travel groups. Occupational status of both mother (r = -0.17) and father (r = -0.15) and father's educational level (r = -0.10) were significantly and negatively associated with AT, while street connectivity (r = 0.10) was positively and significantly associated with AT. Logistic regression analysis showed that the likelihood of active commuting decreased by around 50% with increasing father's occupation (odds ratio (OR) = 0.51; p active (OR = 1.63; p active commuting to school and that street connectivity is a predictor of active transportation in adolescent girls.

Organizational Structures to Support Oakland Community Schools. Knowledge Brief

Science.gov (United States)

John W. Gardner Center for Youth and Their Communities, 2015

2015-01-01

This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to…

IMPACT OF THE COMMUNITY SCHOOL ON PREVENTION AND CONTROL OF DELINQUENCY, SCHOOL DROPOUTS, POVERTY, RACIAL SEGREGATION.

Science.gov (United States)

TOTTEN, W. FRED

THE COMMUNITY SCHOOL IS DESIGNED TO HELP PEOPLE LEARN HOW TO SOLVE THEIR OWN PROBLEMS, IT IS THE CENTER OF SERVICE FOR ALL THE PEOPLE OF A COMMUNITY REGARDLESS OF AGE, RACE, RELIGION, ETHNIC BACKGROUND, OR SOCIOECONOMIC CIRCUMSTANCES. SCHOOL FACILITIES AND SCHOOL PERSONNEL ARE AVAILABLE FOR SERVICE TO PEOPLE AT ALL TIMES OF THE DAY ON ALL DAYS OF…

Positive implications from socially accountable, community-engaged medical education across two Philippines regions.

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Woolley, Torres; Cristobal, Fortunato; Siega-Sur, Jusie; Ross, Simone; Neusy, Andre-Jacques; Halili, Servando; Reeve, Carole

2018-02-01

Hundreds of millions of people worldwide lack access to quality health services, largely because of geographic and socioeconomic maldistribution of qualified practitioners. This study describes differences between the practice locations of Philippines medical graduates from two 'socially accountable, community-engaged' health professional education (SAHPE) schools and the practice locations of graduates from two 'conventionally trained' medical schools located in the same respective geographic regions. Licensed medical graduates were currently practising in the Philippines and had been practising for at least 6 months. Graduates were from two Philippines SAHPE schools (Ateneo de Zamboanga University-School of Medicine (ADZU-SOM) on the Zamboanga Peninsula (n=212) and the University of the Philippines Manila-School of Health Sciences (SHS-Palo) in Eastern Visayas (n=71), and from two 'conventional' medical schools Methods: Current graduate practice locations in municipalities or cities were linked with their respective population size and socioeconomic income class, and geocoded using Geographical Information System software onto a geospatial map of the Philippines. Bivariate analysis compared the population size and socioeconomic class of communities where the SAHPE medical graduates practised to communities where 'conventional' medical school graduates practised. Thirty-one percent of ADZU-SOM medical graduates practised in communities play a significant role in graduates choosing to practice in rural and/or economically disadvantaged communities. Governments experiencing medical workforce maldistributions similar to those in the Philippines should consider SAHPE as a potentially cost-effective strategy in recruiting and retaining health graduates to underserved areas.

Applying Positive Deviance for Improving Compliance to Adolescent Anemia Control Program in Tribal Communities of India.

Science.gov (United States)

Sethi, Vani; Sternin, Monique; Sharma, Deepika; Bhanot, Arti; Mebrahtu, Saba

2017-09-01

Positive deviance (PD) is an asset-based social and behavior change communication strategy, utilizing successful outliers within a specific context. It has been applied to tackling major public health problems but not adolescent anemia. The study, first of its kind, used PD to improve compliance to adolescent anemia control program in Jharkhand, India, where anemia prevalence in adolescent girls is 70%, and program compliance is low. With leadership of state government, the study was designed and implemented by a multidisciplinary 42 member PD team, in Khunti district, in 2014. Participatory appraisals were undertaken with 434 adolescent girls, 18 frontline workers, 15 teachers, and 751 community leaders/parents/relatives. Stakeholders were interviewed to identify positive deviants and PD determinants across 17 villages. Perceived benefits of iron folic acid tablet and nutritional care during adolescence are low. Positive deviants exist among adolescent girls (26 of 434), villages (2 of 17), and schools (2 of 17). Positive deviant adolescent girls consumed variety of iron-rich foods and in higher frequency, consumed iron folic acid tablets, and practiced recommended personal hygiene behaviors. Deviant practices in schools included supervision of students during tablet distribution among others. Government-led PD approach uncovered local solutions and provided a forum for government functionaries to listen to and dialogue with, and an opportunity to adapt the program according to the needs of the affected communities, who are missing partners in program design and management.

Empowerment or Impairment? Involving Traditional Communities in School Management

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Mfum-Mensah, Obed

2004-03-01

Community involvement in education has been viewed as a - by no means uncontroversial - means for enabling local members to deepen their participation in the decision-making relevant to their schools by playing a constructive role in the process. On the basis of a study carried out in Ghana, the present contribution to this discussion examines various matters involved in delegating the management of an Alternative Primary Education program to two traditional communities in the north of that country. It also explores how community members, school authorities, the sponsoring non-governmental organization and members of the local management committee themselves perceive such an approach to school management. Issues raised include whether inexperienced and even illiterate local citizens should be allowed to manage their schools, the conflicts which such management often entails and, finally, in what ways it might be beneficially promoted.

Street Connectivity is Negatively Associated with Physical Activity in Canadian Youth

Directory of Open Access Journals (Sweden)

Ian Janssen

2011-08-01

Full Text Available Street connectivity, defined as how well streets connect to one and other and the density of intersections, is positively associated with active transportation in adults. Our objective was to study the relation between street connectivity and physical activity in youth. Study participants consisted of 8,535 students in grades 6–10 from 180 schools across Canada who completed the 2006 Health Behaviour in School-aged Children (HBSC survey. Street connectivity was measured in a 5 km circular buffer around these schools using established geographic information system measures. Physical activity performed outside of school hours was assessed by questionnaire, and multi-level regression analyses were used to estimate associations with street connectivity after controlling for several covariates. Compared to students living in the highest street connectivity quartile, those in the second (relative risk = 1.22, 95% confidence interval = 1.10–1.35, third (1.25, 1.13–1.37, and fourth (1.21, 1.09–1.34 quartiles were more likely to be physically active outside of school. In conclusion, youth in neighbourhoods with the most highly connected streets reported less physical activity outside of school than youth from neighbourhoods with less connected streets. Relationships between street connectivity and physical activity reported in this national study are in the opposite direction to those previously observed for active transportation in adult populations.

Exploring How African American Males from an Urban Community Navigate the Interracial and Intra-Racial Dimensions of Their Experiences at an Urban Jesuit High School

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Simmons, Robert W., III

2012-01-01

African American males from urban communities have been attending Jesuit high schools in urban spaces for many years, yet little to no literature exists that explores their experiences while attending these elite private schools. This qualitative study of 10 African American males from an urban community attending a similarly positioned Jesuit…

The Hungry Brain: The Nutrition/Cognition Connection

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Marcus, Susan Archibald

2007-01-01

The brain gets fed first! That is an important idea that directly relates to the nutrition/cognition connection in schools. As the education community faces the challenges of childhood obesity, malnutrition of the brain, food allergies, disorders of metal metabolism and biochemical imbalances, educators are eager to learn about how to guide…

Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects

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Parker, Carolyn; Kruchten, Catherine; Moshfeghian, Audrey

2017-01-01

The STEM Achievement in Baltimore Elementary Schools (SABES) program is a community partnership initiative that includes both in-school and afterschool STEM education for grades 3-5. It was designed to broaden participation and achievement in STEM education by bringing science and engineering to the lives of low-income urban elementary school…

Dine Youth Define Community: Finding Routes to School and Community Partnerships

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Kulago, Hollie Anderson

2011-01-01

The three purposes of this qualitative research study were to: Create a platform for Dine youth to describe their community in their own words; identify effective partnerships between the school and community to promote academic success for Dine youth; and critique the colonizing ways of an old order of Western research that contributed to the…

Rural School In The Context Of Community-Led Local Development*

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Hudečková H.

2015-03-01

Full Text Available The paper is based on the general concept of knowledge society and deals with regional development theories which emphasize local environment as an important part of rural development. The following two questions were studied: (1 What is the early experience of municipalities when establishing a Community School? (2 In which other municipalities would it be possible and appropriate to build such a school? For this purpose, both secondary and primary research methods were combined with data collection techniques – document study, observation, and questioning. Because the examined problem is set in the context of community-led local development (CLLD, violation of the ‘bottom-up’ approach principle is also highlighted. The paper presents the first experiences in the establishment of seven Community Schools within the Pilsen region and based on them also recommendations for the feasibility and suitability of establishing this type of school in other rural municipalities. The results show that the educational sector is not assisting in the modernization of rural schools with regard to community education and that the possibility of the contemporary and meaningful existence of schools in small rural municipalities remains ignored.

A Case for Inserting Community into Public School Curriculum

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Theobald, Paul

2006-01-01

This essay contends that there are fundamental connections between a nation's political arrangements and its educational efforts on behalf of youth. Though the common school architects of the nineteenth century recognized these connections, they were profoundly forgotten in a later Darwinian milieu that suggested--our allegiance to democracy…

Being connected to the local community through a Festival mobile application

Energy Technology Data Exchange (ETDEWEB)

Han, Kyungsik; Wirth, Richard; Hanrahan, Benjamin; Chen, Jiawei; Lee, Sooyeon; Carroll, John M.

2016-04-25

In this paper we report our investigation into how using and interacting with a local festival mobile app enhanced users’ festival experiences and connected them to other local users and their community. We explored the relationship between users’ perceived basic affordances of mobile technology, perceived opportunities of the festival app, and three elements that sustain the local community — attachment, engagement, and social support networks. Based on the usage logs of 348 active users, as well as survey responses from 80 users, we present a mobile-mediated local community framework and found that engagement is a key mediator of mobile experiences and facets of community.

Connecting community through film in ITE English

OpenAIRE

McIntyre, Joanna; Jones, Susan

2016-01-01

This chapter offers a critical exploration of the work of beginning teachers of secondary English at the University of Nottingham, who have been involved, alongside their own pupils, in a series of film-making projects which have taken place annually since 2010. During these projects, beginning teachers are mentored by creative practitioners to support their pupils in the creation of short films about their schools and communities. Pupils are supported to develop films from original screenpl...

School Climate Improvement Action Guide for Community Partners. School Climate Improvement Resource Package

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National Center on Safe Supportive Learning Environments, 2017

2017-01-01

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how community partners can support school climate improvements. Organizations and individuals can partner with schools in many different ways--from delivering or coordinating direct services to students and families inside or…

High School Students' Reasons for Their Science Dispositions: Community-Based Innovative Technology-Embedded Environmental Research Projects

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Ebenezer, Jazlin; Kaya, Osman Nafiz; Kasab, Dimma

2018-05-01

The purpose of this investigation was to qualitatively describe high school students' reasons for their science dispositions (attitude, perception, and self-confidence) based on their long-term experience with innovative technology-embedded environmental research projects. Students in small groups conducted research projects in and out of school with the help of their teachers and community experts (scientists and engineers). During the 3-year period of this nationally funded project, a total of 135 students from five schools in a mid-west State participated in research activities. Of the 135 students, 53 students were individually interviewed to explore reasons for their science dispositions. Students' reasons for each disposition were grouped into categories, and corresponding frequency was converted to a percentage. The categories of reasons were not only attributed to the use of innovative technologies in environmental research but also the contexts and events that surrounded it. The reasons that influenced students' science dispositions positively were because engaging in environmental research projects with technology contributed to easing fear and difficulty, building a research team, disseminating findings, communicating with the community, researching with scientists, training by teachers, and acknowledging teachers' knowledge. These results advanced how and why students develop science dispositions in the positive direction, which are as follows: building science teacher capacity, developing a community of inquirers, and committing to improve pedagogical practices.

Schools as Community Hubs: Policy Contexts, Educational Rationales, and Design Challenges

Science.gov (United States)

McShane, Ian; Watkins, Jerry; Meredyth, Denise

2012-01-01

There is increasing interest in making more effective use of schools as community hubs, both in Australia and internationally. Investment in shared facilities aims to engage parents and local communities in schooling, encourage civic participation, co-ordinate educational and community services and overcome disadvantages of location or service…

Community Participation in the Development and Validation of a School Violence Observation Instrument.

Science.gov (United States)

Medina, Nilda; Fernández, Gisely; Cruz, Tania; Jordán, Natalia; Trenche, Maryanes

2016-01-01

School violence is a worldwide public health issue with negative effects on education. Official statistics and reports do not include daily occurrences of violent behavior that may precede severe incidents. This project aimed to engage school community members in the development, validation, and implementation of an observation instrument to identify characteristics of school violence in two Puerto Rican schools. The role of school community members in all phases of the research is described. The input of community partners contributed to enrich the process by providing insight into the problem studied and a more informed framework for interpreting results. Taking into account distinctive features of each particular school made results meaningful to the school community and fostered a sense of empowerment of community members as they recognized their knowledge is essential to the solution of their problems.

Street connectivity and obesity in Glasgow, Scotland: impact of age, sex and socioeconomic position.

Science.gov (United States)

Ball, Kylie; Lamb, Karen; Travaglini, Noemi; Ellaway, Anne

2012-11-01

This study investigated associations of street connectivity with body mass index (BMI), and whether these associations varied by sex, age and socioeconomic position, amongst adults in Glasgow, Scotland. Data on socio-demographic variables, height and weight were collected from 1062 participants in the Greater Glasgow Health and Well-being Study, and linked with neighbourhood-level census and geo-referenced data on area level deprivation and street connectivity. Results of multilevel models showed that, after adjustment for individual level covariates, street connectivity was not significantly associated with either BMI or BMI category; nor were there any significant interactions between age, sex or socioeconomic position and street connectivity. Copyright © 2012 Elsevier Ltd. All rights reserved.

Liability concerns and shared use of school recreational facilities in underserved communities.

Science.gov (United States)

Spengler, John O; Connaughton, Daniel P; Maddock, Jason E

2011-10-01

In underserved communities, schools can provide the physical structure and facilities for informal and formal recreation as well as after-school, weekend, and summer programming. The importance of community access to schools is acknowledged by authoritative groups; however, fear of liability is believed to be a key barrier to community access. The purpose of this study was to investigate perceptions of liability risk and associated issues among school administrators in underserved communities. A national survey of school administrators in underserved communities (n=360, response rate of 21%) was conducted in 2009 and analyzed in 2010. Liability perceptions in the context of community access were assessed through descriptive statistics. The majority of respondents (82.2%) indicated concern for liability should someone be injured on school property after hours while participating in a recreational activity. Among those that did not allow community access, 91% were somewhat to very concerned about liability and 86% believed that stronger legislation was needed to better protect schools from liability for after-hours recreational use. Among those who claimed familiarity with a state law that offered them limited liability protection, nearly three fourths were nevertheless concerned about liability. Liability concerns are prevalent among this group of school administrators, particularly if they had been involved in prior litigation, and even if they indicated they were aware of laws that provide liability protection where use occurs after hours. Reducing these concerns will be important if schools are to become locations for recreational programs that promote physical activity outside of regular school hours. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

Science.gov (United States)

Wagner, Lisa; Ruch, Willibald

2015-01-01

Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement

Directory of Open Access Journals (Sweden)

Lisa eWagner

2015-05-01

Full Text Available Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012. The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years and secondary school students (N = 199; mean age = 14.4 years. The students completed the VIA-Youth, a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students’ positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1, teachers rated the students’ overall school achievement and for the secondary school students (Study 2, we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of most of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

Community-based health and schools of nursing: supporting health promotion and research.

Science.gov (United States)

Shannon, Crystal

2014-01-01

This article examines the role of community-based schools of nursing in the promotion of public health and research in poverty-stricken areas. This was a three-phase study (questionnaire and key-informants' interviews) that surveyed representatives of prelicensure associate and baccalaureate nursing schools (n=17), nursing-school key informants (n=6) and community leaders (n=10). A 13-question web-based survey and semi-structured interview of key informants elicited data on demographics, nursing program design, exposure of faculty and students to various research and health promotion methods, and beliefs about student involvement. Nursing schools participated minimally in community-based health promotion (CBHP) and community-based participatory research saw reduced need for student involvement in such activities, cited multiple barriers to active community collaboration, and reported restricted community partnerships. CBHP was recognized to be a valuable element of health care and student education, but is obstructed by many barriers. This study suggests that nursing schools are not taking full advantage of relationships with community leaders. Recommendations for action are given. © 2013 Wiley Periodicals, Inc.

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

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Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

Communities of practice in the school workplace

NARCIS (Netherlands)

Brouwer, Patricia; Brekelmans, Mieke; Nieuwenhuis, Loek; Simons, Robert-Jan

2018-01-01

Purpose – The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach – Quantitative as well as

Failure to Thrive? The Community Literacy Strand of the Additive Bilingual Project at an Eastern Cape Community School, South Africa

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Hunt, George

2007-01-01

This paper discusses an attempt to establish community literacy procedures in an Eastern Cape community school. The school hosts the Additive Bilingual Education (ABLE) project, a cooperation between UK and South African universities and the school trust. The community literacy strand of the project encourages family members to contribute oral…

The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors

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Martin, Andrew J.; Mansour, Marianne; Anderson, Michael; Gibson, Robyn; Liem, Gregory A. D.; Sudmalis, David

2013-01-01

This longitudinal study draws on positive youth development frameworks and ecological models to examine the role of school-, home- and community-based arts participation in students' academic (e.g., motivation, engagement) and nonacademic (e.g., self-esteem, life satisfaction) outcomes. The study is based on 643 elementary and high school students…

FirstAED emergency dispatch, global positioning of community first responders with distinct roles

DEFF Research Database (Denmark)

Henriksen, Finn Lund; Schorling, Per; Hansen, Bruno

2016-01-01

their roles in a team structure to reduce response times, ensure citizens' safety and offer equal possibility of early defibrillation. First aid is provided by community first responders who use their smartphone. FirstAED global positioning system (GPS)-tracks the nine nearby first responders and enables......FirstAED is a supplement to the existing emergency response systems. The aim is to shorten the community first responder response times at emergency calls to below five minutes in a bridge connected island area. FirstAED defines a way to dispatch the nearby three first responders and organise...... the emergency dispatcher to send an organised team of three first responders with distinct roles to the scene automatically. During the first 24 months the FirstAED system was used 718 times. Three first responders arrived in ∼89% of the cases, and they arrived before the ambulance in ∼94% of the cases. First...

Bronx Teens Connection's Clinic Linkage Model: Connecting Youth to Quality Sexual and Reproductive Health Care.

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O'Uhuru, Deborah J; Santiago, Vivian; Murray, Lauren E; Travers, Madeline; Bedell, Jane F

2017-03-01

Teen pregnancy and birth rates in the Bronx have been higher than in New York City, representing a longstanding health disparity. The New York City Department of Health and Mental Hygiene implemented a community-wide, multicomponent intervention to reduce unintended teen pregnancy, the Bronx Teens Connection. The Bronx Teens Connection Clinic Linkage Model sought to increase teens' access to and use of sexual and reproductive health care by increasing community partner capacity to link neighborhood clinics to youth-serving organizations, including schools. The Bronx Teens Connection Clinic Linkage Model used needs assessments, delineated the criteria for linkages, clarified roles and responsibilities of partners and staff, established trainings to support the staff engaged in linkage activities, and developed and used process evaluation methods. Early results demonstrated the strength and feasibility of the model over a 4-year period, with 31 linkages developed and maintained, over 11,300 contacts between clinic health educators and teens completed, and increasing adherence to the Centers for Disease Control and Prevention-defined clinical best practices for adolescent reproductive health. For those eight clinics that were able to provide data, there was a 25% increase in the number of teen clients seen over 4 years. There are many factors that relate to an increase in clinic utilization; some of this increase may have been a result of the linkages between schools and clinics. The Bronx Teens Connection Clinic Linkage Model is an explicit framework for clinical and youth-serving organizations seeking to establish formal linkage relationships that may be useful for other municipalities or organizations. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Concussions--The Role of the School Nurse. Position Statement

Science.gov (United States)

Diaz, Anne L.; Wyckoff, Leah J.

2012-01-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is an essential member of the team addressing concussions. As the school-based clinical professional on the team, the school nurse has the knowledge and skills to provide concussion prevention…

School-Sponsored Before, After and Extended School Year Programs: The Role of the School Nurse. Position Statement

Science.gov (United States)

Clark, Elizabeth; Buswell, Sue Ann; Morgitan, Judith; Compton, Linda; Westendorf, Georgene; Chau, Elizabeth

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) has the educational and clinical background to coordinate the necessary school health services to provide students with the same health, nutrition, and safety needs while attending…

Preschool anxiety disorders predict different patterns of amygdala-prefrontal connectivity at school-age.

Directory of Open Access Journals (Sweden)

Kimberly L H Carpenter

Full Text Available In this prospective, longitudinal study of young children, we examined whether a history of preschool generalized anxiety, separation anxiety, and/or social phobia is associated with amygdala-prefrontal dysregulation at school-age. As an exploratory analysis, we investigated whether distinct anxiety disorders differ in the patterns of this amygdala-prefrontal dysregulation.Participants were children taking part in a 5-year study of early childhood brain development and anxiety disorders. Preschool symptoms of generalized anxiety, separation anxiety, and social phobia were assessed with the Preschool Age Psychiatric Assessment (PAPA in the first wave of the study when the children were between 2 and 5 years old. The PAPA was repeated at age 6. We conducted functional MRIs when the children were 5.5 to 9.5 year old to assess neural responses to viewing of angry and fearful faces.A history of preschool social phobia predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces. Preschool generalized anxiety predicted less functional connectivity between the amygdala and dorsal prefrontal cortices in response to fearful faces. Finally, a history of preschool separation anxiety predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces and greater school-age functional connectivity between the amygdala and dorsal prefrontal cortices to angry faces.Our results suggest that there are enduring neurobiological effects associated with a history of preschool anxiety, which occur over-and-above the effect of subsequent emotional symptoms. Our results also provide preliminary evidence for the neurobiological differentiation of specific preschool anxiety disorders.

Interdisciplinary Connections and Academic Performance in Psychology-English Learning Communities

Science.gov (United States)

Grose-Fifer, Jillian; Helmer, Kimberly A.; Zottoli, Tina M.

2014-01-01

We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings…

Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

Science.gov (United States)

Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

2018-01-01

The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the…

Diabetes Management in the School Setting. Position Statement. Revised

Science.gov (United States)

Wright, Janet B.; Easterling, Traci; Hardy, Alicen

2017-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is the school staff member who has the knowledge, skills, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management in…

Positioning Community Colleges via Economic Development. ERIC Digest.

Science.gov (United States)

Zeiss, Anthony

Community colleges, because of their late arrival in the development of American education, have suffered from an image and identity problem since their inception. To deal with this problem, community colleges should position themselves as unique community-based service-oriented colleges and market a specific focus to the general public. The first…

Community Involvement in School Management in Portugal

Science.gov (United States)

Veloso, Luísa; Craveiro, Daniela; Rufino, Isabel

2013-01-01

This article discusses the ways in which the community is involved in Portuguese school management. It is based on an analysis of the external evaluation reports of 298 Portuguese schools for the academic years 2006-07, 2007-08 and 2008-09. The corpus analysed allowed the identification of two main aspects of the participation processes: (1) local…

The Relationship between School Leadership and Professional Learning Communities in Thai Basic Education Schools

Science.gov (United States)

Somprach, Kanokorn; Tang, Keow Ngang; Popoonsak, Pongtorn

2017-01-01

This study aimed to explore the role of essential leadership styles of school principals in encouraging teachers' participation in professional learning communities (PLCs) in basic education schools in northeastern Thailand. It aimed to identify the nine leadership styles practiced by school principals and teachers' participation in PLCs, and to…

Happiness in motion: emotions, well-being, and active school travel.

Science.gov (United States)

Ramanathan, Subha; O'Brien, Catherine; Faulkner, Guy; Stone, Michelle

2014-08-01

A pan-Canadian School Travel Planning intervention promoted active school travel (AST). A novel component was exploring emotion, well-being, and travel mode framed by the concept of "sustainable happiness." Relationships between travel mode and emotions, parent perceptions of their child's travel mode on well-being, and factors related to parent perceptions were examined. Questionnaires were administered to families (N = 5423) from 76 elementary schools. Explanatory variables were demographics (age and sex), school travel measures (mode, distance, accompaniment by an adult, safety, and barriers), and emotions (parent and child). Outcomes examined parent perceived benefits of travel mode on dimensions of well-being (physical, emotional, community, and environmental). Descriptive statistics, chi-square tests and hierarchical regression were used. Parents and children who used AST reported more positive emotions versus passive travelers. Parents of active travelers reported stronger connections to dimensions of well-being. AST had the strongest association with parents' perceptions of their child's well-being, and positive emotions (parent and child) were also significantly related to well-being on the trip to school. As an additional potential benefit of AST, interventions should raise awareness of the positive emotional experiences for children and their parents. Future research should experimentally examine if AST causes these emotional benefits. © 2014, American School Health Association.

Communities of Practice in the School Workplace

Science.gov (United States)

Brouwer, Patricia; Brekelmans, Mieke; Nieuwenhuis, Loek; Simons, Robert-Jan

2012-01-01

Purpose: The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach: Quantitative as well as qualitative data were gathered from seven teacher…

Critically Engaged Learning: Connecting to Young Lives. Adolescent Cultures, School and Society, Volume 42

Science.gov (United States)

Smyth, John; Angus, Lawrence; Down, Barry; McInerney, Peter

2008-01-01

This book--the finale in a trilogy by the authors--traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to…

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

Science.gov (United States)

Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

An Interview with Olivia Gude about Connecting School and Community Arts Practice

Science.gov (United States)

Berglin, Jacob

2017-01-01

Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and…

December 2012 Connecticut School Shooting Position Statement

Science.gov (United States)

Journal of School Violence, 2013

2013-01-01

In response to the killing of 20 children and 6 adults at Sandy Hook Elementary School on December 17, 2012, this position statement argues that research supports a thoughtful approach to safer schools, guided by four key elements--balance, communication, connectedness, and support--along with strengthened attention to mental health needs in the…

Webinar: Making the Connection: Linking IAQ, Energy Efficiency and Preventive Maintenance Together for Healthy Schools

Science.gov (United States)

A page to register to view the February 22, 2018, Energy Savings Plus Health for Schools Webinar Series Webinar: Making the Connection: Linking IAQ, Energy Efficiency and Preventive Maintenance Together for Healthy Schools

Working School Children in a Nigerian Community: Revisiting the ...

African Journals Online (AJOL)

Purpose: The prevalence, risk factors and effects of work on school performance and health consequences of child labour among school children in a rapidly urbanising community in south west Nigeria was assessed. Methods: A descriptive cross-sectional study of 386 Junior Secondary School students was conducted.

Problematizing the Relationship between Rural Small Schools and Communities: Implications for Youth Lives

Science.gov (United States)

Cuervo, Hernán

2014-01-01

Small schools are often the hub of many rural communities. In the school space, a multiplicity of social, economic and political relationships are sustained, which enhance the vitality of the community. As such, the relationship between small schools and communities is often presented as a powerful one; however, too often as a harmonious, natural…

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program

Science.gov (United States)

Lile, Joy R.; Ottusch, Timothy M.; Jones, Terese; Richards, Leslie N.

2018-01-01

Dual-enrollment programs have been proposed as a useful way to ease students' transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity…

Administrative relationships between medical schools and community preceptors.

Science.gov (United States)

Walling, A D; Sutton, L D; Gold, J

2001-02-01

To determine the current administrative relationships between medical schools and community preceptors, with special emphasis on arrangements for academic appointment, review, and promotion. In 1999, administrative contacts at all 126 U.S. allopathic medical schools were mailed a ten-item questionnaire to elicit information concerning the current practices of the schools regarding community preceptors, who were defined as volunteer or part-time physician faculty, primarily practicing at non-university-owned facilities, who contribute to medical students' and/or residents' education in various specified ways. Responses were received from 71 (56%) of the schools; they were in general a representative sample of U.S. medical schools. The numbers of preceptors per school ranged from 40 to 3,500. Sixty-seven percent of reporting schools identified clinical departments as the main administrative interface with preceptors. Only three schools used a central office; none exclusively used a regionalized system. Forty-four schools (63.8%) reported using formal written criteria for all preceptor appointments. Sixty-six schools (93%) used consistent academic titling systems, with 83.3% using titles including the word "clinical." Thirty-three schools (47.8%) reported that their departments conducted regular preceptor reviews; an additional 28 reported reviews by some departments. Preceptors were eligible for promotion at 94.4% of the responding schools. At 46.8%, specific promotion criteria exist; four schools were developing such criteria. Preceptors' interest in academic promotion was perceived to be moderate or low. A substantial proportion of U.S. medical schools have taken action to recognize preceptors as a unique faculty group. The comments received indicate that this is an active area of development in faculty affairs policy.

Positive School Climate: What It Looks Like and How It Happens. Nurturing Positive School Climate for Student Learning and Professional Growth

Science.gov (United States)

Smith, Tami Kopischke; Connolly, Faith; Pryseski, Charlene

2014-01-01

The term "school climate" has been around for more than a hundred years to explore the idea of school environmental or contextual factors that might have an impact on student learning and academic success. During the past three decades there has been growing research to support the importance of a positive school climate in promoting…

Intra-mathematical connections made by high school students in performing Calculus tasks

Science.gov (United States)

García-García, Javier; Dolores-Flores, Crisólogo

2018-02-01

In this article, we report the results of research that explores the intra-mathematical connections that high school students make when they solve Calculus tasks, in particular those involving the derivative and the integral. We consider mathematical connections as a cognitive process through which a person relates or associates two or more ideas, concepts, definitions, theorems, procedures, representations and meanings among themselves, with other disciplines or with real life. Task-based interviews were used to collect data and thematic analysis was used to analyze them. Through the analysis of the productions of the 25 participants, we identified 223 intra-mathematical connections. The data allowed us to establish a mathematical connections system which contributes to the understanding of higher concepts, in our case, the Fundamental Theorem of Calculus. We found mathematical connections of the types: different representations, procedural, features, reversibility and meaning as a connection.

High School Community Service as a Predictor of Adult Voting and Volunteering

Science.gov (United States)

Hart, Daniel; Donnelly, Thomas M.; Youniss, James; Atkins, Robert

2007-01-01

The influences of high school community service participation, extracurricular involvement, and civic knowledge on voting and volunteering in early adulthood were examined using the National Educational Longitudinal Study. The major finding in this study is that both voluntary and school-required community service in high school were strong…

School Violence: The Role of Parental and Community Involvement

Science.gov (United States)

Lesneskie, Eric; Block, Steven

2017-01-01

This study utilizes the School Survey on Crime and Safety to identify variables that predict lower levels of violence from four domains: school security, school climate, parental involvement, and community involvement. Negative binomial regression was performed and the findings indicate that statistically significant results come from all four…

Positive psychological strengths and school engagement in primary school children

Directory of Open Access Journals (Sweden)

Bronwyn Wilkins

2015-12-01

Full Text Available A sizeable body of research has investigated the impact of specific character strengths or traits on significant outcomes. Some recent research is beginning to consider the effects of groups of strengths, combined as a higher order variable and termed covitality. This study investigated the combined influence of four positive character traits, gratitude, optimism, zest and persistence, upon school engagement, within a sample of 112 Australian primary school students. The combined effect of these four traits, in defining covitality as a higher or second-order factor within a path analysis, was found to predict relatively higher levels of school engagement and pro-social behaviour.

An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School

Science.gov (United States)

Karakus, Memet

2017-01-01

This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of…

Student, Home, and School Socio-Demographic Factors: Links to School, Home, and Community Arts Participation

Science.gov (United States)

Mansour, Marianne; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Liem, Gregory Arief D.; Sudmalis, David

2016-01-01

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance,…

Project Chrysalis: The Evolution of a Community School.

Science.gov (United States)

Garrett, K.

1996-01-01

Describes the creation and operation of Project Chrysalis, a community, service-learning school transformed from row houses, where children can learn, work, and gain inspiration from artists and social entrepreneurs involved with Houston's Project Row Houses. Personal narratives of two teachers highlight the school's and students' accomplishments…

Some aspects of school seen as a Professional Learning Community

Directory of Open Access Journals (Sweden)

Bradea Adela

2016-11-01

Full Text Available Each school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC, where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.

Working Together to Support English Language Learners: School-Family-Community Engagement. PERC Research Brief

Science.gov (United States)

Hughes, Rosemary; Reumann-Moore, Rebecca; Rowland, Jeannette; Lin, Joshua

2016-01-01

When schools, families, and communities work together, student outcomes are better. This brief focuses on the ways family and community engagement can enhance schools' efforts to improve outcomes for ELLs and highlights specific strategies schools can use to more effectively engage families and communities.

Australian primary school communities' understandings of SunSmart: a qualitative study.

Science.gov (United States)

Winslade, Matthew; Wright, Bradley; Dudley, Dean; Cotton, Wayne; Brown, Alexandra

2017-10-01

Skin cancer represents a major health issue for Australia. Childhood sun exposure is an important risk factor and evidence suggests the use of sun protection measures by Australian school children could be improved. This study examines how the SunSmart Program, a school-based skin cancer prevention resource, can be supported to further increase sun protection behaviours to assist in lowering skin cancer incidence. The Health Promoting Schools (HPS) framework was adopted to select key stakeholders from a convenience sample of five school communities. Students, teaching staff and parents participated in semi-structured focus group and individual interviews. A thematic analysis was used to extract key themes from the data. Although these school communities were aware of sun protection practices and the risks associated with sun exposure, their understandings of the SunSmart Program were limited. Sun protection policy implementation was inconsistent and students were unlikely to engage in sun protection practices beyond the school setting. School communities require additional support and engagement to holistically enforce the principles of the SunSmart Program. © 2017 The Authors.

Community access networks: how to connect the next billion to the ...

International Development Research Centre (IDRC) Digital Library (Canada)

Community access networks: how to connect the next billion to the Internet ... services is a prerequisite to sustainable socio-economic development. ... It will provide case studies and formulate recommendations with respect to ... An IDRC delegation will join international delegates and city representatives at the ICLEI World ...

Scale-Up of Safe & Civil Schools' Model for School-Wide Positive Behavioral Interventions and Supports

Science.gov (United States)

Smolkowski, Keith; Strycker, Lisa; Ward, Bryce

2016-01-01

This study evaluated the scale-up of a Safe & Civil Schools "Foundations: Establishing Positive Discipline Policies" positive behavioral interventions and supports initiative through 4 years of "real-world" implementation in a large urban school district. The study extends results from a previous randomized controlled trial…

Place Attachment and Place Disruption: The Perceptions of Selected Adults and High School Students on a Rural School District Reorganization.

Science.gov (United States)

Wieland, Regi Leann

2001-01-01

Interviews with adult residents and high school students in two rural Kansas communities that had consolidated their high schools found that adults in the community that lost its high school had more negative reactions and feelings of loss than adults in the community that retained its high school. Student reactions were generally positive.…

State of personal hygiene among primary school children: A community based cohort study.

Science.gov (United States)

Ahmadu, Baba Usman; Rimamchika, Musa; Ibrahim, Ahmad; Nnanubumom, Andy Angela; Godiya, Andrew; Emmanuel, Pembi

2013-01-01

Good personal hygiene in primary school children could be effective towards preventing infectious diseases. This work examined personal cleanliness of primary school children in Banki based on the following variables: bathing, state of uniforms, hair, nails and oral hygiene. One hundred and fifty primary school children in Banki community were selected using the cluster random sampling method. Analysis of variance was used to compare means and to test for significance of data, and coefficient of correlation to investigate the relationship between cleanliness and age of subjects. There were 87 (58 %) boys and 63 (42 %) girls in a ratio of 1.4:1. Ninety six (64 %) pupils belong to low socioeconomic class. Whereas, 53 (35.3 %) were found within 11-13 years age group, the overall mean age was 9 years (Standard deviation [SD] was 2.2), 95 CI (7.0 - 11.0) years. Comparing means for the different categories of personal hygiene, there was significant difference (F= 61.47, p personal cleanliness in our participants improved with age, and a positive significant correlation was observed between age and personal cleanliness in (r = 0.971, p = 0.026). In conclusion, significant number of primary school pupils in Banki community had good personal hygiene, which was observed to be directly proportional with age. Therefore, all efforts towards quality health education on personal hygiene as a means of primary prevention of illnesses in primary school pupils should be sustained.

Autonomy and Accountability in Schools Serving Disadvantaged Communities

Science.gov (United States)

Klein, Esther Dominique

2017-01-01

Purpose: Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny,…

The Role of School Nursing in Telehealth. Position Statement

Science.gov (United States)

Haynie, Kathey M.; Mauter, Elaine; Lindahl, Brenda; Simons-Major, Keisha; Meadows, Lynne; Maughan, Erin D.

2017-01-01

It is the position of the National Association of School Nurses (NASN) that utilization of telehealth technology may be a valuable tool to assist registered professional school nurses (herein referred to as a school nurse) to provide school health services. The health of many students is impacted by lack of access to primary care and specialty…

Yoga Communities and Eating Disorders: Creating Safe Space for Positive Embodiment.

Science.gov (United States)

Cook-Cottone, Catherine; Douglass, Laura Lee

2017-11-01

With adequate education and guidance, yoga communities, as part of the therapeutic landscape in the 21st century, can play a significant role promoting positive embodiment for those with, and at-risk for, eating disorders (EDs). To do this, yoga teachers need to know how to create a body-positive community and be able to recognize and respond to those at risk and struggling with EDs in their communities. In order to address yoga teaching methods associated with EDs and ED risk, broader conceptual approaches and specific practices associated with positive embodiment are offered. These include the broader conceptual approaches of: intentional inclusion and acceptance, experiential emphasis, supporting positive embodiment and inquiry. Studio pragmatics are also detailed as related to the body, breath, emotions, and community. Assessment, referral, and community engagement are also addressed.

Active transportation to support diabetes prevention: Expanding school health promotion programming in an Indigenous community.

Science.gov (United States)

Macridis, Soultana; Garcia Bengoechea, Enrique; McComber, Alex M; Jacobs, Judi; Macaulay, Ann C

2016-06-01

School-based physical activity (PA) interventions, including school active transportation (AT), provide opportunities to increase daily PA levels, improves fitness, and reduces risk of diseases, such as type 2 diabetes. Based on a community-identified need, the Kahnawake Schools Diabetes Prevention Project, within an Indigenous community, undertook school travel planning to contribute to PA programming for two elementary schools. Using community-based participatory research, the Active & Safe Routes to School's School Travel Planning (STP) process was undertaken in two schools with an STP-Committee comprised of community stakeholders and researchers. STP activities were adapted for local context including: school profile form, family survey, in-class travel survey, pedestrian-traffic observations, walkability checklist, and student mapping. STP data were jointly collected, analyzed and interpreted by researchers and community. Traffic-pedestrian observations, walkability and parent surveys identified key pedestrian-traffic locations, helped develop safe/direct routes, and traffic calming strategies. In-class travel and mapping surveys identified a need and student desire to increase school AT. The STP-Committee translated findings into STP-action plans for two schools, which were implemented in 2014-2015 school year. Combining CBPR with STP merges community and researcher expertise. This project offered evidence-informed practice for active living promotions. Experience and findings could benefit Indigenous and non-Indigenous communities. Copyright © 2016 Elsevier Ltd. All rights reserved.

Practical Considerations in Creating School-Wide Positive Behavior Support in Public Schools

Science.gov (United States)

Handler, Marcie W.; Rey, Jannette; Connell, James; Thier, Kimberly; Feinberg, Adam; Putnam, Robert

2007-01-01

School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

The Missing Position in Practice: A Neglected Issue in Community Health Nursing in Iran

Directory of Open Access Journals (Sweden)

Hossein Ranjbar

2016-01-01

Full Text Available Global social and economic changes have not only led to substantial increases in elderly populations but also the manifestation of numerous degenerative and chronic diseases, and new patterns of disease caused by occupational hazards, environmental pollution and accidents.1,2 Today, public health concerns related to quality care, cost of medical services and low access to health care centers have led to a shift in the paradigm of healthcare from the traditional care settings to community centers.1 With regards to the same points, the health systems in a society must acquire the capabilities required for better meeting the ever-growing demands resulting from these changes.3 In order to meet these increasing needs and to raise the overall healthcare level of its communities, the Islamic Republic of Iran has envisioned short- and long-term plans within the framework of the 2025 Horizon Plan in various fields of research, education and provision of healthcare services.4 In line with this aim, the office of the High Commissioner for medical planning in the country has recently revised the educational curriculum for the Master’s course of community health nursing and has drawn outlines in order to focus the career position of their graduates on a community-oriented approach, in places such as healthcare centers, hospitals, rehabilitation centers, schools, addiction treatment centers, emergency services and natural disaster committees, and in all other organizations needing the services of community health nurses. Moreover, according to the vision drawn out in this plan, in the next ten years (by 2025 the graduates of community health nursing must be able not only to meet the changing needs of Iranian society, but also clearly attain regional and global standards in nursing education and offer effectual service to all members of the society.5 In addition, in most countries of the world, keeping such curriculum visions in mind, curriculum designers

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…

Community and Citizenship in Post-Disaster Japan: The Roles of Schools and Students

Directory of Open Access Journals (Sweden)

Lynne Parmenter

2012-09-01

Full Text Available In March 2011, a triple earthquake-tsunami-nuclear disaster rocked northeasternJapan. In this article, the impact of these three disasters on schools,teachers and children will be analysed, with a particular focus on the role ofteachers in saving lives and leading communities, and the role of schools assites and agents of community and citizenship in the disaster situation. Thearticle is structured around four themes, namely, the role of school leadersand teachers, the role of schools as sites of community, changing mediarepresentations of children and communities in the wider national context,and the birth of global citizenship as a meaningful concept. Primary datafrom visits to schools in Miyagi Prefecture and Fukushima Prefecture inJapan in July 2011 and December 2011 are combined with analysis ofsecondary sources written in Japanese to paint a clear picture of thedifferent roles served by teachers and schools at different points in timeduring and after the disasters. This provides insights not only into postdisastercommunities, but also into the role of teachers and function ofschools as agents and sites of community and citizenship in Japanesesociety.

Police Departments Connect to School District Camera Feeds to Aid Incident Response

Science.gov (United States)

Pittman, Elaine

2010-01-01

School systems and police departments are community partners, and ensuring student, faculty, and officer safety is a high priority for both. In Pennsylvania, police departments are being both innovative and proactive by using wireless technology to handle school safety. If there's an emergency, local police departments can increase situational…

Children as Agents of Social and Community Change: Enhancing Youth Empowerment through Participation in a School-Based Social Activism Project

Science.gov (United States)

Torres-Harding, Susan; Baber, Ashley; Hilvers, Julie; Hobbs, Nakisha; Maly, Michael

2018-01-01

School-based social activism projects have much potential to foster civic engagement, self-efficacy, and positive youth development. Social activism projects may also be a means by which children, a group that is disempowered due to their age and dependence on adults, might seek to positively impact social and community problems. The current study…

Community participation in rural Ecuador’s school feeding programme

DEFF Research Database (Denmark)

Torres, Irene; Simovska, Venka

2017-01-01

participation can include the possibility of the community challenging the social order at school, and the educational policies and practices. When addressing community participation, counter-participating and non-participating can be also considered as legitimate forms of participating. Originality/value......Purpose - The aim of this paper is to contribute to the debate concerning health education and health promotion at schools, particularly with regard to food and nutrition. Design/methodology/approach - Based on empirical data generated over the course of one year of fieldwork in three rural...... – The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools....

Education, licensure, and certification of school nurses: position statement.

Science.gov (United States)

2013-07-01

It is the position of the National Association of School Nurses (NASN) that every school-age child deserves a school nurse who has a baccalaureate degree in nursing from an accredited college or university and is licensed as a registered nurse through the state board of nursing. These requirements constitute minimal preparation needed to practice at the entry level of school nursing (American Nurses Association [ANA] & NASN, 2011). Additionally, NASN supports state school nurse certification, where required, and promotes national certification of school nurses through the National Board for Certification of School Nurses.

Project "Nueva Generacion" and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out

Science.gov (United States)

Skinner, Elizabeth A.

2010-01-01

The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect…

Service-learning and learning communities: two innovative school projects that are mutually enriched

Directory of Open Access Journals (Sweden)

Carmen ÁLVAREZ ÁLVAREZ

2015-12-01

Full Text Available This article reflects on the interrelationships that exist between two educational projects of today: service-learning (ApS and learning communities (CdA. The ApS is an educational methodology applied worldwide where a single project combines a learning based on experience with the implementation of a service to the community. CdA is a school transformation project to achieve that the information society does not exclude any person, constituting a reality in more than one hundred and ninety schools in Spain and Latin America. Between the two, it is possible to show differences, especially in what refers to its theoretical substrates, but in actual teaching practice in schools there is some harmony, particularly in the so closely that they cultivate both projects with the school community. Therefore, we conclude that service-learning and learning communities can occur as two innovative and relevant today projects which can be mutually enriching: because for both the approach school-community-environment and volunteering is essential.

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…

Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

Science.gov (United States)

Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery

The Role of School Counselors in Addressing Sexual Orientation in Schools

Science.gov (United States)

DePaul, Jillian; Walsh, Mary E.; Dam, Uma C.

2009-01-01

Issues of sexual orientation are relevant to multiple levels of the school community, including students, school professionals, and schools as institutions. School counselors, with their developmental training, systems perspective, and commitment to diversity, are uniquely positioned to be leaders in efforts not only to provide support for…

Friendship Concept and Community Network Structure among Elementary School and University Students.

Science.gov (United States)

Hernández-Hernández, Ana María; Viga-de Alva, Dolores; Huerta-Quintanilla, Rodrigo; Canto-Lugo, Efrain; Laviada-Molina, Hugo; Molina-Segui, Fernanda

2016-01-01

We use complex network theory to study the differences between the friendship concepts in elementary school and university students. Four friendship networks were identified from surveys. Three of these networks are from elementary schools; two are located in the rural area of Yucatán and the other is in the urban area of Mérida, Yucatán. We analyzed the structure and the communities of these friendship networks and found significant differences among those at the elementary schools compared with those at the university. In elementary schools, the students make friends mainly in the same classroom, but there are also links among different classrooms because of the presence of siblings and relatives in the schools. These kinds of links (sibling-friend or relative-friend) are called, in this work, "mixed links". The classification of the communities is based on their similarity with the classroom composition. If the community is composed principally of students in different classrooms, the community is classified as heterogeneous. These kinds of communities appear in the elementary school friendship networks mainly because of the presence of relatives and siblings. Once the links between siblings and relatives are removed, the communities resembled the classroom composition. On the other hand, the university students are more selective in choosing friends and therefore, even when they have friends in the same classroom, those communities are quite different to the classroom composition. Also, in the university network, we found heterogeneous communities even when the presence of sibling and relatives is negligible. These differences made up a topological structure quite different at different academic levels. We also found differences in the network characteristics. Once these differences are understood, the topological structure of the friendship network and the communities shaped in an elementary school could be predicted if we know the total number of students

Engaging the community in the process of changing school start times: experience of the Cherry Creek School District.

Science.gov (United States)

Meltzer, Lisa J; McNally, Janise; Plog, Amy E; Siegfried, Scott A

2017-12-01

Despite growing evidence of the positive impact of later school start times on adolescent health and academic outcomes, relatively few districts have changed start times due to concerns about transportation, child care, and athletics/extracurricular activities. This paper provides a case study of the Cherry Creek School District's (CCSD) successful efforts to change start times. The CCSD is a diverse district with an enrollment of almost 55,000 students in suburban Denver. As part of CCSD's strategic plan, a multi-disciplinary task force was formed to examine the impact of start times on student achievement, and recommend a start time schedule driven by best practices on adolescent sleep patterns, balanced with family and community needs. Over 18 months the task force's work included engaging the community through meetings, as well as conducting a large survey (n = 24,574) of parents, teachers, and students, and gathering online feedback. An iterative process utilized feedback at every stage to refine the final recommendation given to the Board of Education. Survey results, implementation considerations, outcome evaluation plans, and lessons learned are discussed. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Position Paper for Community Colleges in New Mexico.

Science.gov (United States)

Renz, Frank J.; Black, Marjorie

Written at the request of the presidents of the New Mexico Association for Community and Junior Colleges as a means of informing the deliberations of the legislatively appointed Higher Education Reform Committee, this position paper outlines the history, mission, and function of New Mexico's community colleges, branch colleges, and…

Sustainable school development: professional learning communities

NARCIS (Netherlands)

Prof.Dr. E. Verbiest

2008-01-01

In this contribution we report about a project about Professional Learning Communities.This project combines development and research. In this contribution we pay attention to the effect of the organisational capacity of a school on the personal and interpersonal capacity and to the impact of a

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

Science.gov (United States)

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

Emergency Preparedness--The Role of the School Nurse. Position Statement

Science.gov (United States)

Cagginello, Joan B.; Clark, Sandra; Compton, Linda; Davis, Catherine; Healy, Marilyn; Hoffmann, Susan; Tuck, Christine M.

2011-01-01

It is the position of the National Association of School Nurses (NASN) that school nurses provide leadership in all phases of emergency preparedness and management and are a vital part of the school team that develops emergency response procedures for the school setting, using an all-hazards approach. The school nurse is a vital school…

Habitat heterogeneity and connectivity shape microbial communities in South American peatlands.

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Oloo, Felix; Valverde, Angel; Quiroga, María Victoria; Vikram, Surendra; Cowan, Don; Mataloni, Gabriela

2016-05-10

Bacteria play critical roles in peatland ecosystems. However, very little is known of how habitat heterogeneity affects the structure of the bacterial communities in these ecosystems. Here, we used amplicon sequencing of the 16S rRNA and nifH genes to investigate phylogenetic diversity and bacterial community composition in three different sub-Antarctic peat bog aquatic habitats: Sphagnum magellanicum interstitial water, and water from vegetated and non-vegetated pools. Total and putative nitrogen-fixing bacterial communities from Sphagnum interstitial water differed significantly from vegetated and non-vegetated pool communities (which were colonized by the same bacterial populations), probably as a result of differences in water chemistry and biotic interactions. Total bacterial communities from pools contained typically aquatic taxa, and were more dissimilar in composition and less species rich than those from Sphagnum interstitial waters (which were enriched in taxa typically from soils), probably reflecting the reduced connectivity between the former habitats. These results show that bacterial communities in peatland water habitats are highly diverse and structured by multiple concurrent factors.

Habitat heterogeneity and connectivity shape microbial communities in South American peatlands

Science.gov (United States)

Oloo, Felix; Valverde, Angel; Quiroga, María Victoria; Vikram, Surendra; Cowan, Don; Mataloni, Gabriela

2016-01-01

Bacteria play critical roles in peatland ecosystems. However, very little is known of how habitat heterogeneity affects the structure of the bacterial communities in these ecosystems. Here, we used amplicon sequencing of the 16S rRNA and nifH genes to investigate phylogenetic diversity and bacterial community composition in three different sub-Antarctic peat bog aquatic habitats: Sphagnum magellanicum interstitial water, and water from vegetated and non-vegetated pools. Total and putative nitrogen-fixing bacterial communities from Sphagnum interstitial water differed significantly from vegetated and non-vegetated pool communities (which were colonized by the same bacterial populations), probably as a result of differences in water chemistry and biotic interactions. Total bacterial communities from pools contained typically aquatic taxa, and were more dissimilar in composition and less species rich than those from Sphagnum interstitial waters (which were enriched in taxa typically from soils), probably reflecting the reduced connectivity between the former habitats. These results show that bacterial communities in peatland water habitats are highly diverse and structured by multiple concurrent factors. PMID:27162086

Connecting families and high schools through interactive homework

Science.gov (United States)

Pandya, Katrina

2008-10-01

The current study analyzed the effectiveness of integrating parents in the education of their children through interactive homework (IH). More specifically, the research questions of the study examined the effectiveness, feasibility, and usefulness of parental involvement in increasing academic performance within high school science classes. Using a mixed method design with a single IH treatment group, a convenience sample of 84 anatomy and biology students was assessed over a 6-week period. Although Spearman correlations failed to reveal any associations linking hours of parental IH involvement with student outcomes, related-samples t tests of pre/post student performance indicated significant increases in homework, test scores and overall grades, with greatest improvement observed in test scores. Exit questionnaires, focus groups, and interviews were coded for emergent themes that in turn were analyzed for common patterns. These qualitative data revealed positive feedback related to specific program components and a general interest for program continuation. The results indicated that it is possible to successfully incorporate parents at the high school level, even in technical subject areas. The research may be of particular interest to families and educators due to the positive scholastic effects of incorporating parents in high school academics. Social change is generated by incorporating parents into the educational process which strengthens the school-home bond and contributes to student achievement and motivation.

Engaging Families in Cross-Cultural Connections through a School-Based Literacy Fair

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Ceprano, Maria A.; Chicola, Nancy A.

2012-01-01

This paper describes how 20 pre-service teachers enrolled in two social studies methods courses at Buffalo State College worked collaboratively to produce a Cross-cultural Literacy Fair at an urban-based elementary school. The participatory activities created for the event were provided in conjunction with a community after-school program and…

Creating a School Community for Learning and Healing

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Bennett, Barbara

2007-01-01

Four years ago, the author assumed the job of Director of Education for a school serving elementary children who had been traumatized by homelessness and associated problems, such as family, domestic, or community violence. The paper relates the struggle of her staff to create a healing school out of a chaotic program that lacked both an effective…

Climate responsive and safe earthquake construction: a community building a school

Directory of Open Access Journals (Sweden)

Hari Darshan

2011-10-01

Full Text Available This article outlines environment friendly features, climate responsive features and construction features of a prototype school building constructed using green building technology. The school building has other additional features such as earthquake resistant construction, use of local materials and local technology. The construction process not only establishes community ownership, but also facilitates dissemination of the technology to the communities. Schools are effective media for raising awareness, disseminating technology and up-scaling the innovative approach. The approach is cost effective and sustainable for long-term application of green building technology. Furthermore, this paper emphasizes that such construction technology will be instrumental to build culture of safety in communities and reduce disaster risk.

Pathways to Youth Empowerment and Community Connectedness: A Study of Youth-Adult Partnership in Malaysian After-School, Co-Curricular Programs.

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Zeldin, Shepherd; Krauss, Steven Eric; Kim, Taehan; Collura, Jessica; Abdullah, Haslinda

2016-08-01

After-school programs are prevalent across the world, but there is a paucity of research that examines quality within the "black box" of programs at the point of service. Grounded in current theory, this research examined hypothesized pathways between the experience of youth-adult partnership (youth voice in decision-making; supportive adult relationships), the mediators of program safety and engagement, and the developmental outcomes of youth empowerment (leadership competence, policy control) and community connectedness (community connections, school attachment). Surveys were administered to 207 ethnically diverse (47.3 % female; 63.3 % Malay) youth, age 15-16, attending after-school co-curricular programs in Kuala Lumpur, Malaysia. Results showed that youth voice in program decision-making predicted both indicators of youth empowerment. Neither youth voice nor supportive adult relationships was directly associated with community connectedness, however. Program engagement mediated the associations between youth-adult partnership and empowerment. In contrast, program safety mediated the associations between youth-adult partnership and community connectedness. The findings indicate that the two core components of youth-adult partnership-youth voice and supportive adult relationships-may operate through different, yet complementary, pathways of program quality to predict developmental outcomes. Implications for future research are highlighted. For reasons of youth development and youth rights, the immediate challenge is to create opportunities for youth to speak on issues of program concern and to elevate those adults who are able and willing to help youth exercise their voice.

School Health: an essential strategy in promoting community resilience and preparedness for natural disasters.

Science.gov (United States)

Takahashi, Kenzo; Kodama, Mitsuya; Gregorio, Ernesto R; Tomokawa, Sachi; Asakura, Takashi; Waikagul, Jitra; Kobayashi, Jun

2015-01-01

The Third UN World Conference on Disaster Risk Reduction recommended the implementation of the Sendai Framework for Disaster Risk Reduction 2015-2030, which aims to achieve substantial risk reduction and to avoid various disaster-associated losses, including human lives and livelihoods, based on the lessons from the implementation of the Hyogo framework. However, the recommendations did not lay enough stress on the school and the Safe School Concept, which are the core components of a disaster response. To raise the issue of the importance of schools in disaster response. For human capacity building to avoid the damage caused by natural disasters, we should focus on the function of schools in the community and on school health framework. Schools perform a range of functions, which include being a landmark place for evacuation, acting as a participatory education hub among communities (students are usually from the surrounding communities), and being a sustainable source of current disaster-related information. In 2007, the Bangkok Action Agenda (BAA) on school education and disaster risk reduction (DRR) recommended the integration of DRR into education policy development, the enhancement of participatory mechanisms to improve DRR education, and the extension of DRR education from schools to communities. Based on our discussion and the recommendations of the BAA, we suggest that our existing challenges are to construct a repository of disaster-related lessons, develop training materials based on current information drawn from previous disasters, and disseminate the training to schools and communities. Schools linked with school health can provide good opportunities for DRR with a focus on development of school health policy and a community-oriented participatory approach.

Teaching More Than English: Connecting ESL Students to Their Community through Service Learning

Science.gov (United States)

Russell, Natalie M.

2007-01-01

Language and cultural differences often cause English as a second language (ESL) students to feel alienated from their school and their community. As a result, they tend to make friends primarily within their own ESL classes and avoid interacting with mainstream students and getting involved in school activities. This article describes how…

Dynamics of Community Participation, Student Achievement and School Management: The Case of Primary Schools in a Rural Area of Malawi

Science.gov (United States)

Taniguchi, Kyoko; Hirakawa, Yukiko

2016-01-01

School management in many sub-Saharan African countries has been enhanced through community participation in an attempt to improve education quality. This study uses field research in a rural district of Malawi to assess how community and parent participation differs between schools, the intentions of communities and parents when carrying out…

School Health Education about Human Sexuality. Position Statement. Revised

Science.gov (United States)

Bradley, Beverly J.; Mancuso, Patty; Cagginello, Joan B.; Board, Connie; Clark, Sandra; Harvel, Robin; Kelts, Susan

2012-01-01

It is the position of the National Association of School Nurses (NASN) that age-appropriate health education about human sexuality should be included as part of a comprehensive school health education program and be accessible to all students in schools. NASN recognizes the role of parents and families as the primary source of education about…

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.

Science.gov (United States)

Ruiz, Linda D; McMahon, Susan D; Jason, Leonard A

2018-03-30

In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio-economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community-level and school-level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed. © Society for Community Research and Action 2018.

The EarthConnections San Bernardino Alliance: Addressing Diversity in the Geosciences Using a Collective Impact Model

Science.gov (United States)

McGill, S. F.; Benthien, M. L.; Castillo, B. A.; Fitzsimmons, J.; Foutz, A.; Keck, D.; Manduca, C. A.; Noriega, G. R.; Pandya, R. E.; Taber, J. J.; Vargas, B.

2017-12-01

The EarthConnections San Bernardino Alliance is one of three regional alliances supported by the national EarthConnections Collective Impact Alliance, funded by a pilot grant from the National Science Foundation INCLUDES program. All three of the regional alliances share a common vision, focused on developing a diverse geoscience workforce through connecting existing programs and institutions into regional pathways that support and guide students from engagement at an early age with Earth science linked to issues facing the local community, through the many steps and transitions to geoscience-related careers. The San Bernardino Alliance began with collaboration between one university, one community college and one high school and also includes the Southern California Earthquake Center as well as professional geologists in the region. Based on discussions at an opening round table event, the Alliance has chosen to capitalize on existing geology student clubs and deeply engaged faculty and alumni at the founding high school, community college and university members of the Alliance to plan joint field trips, service learning projects, guest speakers, and visits to dinner meetings of the local professional societies for students at participating institutions at various stages along the pathway. The underlying motivation is to connect students to their peers and to mentors at institutions that represent the next step on the pathway, as well as to expose them to careers in geology and to geoscience issues that impact the local community. A second type of intervention we are planning is to promote high quality teaching in introductory Earth science courses at the university, community college and high school levels, including the development of high school honors courses in Earth science. To this end we are hosting an NAGT traveling workshop focused on using active learning and societally relevant issues to develop engaging introductory geoscience courses. This teaching

School and Home Connections and Children's Kindergarten Achievement Gains: The Mediating Role of Family Involvement

Science.gov (United States)

Galindo, Claudia; Sheldon, Steven B.

2012-01-01

Children's home and school are the most influential contexts in which learning and development occur, especially during early childhood. This paper builds on Bronfenbrenner's ecological theory and Epstein's theory of overlapping spheres of influence to examine school and family connections and their relationships to family involvement and…

Understanding the Factors that Characterise School-Community Partnerships: The Case of the Logan Healthy Schools Project

Science.gov (United States)

Thomas, Melinda; Rowe, Fiona; Harris, Neil

2010-01-01

Purpose: The purpose of this study is to examine the factors that characterise effective school-community partnerships that support the sustainability of school health initiatives applied within a health-promoting schools approach. Design/methodology/approach: The study used an explanatory case study approach of five secondary schools…

An adaptive community-based participatory approach to formative assessment with high schools for obesity intervention*.

Science.gov (United States)

Kong, Alberta S; Farnsworth, Seth; Canaca, Jose A; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L

2012-03-01

In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. © 2012, American School Health Association.

Development of Communities of Practice in School Library Education

Science.gov (United States)

Burns, Elizabeth A.; Howard, Jody K.; Kimmel, Sue C.

2016-01-01

To properly prepare pre-service school librarians, school library educators in online courses must provide opportunities for collaborative engagement. This collaborative education should also recognize the pedagogical benefit of the organic formation of communities of practice that develop within areas outside of curriculum content. This…

Infectious Diseases: Current Issues in School and Community Health.

Science.gov (United States)

Bower, Wilma; And Others

1986-01-01

Some children in American schools have known and unknown communicable diseases, including herpes, cytomegalovirus, AIDS, mononucleosis, pinworms, and hepatitis. This article examines major public health issues, school responsibility, preventative measures (like basic hygiene), and the need for more effective community education programs. A disease…

Allergy/Anaphylaxis Management in the School Setting. Position Statement. Revised

Science.gov (United States)

Zacharski, Susan; DeSisto, Marie; Pontius, Deborah; Sheets, Jodi; Richesin, Cynthia

2012-01-01

It is the position of the National Association of School Nurses (NASN) that the safe and effective management of allergies and anaphylaxis in schools requires a collaborative, multidisciplinary team approach. The registered professional school nurse (hereinafter referred to as the school nurse), is the leader in a comprehensive management approach…

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…

Emergency Preparedness and Response in the School Setting--The Role of the School Nurse. Position Statement

Science.gov (United States)

Tuck, Christine M.; Haynie, Kathey; Davis, Catherine

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) provides leadership in all phases of emergency preparedness and response. School nurses are a vital part of the school team responsible for developing emergency response procedures for the…

Within the School and the Community--A Speaker's Bureau.

Science.gov (United States)

McClintock, Joy H.

Student interest prompted the formation of a Speaker's Bureau in Seminole Senior High School, Seminole, Florida. First, students compiled a list of community contacts, including civic clubs, churches, retirement villages, newspaper offices, and the County School Administration media center. A letter of introduction was composed and speaking…

Overweight and Obesity in Youth in Schools--The Role of the School Nurse. Position Statement. Revised

Science.gov (United States)

Mehrley, Melissa; Leibold, Nancyruth

2011-01-01

It is the position of the National Association of School Nurses that school nurses have the knowledge and expertise to promote the prevention of overweight and obesity and address the needs of overweight and obese youth in schools. The school nurse collaborates with students, families, school personnel, and health care providers to promote healthy…

Yoga as a School-Wide Positive Behavior Support

Science.gov (United States)

Accardo, Amy L.

2017-01-01

A yoga-based school-wide positive behavior support (SWPBS) may provide a foundation for teaching mindfulness and self-regulation in K-12 schools. Here, the use of yoga as a SWPBS was examined through a review of existing literature and interviews of yoga program facilitators. Yoga was reported to be effective as a pedagogical approach, and found…

A New School for Brats: Improving the K-12 Education of Military Connected Children

Science.gov (United States)

2017-09-01

Schools: How Technology Can Transform Education (Washington, DC: Brookings Institution Press, 2012), ProQuest Ebook Central. 33 allowing the...Hack Education , April 25, 2015. http://hackeducation.com/2015/04/25/factory-model. West, Darrell M. Digital Schools: How Technology Can Transform ...BRATS: IMPROVING THE K–12 EDUCATION OF MILITARY-CONNECTED CHILDREN by Robert G. Stimis September 2017 Thesis Advisor: Rodrigo Nieto

Third Space Openings at a Two-Way Immersion Elementary School in North Carolina: Lessons from Parent Language Classes

Science.gov (United States)

Turner, Alison M.

2016-01-01

Two-way immersion schools are growing in popularity throughout the United States. An emerging issue is to what extent these schools are able to connect with parents from multiple communities. This article describes an effort to connect parents with the school and one another through parent language classes at a Spanish/English two-way immersion…

A community-based participatory research partnership to reduce vehicle idling near public schools.

Science.gov (United States)

Eghbalnia, Cynthia; Sharkey, Ken; Garland-Porter, Denisha; Alam, Mohammad; Crumpton, Marilyn; Jones, Camille; Ryan, Patrick H

2013-05-01

The authors implemented and assessed the effectiveness of a public health initiative aimed at reducing traffic-related air pollution exposure of the school community at four Cincinnati public schools. A partnership was fostered with academic environmental health researchers and community members. Anti-idling campaign materials were developed and education and training were provided to school bus drivers, students, parents, and school staff. Pledge drives and pre- and posteducation assessments were documented to measure the effectiveness of the program. After completing the educational component of the public health initiative, bus drivers (n = 397), community members (n = 53), and staff (n = 214) demonstrated significantly increased knowledge about the health effects of idling (p public health intervention. A community-driven public health initiative can be effective in both 1) enhancing community awareness about the benefits of reducing idling vehicles and 2) increasing active participation in idling reduction. The partnership initially developed has continued to develop toward a sustainable and growing process.

Making Connections: The Legacy of an Intergenerational Program.

Science.gov (United States)

Thompson, Edward H; Weaver, Andrea J

2016-10-01

On the face of the shrinking opportunities for children and older adults to routinely interact with one another-sometimes the result of adolescent geographies, age-segregated and gated communities, families' geographical mobility-many communities have introduced intergenerational programs within the school curriculum. For more than a decade one Massachusetts community has maintained an intergenerational program that brings fourth grade students together with older adults. The question is, does students' involvement in an intergenerational program lessened ageist beliefs 5-9 years later. A quasi-experimental research design examined the "images of aging" held by 944 students who grew up in neighboring towns and attend a regional high school. Participants completed brief questionnaire. Separate regression analyses of positive and negative images of aging-controlling for students' frequency and self-reported quality of interaction with older adults, ethnicity, age, and gender-reveal a town difference in students' positive, but not negative, images of aging. What is certain is that the high school students from one community with ongoing intergenerational programming hold a more positive image of older adults. Further research is needed to parse out exactly how short- and long-term legacy effects arise when young students have an opportunity to interact closely with older adults who are not their grandparents or neighbors. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Use of Volunteers in School Health Services. Position Statement. Revised

Science.gov (United States)

Rose, Kathleen C.; Blout, JoAnn; DiGregorio, Heiddy; Selekman, Janice

2012-01-01

It is the position of the National Association of School Nurses (NASN) that quality health care within the school environment can best be attained through the employment of a full-time registered professional school nurse (hereinafter referred to as school nurse) for each school building. The health services needed by students at school continue…

Strengthening the Connection between School and Home. Essentials for Principals[TM].

Science.gov (United States)

Caplan, Judith

This guide is intended for school leaders acting to involve families in the education of their children. A common concern is the amount and kinds of family involvement that lead to a positive school climate and higher student achievement. To address this concern, strategies are outlined to help school leaders in deciding upon the kinds of family…

Redefining community based on place attachment in a connected world.

Science.gov (United States)

Gurney, Georgina G; Blythe, Jessica; Adams, Helen; Adger, W Neil; Curnock, Matthew; Faulkner, Lucy; James, Thomas; Marshall, Nadine A

2017-09-19

The concept of community is often used in environmental policy to foster environmental stewardship and public participation, crucial prerequisites of effective management. However, prevailing conceptualizations of community based on residential location or resource use are limited with respect to their utility as surrogates for communities of shared environment-related interests, and because of the localist perspective they entail. Thus, addressing contemporary sustainability challenges, which tend to involve transnational social and environmental interactions, urgently requires additional approaches to conceptualizing community that are compatible with current globalization. We propose a framing for redefining community based on place attachment (i.e., the bonds people form with places) in the context of Australia's Great Barrier Reef, a World Heritage Area threatened by drivers requiring management and political action at scales beyond the local. Using data on place attachment from 5,403 respondents residing locally, nationally, and internationally, we identified four communities that each shared a type of attachment to the reef and that spanned conventional location and use communities. We suggest that as human-environment interactions change with increasing mobility (both corporeal and that mediated by communication and information technology), new types of people-place relations that transcend geographic and social boundaries and do not require ongoing direct experience to form are emerging. We propose that adopting a place attachment framing to community provides a means to capture the neglected nonmaterial bonds people form with the environment, and could be leveraged to foster transnational environmental stewardship, critical to advancing global sustainability in our increasingly connected world.

Transformation of children's mental health services: the role of school mental health.

Science.gov (United States)

Stephan, Sharon Hoover; Weist, Mark; Kataoka, Sheryl; Adelsheim, Steven; Mills, Carrie

2007-10-01

The New Freedom Commission has called for a transformation in the delivery of mental health services in this country. The commission's report and recommendations have highlighted the role of school mental health services in transforming mental health care for children and adolescents. This article examines the intersection of school mental health programs and the commission's recommendations in order to highlight the role of school mental health in the transformation of the child and adolescent mental health system. Schools are uniquely positioned to play a central role in improving access to child mental health services and in supporting mental health and wellness as well as academic functioning of youths. The New Freedom Commission report articulated several goals related to school mental health: reducing stigma, preventing suicide, improving screening and treating co-occurring disorders, and expanding school mental health programs. The authors suggest strategies for change, including demonstrating relevance to schools, developing consensus among stakeholders, enhancing community mental health-school connections, building quality assessment and improvement, and considering the organizational context of schools.

Team Crisis: School Psychologists and Nurses Working Together

Science.gov (United States)

Dwyer, Kevin P.; Osher, David; Maughan, Erin D.; Tuck, Christine; Patrick, Kathleen

2015-01-01

Schools are often the geographic and sociological center of a community. Given modern community emergencies and challenges, schools should make the most of this role and best allocate their resources to maximize the positive impact they have during difficult times. This article uses the vantage point of school psychologists and school nurses from…

Community Work Programme has positive and negative effects on ...

International Development Research Centre (IDRC) Digital Library (Canada)

2016-08-03

Aug 3, 2016 ... ... has positive and negative effects on social bonds in South African communities ... to contribute to positive social cohesion and to prevent violence. ... including shared values and identity, feelings of belonging, civic pa.

Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School

Science.gov (United States)

Christofferson, Remi Dabney; Callahan, Kathe

2015-01-01

This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage…

Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

Science.gov (United States)

Middlesex Community Coll., Middletown, CT.

Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…

Immortality of Prejudice in Striving Ubuntu: Case Studies of Community Managed Schools in Nepal

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Rajbhandari, Mani Man Singh; Rajbhandari, Smriti

2016-01-01

The immortality of prejudice after the school management transfer has not been judged. This makes communities to take responsibility for schools further by compelling the government to mandate amendments of Community Managed Schools (CMS) Directives. The purpose was to explore the CMS enduring Ubuntu against immorality of prejudice, through…

Decentralization and Educational Performance: Evidence from the PROHECO Community School Program in Rural Honduras

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Di Gropello, Emanuela; Marshall, Jeffery H.

2011-01-01

We analyze the effectiveness of the Programa Hondureno de Educacion Comunitaria (PROHECO) community school program in rural Honduras. The data include standardized tests and extensive information on school, teacher, classroom and community features for 120 rural schools drawn from 15 states. Using academic achievement decompositions we find that…

The Impact of Community Violence on School-Based Research

Science.gov (United States)

Velsor-Friedrich, Barbara; Richards, Maryse; Militello, Lisa K.; Dean, Kyle C.; Scott, Darrick; Gross, Israel M.; Romeo, Edna

2015-01-01

Research conducted on youth exposure to violence has generally focused on documenting the prevalence of community violence and its emotional and behavioral implications. However, there is a dearth of information related to the impact of violence on the implementation and evaluation of community and school-based programs. This commentary examines…

Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children.

Science.gov (United States)

Hart, Shayla L; Hodgkinson, Stacy C; Belcher, Harolyn M E; Hyman, Corine; Cooley-Strickland, Michele

2013-10-01

Somatic symptoms are a common physical response to stress and illness in childhood. This study assessed 409, primarily African American (85.6 %), urban elementary school children to examine the association between: (1) somatic symptoms and potential external stressors (school and peer stress, family conflict, and community violence) and (2) parent and child agreement on children's self-report of somatic symptoms. The odds of self-report of somatic complaints were significantly associated with family conflict, school and peer stress, and community violence exposure (OR = 1.26, 95 % CI: 1.05-1.50; OR = 1.18, 95 % CI 1.08-1.28; and OR = 1.02, 95 % CI: 1.00-1.05, respectively). Identifying the associations between social, family, and community based stress and somatic symptoms may improve the quality of life for children living in urban environments through early identification and treatment.

Ten Ways to Infuse Positive Psychology in the Schools

Science.gov (United States)

Huebner, Scott

2012-01-01

School professionals, including school psychologists, have often operated from a problem- or deficit-based perspective with a focus on identifying and remediating psychoeducational disorders in children and adolescents. However, positive psychologists have argued that an exclusive focus on deficits does not offer a comprehensive perspective of…

The Pediatrician's Role in Optimizing School Readiness.

Science.gov (United States)

2016-09-01

School readiness includes not only the early academic skills of children but also their physical health, language skills, social and emotional development, motivation to learn, creativity, and general knowledge. Families and communities play a critical role in ensuring children's growth in all of these areas and thus their readiness for school. Schools must be prepared to teach all children when they reach the age of school entry, regardless of their degree of readiness. Research on early brain development emphasizes the effects of early experiences, relationships, and emotions on creating and reinforcing the neural connections that are the basis for learning. Pediatricians, by the nature of their relationships with families and children, may significantly influence school readiness. Pediatricians have a primary role in ensuring children's physical health through the provision of preventive care, treatment of illness, screening for sensory deficits, and monitoring nutrition and growth. They can promote and monitor the social-emotional development of children by providing anticipatory guidance on development and behavior, by encouraging positive parenting practices, by modeling reciprocal and respectful communication with adults and children, by identifying and addressing psychosocial risk factors, and by providing community-based resources and referrals when warranted. Cognitive and language skills are fostered through timely identification of developmental problems and appropriate referrals for services, including early intervention and special education services; guidance regarding safe and stimulating early education and child care programs; and promotion of early literacy by encouraging language-rich activities such as reading together, telling stories, and playing games. Pediatricians are also well positioned to advocate not only for children's access to health care but also for high-quality early childhood education and evidence-based family supports such as

Cura Personalis: The School Library through an Ignatian Lens

Science.gov (United States)

Bogel, Gayle

2012-01-01

Effective school libraries provide services that are based on meeting each individual's need for information. Information needs arise from both immediate and global communities--from the school building to the "flat world" of online connections. The strategy for successfully engaging individuals as lifelong learners begins with acknowledging the…

Community reactions to disaster: An emerging role for the school psychologist

Directory of Open Access Journals (Sweden)

Bernie Stein

2016-02-01

Full Text Available This article will describe ways in which communities react to severe crises, both on a local and on a national level. Based on experiences in Israel over the past twenty years, including recent traumatic events such as the assassination of prime minister Yitzhak Rabin and the terrorist suicide bombings, and on an intervention in Buenos Aires, Argentina, after the bombing of the Jewish Community Centre in July 1994, a model is presented to describe different stages of reaction. The importance of the creation and development of community prevention and intervention programs is stressed. Emphasis is placed on the role of the schools and the school psychologists in developing and implementing such programs, and on their critical role in dealing immediately with crisis situations and their aftermaths. The prevention program emphasizes the fostering of inner strengths and resources in children and teachers (‘inoculation’, and makes provision for dealing with emotional support for the professionals in charge of helping the community in times of crisis. Finally, a model for the future development of the profession of school psychology into a broader community service is proposed. 

Peer Bonds in Urban School Communities: An Exploratory Study

Science.gov (United States)

Leach, Nicole

2018-01-01

The literature identifies three main types of peer associations: cliques, crowds, and dyadic friendships. When schools create learning communities, an additional type of peer association may emerge that is not based on interactions but instead is based on membership in a shared community. The aim of this study is to qualitatively explore the…

Coalition for Healthier Schools Position Statement. Improving Education, Child Health, the Environment, and Communities

Science.gov (United States)

Healthy Schools Network, Inc., 2010

2010-01-01

Each day over 53 million school children and 6 million adults--20 percent of the entire U.S. population--enter the nation's 120,000 school buildings to teach and learn. Unfortunately, in too many cases, they enter "unhealthy" school buildings," that undermine learning and health. In a recent five-state survey, more than 1,100 public schools were…

Dynamic functional connectivity using state-based dynamic community structure: method and application to opioid analgesia.

Science.gov (United States)

Robinson, Lucy F; Atlas, Lauren Y; Wager, Tor D

2015-03-01

We present a new method, State-based Dynamic Community Structure, that detects time-dependent community structure in networks of brain regions. Most analyses of functional connectivity assume that network behavior is static in time, or differs between task conditions with known timing. Our goal is to determine whether brain network topology remains stationary over time, or if changes in network organization occur at unknown time points. Changes in network organization may be related to shifts in neurological state, such as those associated with learning, drug uptake or experimental conditions. Using a hidden Markov stochastic blockmodel, we define a time-dependent community structure. We apply this approach to data from a functional magnetic resonance imaging experiment examining how contextual factors influence drug-induced analgesia. Results reveal that networks involved in pain, working memory, and emotion show distinct profiles of time-varying connectivity. Copyright © 2014 Elsevier Inc. All rights reserved.

Connecting Children's Worlds: Creating a Multilingual Syncretic Curriculum through Partnership between Complementary and Mainstream Schools

Science.gov (United States)

Kenner, Charmian; Ruby, Mahera

2013-01-01

Children from minority-language backgrounds have multiple sites of learning: home, community, mainstream school, and in some cases complementary school where they study their mother tongue after school or at weekends. However, due to the institutional constraints of an education system based on monolingual principles, mainstream teachers are often…

Evaluating School-Community Participation in Developing a Local Sustainability Agenda

Science.gov (United States)

Eilam, Efrat; Trop, Tamar

2013-01-01

Increasingly, international and national statements are calling for the development of local sustainability scenarios within partnerships between schools and their communities. The present study addresses the question of reciprocity in such partnerships, by comparing the sustainability agendas underlying schools' educational programs to the…

Drug-Free Schools and Communities Act Compliance at Michigan Community Colleges

Science.gov (United States)

Custer, Bradley D.

2018-01-01

In 1989, Congress passed the Drug-Free Schools and Communities Act Amendments to address illegal alcohol and drug abuse on college campuses. To receive federal funding, each college must comply by implementing an alcohol and drug prevention program, but the federal government and some colleges have paid little attention to this policy. Recently,…

Self-Regulatory Climate: A Positive Attribute of Public Schools

Science.gov (United States)

Adams, Curt M.; Ware, Jordan K.; Miskell, Ryan C.; Forsyth, Patrick B.

2016-01-01

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms--collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these…

A Conversation about Professionalism and Community.

Science.gov (United States)

Bauch, Patricia A.; Crowson, Robert L.; Goldring, Ellen B.; Mawhinney, Hanne B.; Ogawa, Rodney T.; Driscoll, Mary Erina

1998-01-01

Presents an interactive electronic conversation among a group of scholars. Participants examined the nature of relationships between professionals and school communities and debated the degree to which conflict was either inevitable or useful in sustaining this connection. They tried to imagine the organizational structures and policies needed to…

Perceived Connections between Anti-Social Gateway Behaviors and School Bullying and Culture

Science.gov (United States)

Grell, Brett Stanley; Meyer, Richard C.

2016-01-01

The purpose of this study was to examine and compare opinions of 8th and 9th grade teachers and students regarding the prevalence of anti-social/gateway behaviors in their classrooms, the perceived connection between these behaviors and more traditional forms of bullying, and the potential impact of school-wide anti-bullying programs specifically…

Overweight and obesity in youth in schools-the role of the school nurse: position statement.

Science.gov (United States)

2014-05-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as the school nurse) has the knowledge and expertise to promote the prevention of overweight and obesity and address the needs of overweight and obese youth in schools. The school nurse collaborates with students, families, school personnel, and health care providers to promote healthy weight and identify overweight and obese youth who may be at risk for health problems. The school nurse can refer and follow up with students who may need to see a health care provider. The school nurse also educates and advocates for changes in school and district policies that promote a healthy lifestyle for all students.

Aerobic capacity influences the spatial position of individuals within fish schools

DEFF Research Database (Denmark)

Killen, Shaun S.; Marras, Stefano; Steffensen, John Fleng

2012-01-01

the rear of schools. These trailing fish required fewer tail beats to swim at the same speed as individuals at the front of schools, indicating that posterior positions provide hydrodynamic benefits that reduce swimming costs. Conversely, fish with high aerobic capacity can withstand increased drag......The schooling behaviour of fish is of great biological importance, playing a crucial role in the foraging and predator avoidance of numerous species. The extent to which physiological performance traits affect the spatial positioning of individual fish within schools is completely unknown. Schools...... of juvenile mullet Liza aurata were filmed at three swim speeds in a swim tunnel, with one focal fish from each school then also measured for standard metabolic rate (SMR), maximal metabolic rate (MMR), aerobic scope (AS) and maximum aerobic swim speed. At faster speeds, fish with lower MMR and AS swam near...

Diagnostic Evaluation of the School-Community Relationship: a Case of a School in Santo Domingo del Roble de Santa Bárbara de Heredia, Costa Rica

Directory of Open Access Journals (Sweden)

Andrea Ramírez-González

2015-01-01

Full Text Available This paper presents the results of a participative diagnostic evaluation from a qualitative approach regarding the relationship between a primary school in Santo Domingo del Roble de Santa Bárbara de Heredia, Costa Rica and the community. The study included the participation of four teachers from upper and lower levels, as well as five parents, who are also part of two school committees, Patronato Escolar, in charge of overseeing school funds and Junta Educativa, in charge of overseeing educational matters. Some structural aspects that were considered included the curricular guidelines established by the Ministry of Public Education in regards to this topic, as well as practical teaching procedural aspects related to the communication between the school, the family and the community and school participation in rural community development projects, as an educational institution that offers and participates in formal and informal education activities and promotes community gathering by providing the facilities and resources for their improvement. Information was obtained through qualitative techniques, such as in-depth interviews and discussion groups. Data was analyzed based on three categories: professional formation, institutional outreach, and educational practice. It was concluded that the school lacks a community diagnostic or an institutional educational project that would allow for the development of concrete actions to address school and community needs. In addition, the school, represented by its teachers as leading figures, is required to participate in the organization and development of school and community projects. Teachers’ participation in the rural community is characterized by qualities, attitudes and values such as teaching vocation, leadership, organization, commitment, transparency, trust, humanism, and identification with the rural community.

Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction

Science.gov (United States)

Waller, Rachael; Barrentine, Shelby J.

2015-01-01

Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum…

Joint en Environmental Promotion from the Triad: School, Family, Community

Directory of Open Access Journals (Sweden)

Adriana Del Rosario Mejías Vetancourt

2016-08-01

Full Text Available The present research has as main objective to generate a theoretical approach of the Joint Environmental Promotion from the Triad: School, Family, Community Primary School "Cinqueña III" town Barinas state of Barinas. The nature of this research is supported by the phenomenological qualitative approach critical partner paradigm. Key informants were considered five (05, which were chosen at the discretion of the investigator, according to the actors who are considered binding: a manager, a teacher, a representative, a member of the school board, a member of the community council. Among the techniques of information collection are: participant observation and qualitative depth interview. As techniques for analyzing information categorization, coding and triangulation, accompanied by descriptive and interpretative phase it is contemplated. Then, a comparative matrix is made to analyze the information collected and shall determine the findings as a result of addressing the issue of research in the Basic School Cinqueña III, municipality of Barinas Barinas state.

The effectiveness of three sets of school-based instructional materials and community training on the acquisition and generalization of community laundry skills by students with severe handicaps.

Science.gov (United States)

Morrow, S A; Bates, P E

1987-01-01

This study examined the effectiveness of three sets of school-based instructional materials and community training on acquisition and generalization of a community laundry skill by nine students with severe handicaps. School-based instruction involved artificial materials (pictures), simulated materials (cardboard replica of a community washing machine), and natural materials (modified home model washing machine). Generalization assessments were conducted at two different community laundromats, on two machines represented fully by the school-based instructional materials and two machines not represented fully by these materials. After three phases of school-based instruction, the students were provided ten community training trials in one laundromat setting and a final assessment was conducted in both the trained and untrained community settings. A multiple probe design across students was used to evaluate the effectiveness of the three types of school instruction and community training. After systematic training, most of the students increased their laundry performance with all three sets of school-based materials; however, generalization of these acquired skills was limited in the two community settings. Direct training in one of the community settings resulted in more efficient acquisition of the laundry skills and enhanced generalization to the untrained laundromat setting for most of the students. Results of this study are discussed in regard to the issue of school versus community-based instruction and recommendations are made for future research in this area.

Life on thin ice: Insights from Uummannaq, Greenland for connecting climate science with Arctic communities

Science.gov (United States)

Baztan, Juan; Cordier, Mateo; Huctin, Jean-Michel; Zhu, Zhiwei; Vanderlinden, Jean-Paul

2017-09-01

What are the links between mainstream climate science and local community knowledge? This study takes the example of Greenland, considered one of the regions most impacted by climate change, and Inuit people, characterized as being highly adaptive to environmental change, to explore this question. The study is based on 10 years of anthropological participatory research in Uummannaq, Northwest Greenland, along with two fieldwork periods in October 2014 and April 2015, and a quantitative bibliometric analysis of the international literature on sea ice - a central subject of concern identified by Uummannaq community members during the fieldwork periods. Community members' perceptions of currently available scientific climate knowledge were also collected during the fieldwork. This was done to determine if community members consider available scientific knowledge salient and if it covers issues they consider relevant. The bibliometric analysis of the sea ice literature provided additional insight into the degree to which scientific knowledge about climate change provides information relevant for the community. Our results contribute to the ongoing debate on the missing connections between community worldviews, cultural values, livelihood needs, interests and climate science. Our results show that more scientific research efforts should consider local-level needs in order to produce local-scale knowledge that is more salient, credible and legitimate for communities experiencing climate change. In Uummannaq, as in many Inuit communities with similar conditions, more research should be done on sea ice thickness in winter and in areas through which local populations travel. This paper supports the growing evidence that whenever possible, climate change research should focus on environmental features that matter to communities, at temporal and spatial scales relevant to them, in order to foster community adaptations to change. We recommend such research be connected to and

Finding Savings in Community Use of Schools

Science.gov (United States)

Gandy, Julia

2013-01-01

This article reports on the growing challenge of managing community groups using educational facilities for meetings, athletics, and special events. It describes how, by using an online scheduling software program, one school district was able to track payments and save time and money with its event and facility scheduling process.

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.

Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response

Science.gov (United States)

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on…

Recurrently connected and localized neuronal communities initiate coordinated spontaneous activity in neuronal networks

Science.gov (United States)

Amin, Hayder; Maccione, Alessandro; Nieus, Thierry

2017-01-01

Developing neuronal systems intrinsically generate coordinated spontaneous activity that propagates by involving a large number of synchronously firing neurons. In vivo, waves of spikes transiently characterize the activity of developing brain circuits and are fundamental for activity-dependent circuit formation. In vitro, coordinated spontaneous spiking activity, or network bursts (NBs), interleaved within periods of asynchronous spikes emerge during the development of 2D and 3D neuronal cultures. Several studies have investigated this type of activity and its dynamics, but how a neuronal system generates these coordinated events remains unclear. Here, we investigate at a cellular level the generation of network bursts in spontaneously active neuronal cultures by exploiting high-resolution multielectrode array recordings and computational network modelling. Our analysis reveals that NBs are generated in specialized regions of the network (functional neuronal communities) that feature neuronal links with high cross-correlation peak values, sub-millisecond lags and that share very similar structural connectivity motifs providing recurrent interactions. We show that the particular properties of these local structures enable locally amplifying spontaneous asynchronous spikes and that this mechanism can lead to the initiation of NBs. Through the analysis of simulated and experimental data, we also show that AMPA currents drive the coordinated activity, while NMDA and GABA currents are only involved in shaping the dynamics of NBs. Overall, our results suggest that the presence of functional neuronal communities with recurrent local connections allows a neuronal system to generate spontaneous coordinated spiking activity events. As suggested by the rules used for implementing our computational model, such functional communities might naturally emerge during network development by following simple constraints on distance-based connectivity. PMID:28749937

Recurrently connected and localized neuronal communities initiate coordinated spontaneous activity in neuronal networks.

Directory of Open Access Journals (Sweden)

Davide Lonardoni

2017-07-01

Full Text Available Developing neuronal systems intrinsically generate coordinated spontaneous activity that propagates by involving a large number of synchronously firing neurons. In vivo, waves of spikes transiently characterize the activity of developing brain circuits and are fundamental for activity-dependent circuit formation. In vitro, coordinated spontaneous spiking activity, or network bursts (NBs, interleaved within periods of asynchronous spikes emerge during the development of 2D and 3D neuronal cultures. Several studies have investigated this type of activity and its dynamics, but how a neuronal system generates these coordinated events remains unclear. Here, we investigate at a cellular level the generation of network bursts in spontaneously active neuronal cultures by exploiting high-resolution multielectrode array recordings and computational network modelling. Our analysis reveals that NBs are generated in specialized regions of the network (functional neuronal communities that feature neuronal links with high cross-correlation peak values, sub-millisecond lags and that share very similar structural connectivity motifs providing recurrent interactions. We show that the particular properties of these local structures enable locally amplifying spontaneous asynchronous spikes and that this mechanism can lead to the initiation of NBs. Through the analysis of simulated and experimental data, we also show that AMPA currents drive the coordinated activity, while NMDA and GABA currents are only involved in shaping the dynamics of NBs. Overall, our results suggest that the presence of functional neuronal communities with recurrent local connections allows a neuronal system to generate spontaneous coordinated spiking activity events. As suggested by the rules used for implementing our computational model, such functional communities might naturally emerge during network development by following simple constraints on distance-based connectivity.

What's a School Librarian's Favorite Preposition? Evidence in, of, and for Practice

Science.gov (United States)

Richey, Jennifer; Cahill, Maria

2015-01-01

School librarians, professional library literature, and scholarly library literature tout the benefits of schools staffed with certified school librarians. However, recent reductions in library funding and elimination of school library positions suggest stakeholders do not connect the school library program to positive student learning outcomes.…

Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response

Science.gov (United States)

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

Original article School personnel’s perceptions of their schools’ involvement in culturally and linguistically diverse school-family-community partnerships

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Jolanta Jonak

2014-05-01

Full Text Available BACKGROUND The achievement gap between White and culturally and linguistically diverse (CLD students is a chronic issue in many U.S. schools that stakeholders endeavor to eliminate through best practices involving curriculum, instruction, and early interventions; however, disparities often persist. In addition to all educational efforts provided by schools and implementation of best practices when students begin to struggle academically or behaviorally in schools, family involvement cannot be disregarded. PARTICIPANTS AND PROCEDURE School personnel from one Midwestern school district in the United States educating over 8,000 students was surveyed to obtain their perceptions about school-family-community partnerships. A total of 117 informants, including teachers, student support personnel, and administrators, provided their opinions through an online survey measuring responses to questions related to current best practices in their schools with regard to culturally and linguistically diverse students, their families and their communities. RESULTS In a research study focused on school practices relating to parent involvement, it was found that strategies intended to encourage and incorporate parent involvement were implemented in just one-third to one-half of the schools surveyed, indicating the need for increased and concerted effort on the part of school professionals to recognize and address obstacles to a pivotal school-parent-community relationship. CONCLUSIONS Although schools can be credited with endeavoring to provide best practices for their CLD students, in keeping with state and federal mandates and assumedly in keeping with best intentions, there is in fact much work to be done to better facilitate the success of these students. School psychologists can provide the impetus for this effort by formally recommending parent involvement and participation in their assessments of CLD students in particular. This recommendation should

Egg positive rate of Enterobius vermicularis of primary school children in Geoje island

Science.gov (United States)

Kim, Bong Jin; Lee, Bo Young; Chung, Hyun Kee; Lee, Young Sun; Lee, Kun Hee; Chung, Hae Jin

2003-01-01

The status of pinworm (Enterobius vermicularis) egg positive rate of primary school children in Geoje island was investigated by using adhesive cellotape anal swap method, in September, 2002. Total egg positive rates of E. vermicularis were 9.8% (74/754) and those of male and female were 10.8% and 8.7%, respectively. Among three schools examined, Myeongsa primary school showed the highest egg positive rate (12.6%) followed by Yeoncho [9.8% (26/266)] and Geoje [9.1% (35/385)]. As for the age groups, the 2nd grade had the highest egg positive rate (15.3%), whereas the 5th grade showed the lowest egg positive rate (2.6%). The above result led us to confirm that the egg positive rates of E. vermicularis in primary school children in Geoje island were not significantly different from the those in the whole country including urban and rural areas, showing more than 10%. PMID:12666734

Extending connections between land and people digitally: designing with rural Herero communities in Namibia

CSIR Research Space (South Africa)

Bidwell, NJ

2012-06-01

Full Text Available -1 Heritage and Social Media: Understanding Heritage in Participatory Culture June 2012/Chapter 11 Extending connections between land and people digitally: designing with rural Herero communities in Namibia Bidwell NJ1 and Winschiers-Theophilus H2 1...

Student Interracial Interactions and Perceptions of School as a Community

Science.gov (United States)

Hallinan, Maureen T.; Kubitschek, Warren N.; Liu, Ge

2009-01-01

Communally organized, as opposed to bureaucratically organized, schools are expected to provide significant advantages to students in terms of their cognitive and social growth. However, for students to avail themselves of these benefits, they need to experience school as a community. One factor that may influence whether students view their…

It Takes a Rooted Village: Networked Resistance, Connected Communities, and Adaptive Responses to Forest Tenure Reform in Northern Thailand

Directory of Open Access Journals (Sweden)

Kimberly Roberts

2016-06-01

Full Text Available Conflicts persist between forest dwelling communities and advocates of forest conservation. In Thailand, a community forestry bill and national park expansion initiatives leave little space for communities. The article analyzes the case of the predominantly ethnic Black Lahu village of Huai Lu Luang in Chiang Rai province that has resisted the threats posed by a community forestry bill and a proposed national park. The villagers reside on a national forest reserve and have no de jure rights to the land. This article argues, however, that through its network rooted in place and connected to an assemblage of civil society, local government, and NGOs, Huai Lu Luang has been able to stall efforts by the Thai government that would detrimentally impact their use of and access to forest resources. Their resistance is best understood not in isolation – as one victimized community resisting threats to their livelihoods – but in connection to place, through dynamic assemblages. A ‘rooted’ networks approach follows the connections and nodes of Huai Lu Luang’s network that influence and aid the village’s attempts to resist forest tenure reform.

School-community learning partnerships for sustainability: Recommended best practice and reality

Science.gov (United States)

Wheeler, Leone; Guevara, Jose Roberto; Smith, Jodi-Anne

2018-05-01

Effective partnerships across different stakeholders are essential to the collaboration required for learning cities to contribute to sustainable development. Through partnerships, formal educational institutions, such as schools and universities, play a vital role in establishing and sustaining learning cities, often by facilitating the meaningful participation of different local community members. The research presented in this article examines the characteristics of effective school-community partnerships in the literature and compares it to the results of a three-year research study which examined 16 case studies of school-community partnerships in the state of Victoria in Australia. Using participatory action research, the researchers identified four approaches to implementing partnerships for sustainability, explored challenges to achieving an idealised partnership, and made recommendations for establishing successful partnership networks. The researchers propose that partnerships be viewed as a dynamic resource rather than merely a transactional arrangement that addresses the identified challenges of time, funding, skills and personnel. Furthermore, the use of "partnership brokers", such as local government or non-government organisations, is recommended to expand the current school-centred approach to partnerships. These insights aim to contribute to providing quality education and lifelong learning through partnerships - outcomes crucial for establishing and sustaining learning cities.

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.

Community Observatories: Fostering Ideas that STEM From Ocean Sense: Local Observations. Global Connections.

Science.gov (United States)

Pelz, M. S.; Ewing, N.; Hoeberechts, M.; Riddell, D. J.; McLean, M. A.; Brown, J. C. K.

2015-12-01

Ocean Networks Canada (ONC) uses education and communication to inspire, engage and educate via innovative "meet them where they are, and take them where they need to go" programs. ONC data are accessible via the internet allowing for the promotion of programs wherever the learners are located. We use technologies such as web portals, mobile apps and citizen science to share ocean science data with many different audiences. Here we focus specifically on one of ONC's most innovative programs: community observatories and the accompanying Ocean Sense program. The approach is based on equipping communities with the same technology enabled on ONC's large cabled observatories. ONC operates the world-leading NEPTUNE and VENUS cabled ocean observatories and they collect data on physical, chemical, biological, and geological aspects of the ocean over long time periods, supporting research on complex Earth processes in ways not previously possible. Community observatories allow for similar monitoring on a smaller scale, and support STEM efforts via a teacher-led program: Ocean Sense. This program, based on local observations and global connections improves data-rich teaching and learning via visualization tools, interactive plotting interfaces and lesson plans for teachers that focus on student inquiry and exploration. For example, students use all aspects of STEM by accessing, selecting, and interpreting data in multiple dimensions, from their local community observatories to the larger VENUS and NEPTUNE networks. The students make local observations and global connections in all STEM areas. The first year of the program with teachers and students who use this innovative technology is described. Future community observatories and their technological applications in education, communication and STEM efforts are also described.

Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination

Directory of Open Access Journals (Sweden)

Sandra K. M. Tsang

2011-01-01

Full Text Available School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.

J.C. Nalle Community School: A Study of a School Turnaround Effort. Publication #2015-14

Science.gov (United States)

Redd, Zakia; Princiotta, Daniel; Stratford, Brandon; Caal, Selma; Li, Weilin; Murphy, Kelly; Coffey, Amelia; Carrington, Nicholas; Carney, Rachel; Oster, Maryjo; Horton, Susannah

2015-01-01

J.C. Nalle is a Community School located in the Marshall Heights neighborhood of Ward 7 in Washington, D.C. The community in which J.C. Nalle is located, historically one of the more economically disadvantaged areas of the city, has experienced a number of changes in recent years. This report of evaluation findings begins with an introduction to…

Staff Concerns in Schools Planning for and Implementing School-Wide Positive Behavior Interventions and Supports

Science.gov (United States)

Tyre, Ashli D.; Feuerborn, Laura L.; Woods, Leslie

2018-01-01

Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) were explored using the…

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

Science.gov (United States)

Forbes, Anne; Skamp, Keith

2016-02-01

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

Disparities in Children’s Blood Lead and Mercury Levels According to Community and Individual Socioeconomic Positions

Science.gov (United States)

Lim, Sinye; Ha, Mina; Hwang, Seung-Sik; Son, Mia; Kwon, Ho-Jang

2015-01-01

We aimed to examine the associations between blood lead and mercury levels and individual and community level socioeconomic positions (SEPs) in school-aged children. A longitudinal cohort study was performed in 33 elementary schools in 10 cities in Korea. Among a total of 6094 children included at baseline, the final study population, 2281 children followed-up biennially, were analyzed. The geometric mean (GM) levels of blood lead were 1.73 μg/dL (range 0.02–9.26) and 1.56 μg/dL (range 0.02–6.83) for male and female children, respectively. The blood lead levels were significantly higher in males, children living in rural areas, and those with lower individual SEP. The GM levels of blood mercury were 2.07 μg/L (range 0.09–12.67) and 2.06 μg/L (range 0.03–11.74) for males and females, respectively. Increased blood mercury levels were significantly associated with urban areas, higher individual SEP, and more deprived communities. The risk of high blood lead level was significantly higher for the lower individual SEP (odds ratio (OR) 2.18, 95% confidence interval (CI) 1.36–3.50 in the lowest educational attainment of the father), with a significant dose-response relationship observed after adjusting for the community SEP. The association between high blood lead levels and lower individual SEP was much stronger in the more deprived communities (OR 2.88, 95% CI 1.27–6.53) than in the less deprived communities (OR 1.40, 95% CI 0.76–2.59), and showed a significant decreasing trend during the follow-up only in the less deprived communities. The risk of high blood mercury levels was higher in higher individual SEP (OR 0.64, 95% CI 0.40–1.03 in the lowest educational attainment of the father), with a significant dose-response relationship noted. Significant decreasing trends were observed during the follow-up both in the less and more deprived communities. From a public health point-of-view, community level intervention with different approaches for

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

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Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

An evaluation of the role of rural primary school teachers in community development tasks in southern Sudan

OpenAIRE

Ngalam, Jabi Jack

1987-01-01

This thesis investigates the role of rural primary school teachers in community development activities within an integrated rural education centres project (IRECs) in southern Sudan. The study explores five areas of importance for an extended teacher's role in rural areas: (i) the school or community environment, (ii) community perception of the teacher's role and its expectations of the school, (iii) teachers' perception of their own role in the community, (iv) teachers' ...

The Development and Implementation of Successful School-Community Partnerships in Public Elementary Education

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Record, Vincent N.

2012-01-01

Purpose: The study aimed to define common characteristics of successful school-community partnerships supporting the improvement of academic achievement in public elementary schools. Based on the perceptions of elementary school administrators, this study identified important factors of, barriers to, and benefits of successful school-community…

Leading High School Transformation for College and Career Success: A Guide for Developing a System of Linked Learning Pathways

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Stearns, Roman

2014-01-01

This ConnectEd Guide for Developing a System of Linked Learning Pathways will introduce school district leaders and their community partners to Linked Learning and a system of quality pathways that can transform high schools, instructional practice, and the student experience. Not intended to be prescriptive, this document can and should be…

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

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Leak, Anne Emerson

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their

A Comparison of Urban School- and Community-Based Dental Clinics

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Larsen, Charles D.; Larsen, Michael D.; Handwerker, Lisa B.; Kim, Maile S.; Rosenthal, Murray

2009-01-01

Background: The objective of the study was to quantitatively compare school- and community-based dental clinics in New York City that provide dental services to children in need. It was hypothesized that the school-based clinics would perform better in terms of several measures. Methods: We reviewed billing and visit data derived from encounter…

Community perceptions of a rural medical school : a pilot qualitative study

NARCIS (Netherlands)

Nestel, Debra; Gray, Katherine; Simmons, Margaret; Pritchard, Shane A; Islam, Rumana; Eng, Wan Q; Ng, Adrian; Dornan, Tim

2014-01-01

BACKGROUND: This paper explores local community perceptions of a relatively new rural medical school. For the purposes of this paper, community engagement is conceptualized as involvement in planning, delivering, and evaluating the medical program. Although there are several reviews of patient

LGBTQ Youth's Views on Gay-Straight Alliances: Building Community, Providing Gateways, and Representing Safety and Support.

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Porta, Carolyn M; Singer, Erin; Mehus, Christopher J; Gower, Amy L; Saewyc, Elizabeth; Fredkove, Windy; Eisenberg, Marla E

2017-07-01

Gay-Straight Alliances (GSAs) are school-based clubs that can contribute to a healthy school climate for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. While positive associations between health behaviors and GSAs have been documented, less is known about how youth perceive GSAs. A total of 58 LGBTQ youth (14-19 years old) mentioned GSAs during go-along interviews in 3 states/provinces in North America. These 446 comments about GSAs were thematically coded and organized using Atlas.ti software by a multidisciplinary research team. A total of 3 themes describe youth-perceived attributes of GSAs. First, youth identified GSAs as an opportunity to be members of a community, evidenced by their sense of emotional connection, support and belonging, opportunities for leadership, and fulfillment of needs. Second, GSAs served as a gateway to resources outside of the GSA, such as supportive adults and informal social locations. Third, GSAs represented safety. GSAs positively influence the physical, social, emotional, and academic well-being of LGBTQ young people and their allies. School administrators and staff are positioned to advocate for comprehensive GSAs. Study findings offer insights about the mechanisms by which GSAs benefit youth health and well-being. © 2017, American School Health Association.

Students without Borders: Global Collaborative Learning Connects School to the Real World

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Bickley, Mali; Carleton, Jim

2009-01-01

Kids can't help but get engaged when they're collaborating with peers across the globe to solve real-life problems. Global collaborative learning is about connecting students in communities of learners around the world so they can work together on projects that make a difference locally and globally. It is about building relationships and…

Analytical and experimental position stability of the abutment in different dental implant systems with a conical implant?abutment connection

OpenAIRE

Semper-Hogg, Wiebke; Kraft, Silvan; Stiller, Sebastian; Mehrhof, Juergen; Nelson, Katja

2012-01-01

Objectives Position stability of the abutment should be investigated in four implant systems with a conical implant?abutment connection. Materials and methods Previously developed formulas and an established experimental setup were used to determine the position stability of the abutment in the four implant systems with a conical implant?abutment connection and different positional index designs: The theoretical rotational freedom was calculated by using the dimensions of one randomly selecte...

School start time influences melatonin and cortisol levels in children and adolescents - a community-based study.

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Carissimi, Alicia; Martins, Alessandra Castro; Dresch, Fabiane; da Silva, Lilian Corrêa; Zeni, Cristian Patrick; Hidalgo, Maria Paz

2016-01-01

School start time influences sleep parameters. Differences between circadian sleep parameters on weekends and weekdays have been associated with obesity, sleep, and psychiatric disorders. Moreover, circadian rhythm dysregulation affects the secretion of some hormones, such as melatonin and cortisol. In the current study, we investigate the effect of school start time on cortisol and melatonin levels in a community sample of Brazilian children and adolescents. This was a cross-sectional study of 454 students (mean age, 12.81 ± 2.56 years; 58.6% female). From this sample, 80 participants were randomly selected for saliva collection to measure melatonin and cortisol levels. Circadian sleep parameters were assessed by self-reported sleep and wake up schedules and the Morningness-Eveningness Questionnaire. The outcomes, salivary melatonin and cortisol levels, were measured in morning, afternoon and night saliva samples, and behavior problems were assessed using the Child Behavior Checklist (CBCL). The main results revealed that morning school start time decreased the secretion of melatonin. Morning melatonin levels were significantly positively correlated with the sleep midpoint on weekdays and on weekends. Afternoon melatonin levels were positively correlated with the sleep midpoint on weekends in the morning school students. Conversely, in the afternoon school students, night melatonin levels were negatively correlated with the sleep midpoint on weekdays. Cortisol secretion did not correlate with circadian sleep parameters in any of the school time groups. In conclusion, school start time influences melatonin secretion, which correlated with circadian sleep parameters. This correlation depends on the presence of psychiatric symptoms. Our findings emphasize the importance of drawing attention to the influence of school start time on the circadian rhythm of children and adolescents.

Collaboration with Community Mental Health Service Providers: A Necessity in Contemporary Schools

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Villarreal, Victor; Castro-Villarreal, Felicia

2016-01-01

Schools have played an increasingly central role in providing mental health services to youth, but there are limitations to the services that are available through school-based mental health professionals. Thus, collaboration with non-school-based community mental health providers is oftentimes necessary. As collaboration can address limitations…

Latina Spanish High School Teachers' Negotiation of Capital in New Latino Communities

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Colomer, Soria Elizabeth

2014-01-01

Based on a qualitative study documenting how Spanish teachers bear an especially heavy burden as unofficial translators, interpreters, and school representatives, this article documents how some Latina high school Spanish teachers struggle to form social networks with Latino students in new Latino school communities. Employing social frameworks,…

An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities

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Hindle, Rawiri; Hynds, Anne; Averill, Robin; Meyer, Luanna; Faircloth, Susan

2017-01-01

We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team)--community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Maori…

Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools

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Jacobson, Linda; Rollins, S. Kwesi; Brown, Janet; Naviasky, Heather

2016-01-01

This "Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools" report updates the community school case studies through a description of ongoing developments in Cincinnati, OH; Evansville, IN; Multnomah County, OR; and Tulsa, OK and adds to that knowledge base of early learning and…

Community and School Gardens as Spaces for Learning Social Resilience

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Reis, Kimberley; Ferreira, Jo-Anne

2015-01-01

Can community and school gardens help people learn to build social resilience to potential food shortages? We seek to address this question through an examination of the ways in which gardens can teach individual and community resiliency in times of emergency, pockets of food insecurity, and the challenges presented by climate change. We focus on…

School and Community Wellness: Transforming Achievement Using a Holistic Orientation to Learning

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Oser, Rick; Beck, Ellen; Alvarado, Jose Luis; Pang, Valerie Ooka

2014-01-01

A comprehensive school and community wellness plan was developed and implemented to transform "Lemon Grove Academy" for the Sciences and Humanities, an urban school, where student achievement and faculty satisfaction has soared. The school has become the center for the local neighborhood where culture, language, and equity are valued.…

In Vogue: How Valencia Community College Used a High-Fashion Marketing Campaign to Sharpen Its Image

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Campagnuolo, Christian

2008-01-01

Not unlike many community colleges across the country, Valencia Community College, located in Orlando, Florida, has been working to better connect with its constituents. In an era in which the Internet is opening new lines of communication between schools and prospective students, more community colleges are tapping into the opportunities inherent…

Combining in-school and community-based media efforts: reducing marijuana and alcohol uptake among younger adolescents.

Science.gov (United States)

Slater, Michael D; Kelly, Kathleen J; Edwards, Ruth W; Thurman, Pamela J; Plested, Barbara A; Keefe, Thomas J; Lawrence, Frank R; Henry, Kimberly L

2006-02-01

This study tests the impact of an in-school mediated communication campaign based on social marketing principles, in combination with a participatory, community-based media effort, on marijuana, alcohol and tobacco uptake among middle-school students. Eight media treatment and eight control communities throughout the US were randomly assigned to condition. Within both media treatment and media control communities, one school received a research-based prevention curriculum and one school did not, resulting in a crossed, split-plot design. Four waves of longitudinal data were collected over 2 years in each school and were analyzed using generalized linear mixed models to account for clustering effects. Youth in intervention communities (N = 4,216) showed fewer users at final post-test for marijuana [odds ratio (OR) = 0.50, P = 0.019], alcohol (OR = 0.40, P = 0.009) and cigarettes (OR = 0.49, P = 0.039), one-tailed. Growth trajectory results were significant for marijuana (P = 0.040), marginal for alcohol (P = 0.051) and non-significant for cigarettes (P = 0.114). Results suggest that an appropriately designed in-school and community-based media effort can reduce youth substance uptake. Effectiveness does not depend on the presence of an in-school prevention curriculum.

The Effect of Household and Community on School Attrition: An Analysis of Thai Youth

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Korinek, Kim; Punpuing, Sureeporn

2012-01-01

We analyze school attrition among youth in Kanchanaburi province, Thailand. We find that family investments in schooling are shaped by both household and local community contexts. There is an enrollment advantage for girls across different households and communities. We find that youth whose mothers have migrated and youth in immigrant households…

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

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Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

Building a Learning Community: A Tale of Two Schools

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Mindich, Dan; Lieberman, Ann

2012-01-01

Teacher professional development is one of the most powerful influences on student achievement, and professional learning communities can be an excellent vehicle for high-quality PD. Mindich and Lieberman examine ways to implement effective PLCs. Education research has found that collegial work is connected to teachers' professional growth and…

The Nature of Teacher-Community Contact in Schools Serving Southwest Indian Children. American Indian Education Papers, No. 2.

Science.gov (United States)

Knight, Margaret E.

Previous school-community research in American Indian communities has demonstrated that "isolation" or lack of communication between school staff and community parents has contributed to the failure of educating American Indian children. To validate this research in the Southwest, a diary indicating the out-of-school activities was…

The Sense of Community in School Scale (SCSS)

NARCIS (Netherlands)

Admiraal, W.; Lockhorst, D.

2012-01-01

Purpose - Teacher communities might create excellent conditions for teacher learning in schools, such as a teacher dialogue. The way teachers perceive and interpret these conditions seems to be crucial for their effects on learning. Therefore, the purpose of this paper is to develop and test the

Traversing School-Community Partnerships Utilizing Cross-Boundary Leadership

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Krumm, Bernita L.; Curry, Katherine

2017-01-01

Utilizing the conceptual framework of cross-boundary leadership, researchers conducted this qualitative case study to gain a better understanding of district-level leaders' actions and attitudes that led to meaningful, sustainable partnerships between the school, families, and community. Administrators in two urban, two suburban, and two rural…

Towards a New Theory in School Management: The Theory of Positive Containment

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AlMusaileem, Muhammad Y.

2012-01-01

This study argues for a new theory in school management based on the notion of positive containment which benefited from the integration of the main two patterns of leadership, i.e., the democratic and the authoritarian. In this theory, the school principal has to deal with one external and five internal circles of positive containments. The…

Green positive guidance and green positive life counseling for decent work and decent lives:Some empirical results

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Annamaria eDi Fabio

2016-03-01

Full Text Available This article discusses green positive guidance and green positive life counseling for decent work and decent lives. From a green guidance perspective, the connectedness to nature construct is important both in terms of the meaning of work and life construction. The study discussed in this article analyzed the relationship between empathy and connectedness to nature, controlling for the effects of fluid intelligence and personality traits. In this connection, the Advanced Progressive Matrices (APM, the Big Five Questionnaire (BFQ, and the Interpersonal Reactivity Index (IRI were administered to 144 Italian high school students. The study revealed that connecteness to nature was not associated with fluid intelligence and was only moderately associated with personality traits. It was empathy that showed the highest association with connectedness to nature. The results open new opportunities for future research and interventions in green positive guidance/life counseling and green positive decent work.

Plankton community structure and connectivity in the Kimberley-Browse region of NW Australia

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McKinnon, A. D.; Duggan, S.; Holliday, D.; Brinkman, R.

2015-02-01

We describe the zooplankton and ichthyoplankton communities of coastal waters of the Kimberley coast (North West Australia), sampled in macrotidal Camden Sound during both the wet and dry seasons of 2011, and compare these to six other Kimberley embayments during the wet season of 2013. Zooplankton abundance in Camden Sound was 7038 ± 3913 SD ind. m-3 in the wet season and 1892 ± 708 SD ind. m-3 in the dry season, with copepods accounting for 85% by number. In all, 78 species of copepods were recorded, with the families Paracalanidae and Oithonidae dominant. In Camden Sound, 48 families of larval fish occurred, with ichthyoplankton more abundant in the wet season than the dry season (1.16 ± 0.2 ind. m-3 cf 0.76 ± 0.2 ind. m-3). Larval gobiids (Subfamily Gobiinae) were most abundant, with other common families associated with either pelagic or soft-bottom habitats as adults. Multivariate analyses of both copepod and ichthyoplankton communities demonstrated strong seasonal contrasts, although an along-shelf gradient in copepod community composition was apparent along the embayments sampled in 2013. There was little spatial variation in plankton communities within Camden Sound as a result of the large tidal range (up to 11.7 m, with 2.5 m-1 velocities), although gradients in abundance and composition on cross-shelf transects occurred in the more northern embayments that had a lower tidal range, such as Napier Broome Bay. Copepod communities of the Kimberley-Browse region were placed in regional perspective by multivariate analyses of similar data collected in the eastern Indian Ocean at Scott Reef, in the Arafura Sea and on the southern North West (NW) shelf. The plankton communities of the NW shelf form a series of along-shore metacommunities linked by advection, with weaker cross-shelf connectivity. The presence of the larvae of mesopelagic fishes of the family Myctophidae in coastal waters confirms seasonal cross-shelf connectivity.

Community College Faculty Recruitment: Predictors of Applicant Attraction to Faculty Positions.

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Winter, Paul A.; Kjorlien, Chad L.

2000-01-01

Utilizes MBA students' biographical data and reactions to simulated position ads for community college business faculty positions to identify predictors of applicant decisions. Reveals four significant predictors of participants' ratings of simulated positions: applicant's current job satisfaction, spouse's contribution to household income,…

Moral education: School as a just community

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Miočinović Ljiljana Đ.

2003-01-01

Full Text Available The paper discusses Kohlberg’s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

A robust University-NGO partnership: Analysing school efficiencies in Bolivia with community-based management techniques

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Joao Neiva de Figueiredo

2013-09-01

Full Text Available Community-based management research is a collaborative effort between management, academics and communities in need with the specific goal of achieving social change to foster social justice. Because it is designed to promote and validate joint methods of discovery and community-based sources of knowledge, community-based management research has several unique characteristics, which may affect its execution. This article describes the process of a community-based management research project which is descriptive in nature and uses quantitative techniques to examine school efficiencies in low-income communities in a developing country – Bolivia. The article describes the partnership between a US-based university and a Bolivian not-for-profit organisation, the research context and the history of the research project, including its various phases. It focuses on the (yet unpublished process of the community-based research as opposed to its content (which has been published elsewhere. The article also makes the case that the robust partnership between the US-based university and the Bolivian NGO has been a determining factor in achieving positive results. Strengths and limitations are examined in the hope that the experience may be helpful to others conducting descriptive quantitative management research using community-engaged frameworks in cross-cultural settings. Keywords: international partnership, community-engaged scholarship, education efficiency, multicultural low-income education.

Comparison of the Effectiveness of Two Forms of the Enhancing Relationships in School Communities Project for Promoting Cooperative Conflict Resolution Education in Australian Primary Schools

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Trinder, Margot; Wertheim, Eleanor H.; Freeman, Elizabeth; Sanson, Ann; Richardson, Shanel; Hunt, Sue

2010-01-01

This study evaluated the Enhancing Relationships in School Communities (ERIS) Project which aimed to promote constructive conflict resolution (CR) in Australian primary school communities through professional development for core teams of three-five staff (n = 33 teachers). Twelve schools were randomly assigned to a full intervention (FI) group or…

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…

Catalyzing community action within a national campaign: VERB community and national partnerships.

Science.gov (United States)

Bretthauer-Mueller, Rosemary; Berkowitz, Judy M; Thomas, Melonie; McCarthy, Susan; Green, Lula Anna; Melancon, Heidi; Courtney, Anita H; Bryant, Carol A; Dodge, Kristin

2008-06-01

The VERB campaign used a social marketing approach to deliver its message through the mass media, school and community promotions, and partnerships to encourage children aged 9-13 years (tweens) to be physically active every day. This paper presents the VERB campaign's community and national partnership strategy, highlights three successful partnerships, and discusses challenges associated with the efforts. The national advertising generated awareness of and affinity for the product's brand and motivated the primary audience to seek out the product. The campaign's national and community partners were engaged to facilitate a product-distribution channel. The campaign developed a three-pronged partnership strategy to integrate the promotion with the placement of the campaign's product (physical activity): (1) reframe the way physical activity is positioned and delivered; (2) connect the brand to the point-of-purchase; and (3) refer (or drive) the audience to the action outlets, opportunities, places, spaces and programs to purchase the product. The VERB campaign provided partners with marketing training and resources to assist them as they leveraged tweens' brand awareness and supported regular physical activity among tweens. The method of technical assistance and the types of marketing tools were provided in relationship to four characteristics of the partner: (1) partner's network, (2) leaders and champions in the network, (3) partner's financial resources for community campaigns; and (4) partner's understanding of the marketing mindset. Coordinated, collaborative, and strong mass-media and community-based interventions within a national social marketing campaign can sustain the immediate effects of such campaigns.

Empowering school personnel for positive youth development: the case of Hong Kong school social workers.

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To, Siu-ming

2009-01-01

While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.

Especially for Teachers: The Connection. An Invitation to School Improvement in North Carolina, 3.

Science.gov (United States)

North Carolina State Dept. of Public Instruction, Raleigh.

North Carolina's educational reform effort is composed of three related programs--the Basic Education Program (BEP), the School Improvement and Accountability Act (Senate Bill 2), and a new system of state accreditation. Information about the complementary and interdependent connection among the three programs is provided in this publication. The…

Optimal Viewing Position for Fully Connected and Unconnected words in Arabic

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Ganayim Deia

2016-06-01

Full Text Available In order to assess the unique reading processes in Arabic, given its unique orthographic nature of natural inherent variations of inter letter spacing, the current study examined the extent and influence of connectedness disparity during single word recognition using the optimal viewing position (OVP paradigm (three-, four- and five-letter stimuli presented at a normal reading size, at all possible locations. The initial word viewing position was systematically manipulated by shifting words horizontally relative to an imposed initial viewing position. Variations in recognition and processing time were measured as a function of initial viewing position. Fully connected/unconnected Arabic words were used. It was found that OVP effects occurred during the processing of isolated Arabic words. In Arabic, the OVP may be in the center of the word. No OVP was found in three-letter words; for four- and five-letter words, the OVP effect appeared as a U-shaped curve with a minimum towards the second and third letters. Thus, the OVP effects generalize across structurally different alphabetic scripts.

Mandatory Community-Based Learning in U.S. Urban High Schools: Fair Equality of Opportunity?

Science.gov (United States)

Bennett, Jeffrey V.; Alsbury, Thomas L.; Fan, Jingjing

2016-01-01

This study explores participant experiences at two contrasting high schools in a large, urban school district in crisis who implemented mandatory community-based learning (CBL) (e.g. community service, work-based internships) as a policy of reform. Rawls' theory of justice as fairness is used to examine capacity of the district formal policy to…

Rural and school community in appreciating knowledge on medical plants

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Marcílio Souza Carneiro

2016-05-01

Isolated communities in the urban environment still use medicinal plants, but such knowledge is not always passed on to new generations. In this scenario, we propose a study with students, teachers, and community residents from Córrego da Ema, Amontada, Ceará, Brazil, aiming to know the wisdom of medicinal plants in a small rural community in the Brazilian semi-arid region. We interviewed the medicinal plant connoisseurs, named as local experts, by using the “snow ball” method. We applied questionnaires to investigate Elementary School students’ knowledge on medicinal plants (pre-tour. These actions provided a basis for planning guided-tours, activities aimed at 51 students, which we carried out along with the 10 experts and 2 local school teachers, whose results (post-tour were assessed by using the same pre-tour questionnaire. Most local experts were women (80%, their families had many people and low education level, factors that contribute to using medicinal plants. Experts cited 35 medicinal plant species. Students cited 24 pre-tour plant species and 28 post-tour plant species. Students increased their knowledge, as there was also a post-tour increase in therapeutic indications and preparation methods, as mentioned. The school played an important role in appreciating this intangible heritage, because it enabled actions involving formal and informal education.

The effects of community factors on school participation in Turkey: A multilevel analysis

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Gumus, Sedat

2014-05-01

Turkey, like many developing countries, is facing considerable problems in terms of low school attendance rates, late enrolment and early dropout of girls in particular. Numerous studies have already been conducted, both in Turkey and elsewhere, to determine the factors affecting school enrolment of boys and girls. Existing studies in Turkey, however, have focused extensively on the association between household-level factors and school participation, ignoring the role of the broader environment in which children live. Using a recent, large-scale and nationally representative data set, this paper investigates school participation at both primary and secondary levels in Turkey, giving specific attention to community- level factors. In taking into account socioeconomic context variables using the multilevel modelling method, this study contributes significantly to current school participation literature in Turkey. The author's findings highlight the importance of community/context factors in explaining low school enrolment in Turkey. The results of the study can help policy makers develop a systematic understanding of the relationship between socioeconomic context and school participation, and enable them to make more appropriate decisions for improving school participation across the country.

The Impact of School-Wide Positive Behavioral Interventions and Supports (PBIS) on the Organizational Health of Elementary Schools

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Bradshaw, Catherine P.; Koth, Christine W.; Bevans, Katherine B.; Ialongo, Nicholas; Leaf, Philip J.

2008-01-01

Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments…

Efficacy of Peer Networks to Increase Social Connections among High School Students with and without Autism Spectrum Disorder

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Hochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R.

2015-01-01

Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts. In this study, we examined the effects of a lunchtime peer network intervention…

Teachers' Challenges, Strategies, and Support Needs in Schools Affected by Community Violence: A Qualitative Study

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Maring, Elisabeth F.; Koblinsky, Sally A.

2013-01-01

Background: Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Methods: Twenty teachers from 3 urban middle schools with predominantly…

The J-School Debate: Is the Timing Finally Right for University Journalism Programs and the Rest of the University Community to Work Together?

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Camp, Michael

2012-01-01

Liberal arts universities are under mounting pressure to maintain their position of relevance in an increasingly technological and economically competitive world, while professional journalism is steadily losing ground to social media. This essay argues that a new partnership between journalism schools and the academic community would be…

Protective Factors for Youth Exposed to Violence in Their Communities: A Review of Family, School, and Community Moderators.

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Ozer, Emily J; Lavi, Iris; Douglas, Laura; Wolf, Jennifer Price

2017-01-01

This review provides a comprehensive investigation of the pattern and strength of findings in the literature regarding the environmental moderators of the relationship between exposure to community violence and mental health among children and adolescents. Twenty-nine studies met criteria for inclusion in our analysis of family, school, and community variables as moderators. Dependent variables included internalizing (e.g., anxiety, depression, posttraumatic stress disorder) and externalizing symptoms (e.g., aggression, substance use). Effect sizes for the interactions of exposure to violence and potential moderators were summarized by their patterns of protective processes. The majority of studies in the literature examined family characteristics as moderators of the exposure to violence-symptom relationship, rather than school- or community-level factors. Our results indicated more consistent patterns for (a) close family relationships and social support for internalizing symptoms and (b) close family relationships for externalizing symptoms. Overall, the most common type of protective pattern was protective-stabilizing, in which youth with higher levels of the environmental attribute demonstrate relative stability in mental health despite exposure to violence. We found no consistent evidence that parental monitoring-a dimension inversely associated with exposure to violence in prior studies-moderated the relationship between exposure to violence and symptoms. The study emphasizes the importance of strengthening family support for young people's exposure to community violence; more research is needed to provide a solid evidence base for the role of school and community-level protective factors for youth exposed to violence.

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

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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…

47 CFR 54.506 - Internal connections.

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2010-10-01

... instructional building of a school or to a non-administrative building of a library. Internal connections do not... SERVICE Universal Service Support for Schools and Libraries § 54.506 Internal connections. (a) A service... necessary to transport information within one or more instructional buildings of a single school campus or...

Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools

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Masumoto, Marcia; Brown-Welty, Sharon

2009-01-01

Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and school-community interrelationships, this qualitative study examines the practices of educational leaders in…

Food Preservation Manual: A Guide for School-Community Canneries in Virginia.

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Lee, Jasper S., Ed.; Wood, Charles B.

The manual was intended primarily for use by lay instructors and assistants involved in the daily operation of school-community canneries under the supervision of a high school agricultural education instructor. The first half deals in detail with the fundamentals of food preparation and cannery operation. Food preservation by canning, sanitation…

Moving from Survival to Fulfillment: A Planning Framework for Community Schools

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Shaia, Wendy E.; Finigan-Carr, Nadine

2018-01-01

Community schooling is an effective tool for combating the effects of poverty by integrating academic, social service, health, and economic supports for students, families, and community members. But this is complex work, requiring extraordinarily careful planning and assessment. This article suggests a planning framework that can help community…

Cultural Community Connection and College Success: An Examination of Southeast Asian American College Students

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Museus, Samuel D.; Shiroma, Kiana; Dizon, Jude Paul

2016-01-01

Low rates of college success continue to be a persisting problem in the United States, particularly among Southeast Asian Americans and other populations of color. The purpose of the current inquiry was to understand how cultural community connections influence the success of Southeast Asian American college students. Qualitative methods were…

Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised

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McDowell, Bernadette Moran; Buswell, Sue A.; Mattern, Cheryl; Westendorf, Georgene; Clark, Sandra

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan…

SCHOOL COMMUNITY PERCEPTION OF LIBRARY APPS AGAINTS LIBRARY EMPOWERMENT

Directory of Open Access Journals (Sweden)

Achmad Riyadi Alberto

2017-07-01

Full Text Available Abstract. This research is motivated by the development of information and communication technology (ICT in the library world so rapidly that allows libraries in the present to develop its services into digital-based services. This study aims to find out the school community’s perception of library apps developed by Riche Cynthia Johan, Hana Silvana, and Holin Sulistyo and its influence on library empowerment at the library of SD Laboratorium Percontohan UPI Bandung. Library apps in this research belong to the context of m-libraries, which is a library that meets the needs of its users by using mobile platforms such as smartphones,computers, and other mobile devices. Empowerment of library is the utilization of all aspects of the implementation of libraries to the best in order to achieve the expected goals. An analysis of the schoolcommunity’s perception of library apps using the Technology Acceptance Model (TAM includes: ease of use, usefulness, usability, usage trends, and real-use conditions. While the empowerment of the library includes aspects: information empowerment, empowerment of learning resources, empowerment of human resources, empowerment of library facilities, and library promotion. The research method used in this research is descriptive method with quantitative approach. Population and sample in this research is school community at SD Laboratorium Percontohan UPI Bandung. Determination of sample criteria by using disproportionate stratified random sampling with the number of samples of 83 respondents. Data analysis using simple linear regression to measure the influence of school community perception about library apps to library empowerment. The result of data analysis shows that there is influence between school community perception about library apps to library empowerment at library of SD Laboratorium Percontohan UPI Bandung which is proved by library acceptance level and library empowerment improvement.

Connective Tissue Fibroblast Properties Are Position-Dependent during Mouse Digit Tip Regeneration

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Wu, Yuanyuan; Wang, Karen; Karapetyan, Adrine; Fernando, Warnakulusuriya Akash; Simkin, Jennifer; Han, Manjong; Rugg, Elizabeth L.; Muneoka, Ken

2013-01-01

A key factor that contributes to the regenerative ability of regeneration-competent animals such as the salamander is their use of innate positional cues that guide the regeneration process. The limbs of mammals has severe regenerative limitations, however the distal most portion of the terminal phalange is regeneration competent. This regenerative ability of the adult mouse digit is level dependent: amputation through the distal half of the terminal phalanx (P3) leads to successful regeneration, whereas amputation through a more proximal location, e.g. the subterminal phalangeal element (P2), fails to regenerate. Do the connective tissue cells of the mammalian digit play a role similar to that of the salamander limb in controlling the regenerative response? To begin to address this question, we isolated and cultured cells of the connective tissue surrounding the phalangeal bones of regeneration competent (P3) and incompetent (P2) levels. Despite their close proximity and localization, these cells show very distinctive profiles when characterized in vitro and in vivo. In vitro studies comparing their proliferation and position-specific interactions reveal that cells isolated from the P3 and P2 are both capable of organizing and differentiating epithelial progenitors, but with different outcomes. The difference in interactions are further characterized with three-dimension cultures, in which P3 regenerative cells are shown to lack a contractile response that is seen in other fibroblast cultures, including the P2 cultures. In in vivo engraftment studies, the difference between these two cell lines is made more apparent. While both P2 and P3 cells participated in the regeneration of the terminal phalanx, their survival and proliferative indices were distinct, thus suggesting a key difference in their ability to interact within a regeneration permissive environment. These studies are the first to demonstrate distinct positional characteristics of connective tissue

Connective tissue fibroblast properties are position-dependent during mouse digit tip regeneration.

Directory of Open Access Journals (Sweden)

Yuanyuan Wu

Full Text Available A key factor that contributes to the regenerative ability of regeneration-competent animals such as the salamander is their use of innate positional cues that guide the regeneration process. The limbs of mammals has severe regenerative limitations, however the distal most portion of the terminal phalange is regeneration competent. This regenerative ability of the adult mouse digit is level dependent: amputation through the distal half of the terminal phalanx (P3 leads to successful regeneration, whereas amputation through a more proximal location, e.g. the subterminal phalangeal element (P2, fails to regenerate. Do the connective tissue cells of the mammalian digit play a role similar to that of the salamander limb in controlling the regenerative response? To begin to address this question, we isolated and cultured cells of the connective tissue surrounding the phalangeal bones of regeneration competent (P3 and incompetent (P2 levels. Despite their close proximity and localization, these cells show very distinctive profiles when characterized in vitro and in vivo. In vitro studies comparing their proliferation and position-specific interactions reveal that cells isolated from the P3 and P2 are both capable of organizing and differentiating epithelial progenitors, but with different outcomes. The difference in interactions are further characterized with three-dimension cultures, in which P3 regenerative cells are shown to lack a contractile response that is seen in other fibroblast cultures, including the P2 cultures. In in vivo engraftment studies, the difference between these two cell lines is made more apparent. While both P2 and P3 cells participated in the regeneration of the terminal phalanx, their survival and proliferative indices were distinct, thus suggesting a key difference in their ability to interact within a regeneration permissive environment. These studies are the first to demonstrate distinct positional characteristics of

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services

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Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila

2010-01-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…

Students with Chronic Health Conditions: The Role of The School Nurse. Position Statement

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Combe, Laurie G.; Mattern, Cheryl; Fleming, Laurie; Killingsworth, Suzie

2017-01-01

It is the position of the National Association of School Nurses (NASN) that to optimize student health, safety, and learning, a professional registered school nurse (hereinafter referred to as school nurse) be present all day, every day. The American Academy of Pediatrics' Council on School Health (2016) highlights the important role school nurses…

Psychological interventions and health: critical connections