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Relevant bibliographies by topics / B-SCHOOL

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Academic literature on the topic 'B-SCHOOL'

Author: Grafiati

Published: 11 September 2023

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Journal articles on the topic "B-SCHOOL"

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Patel, Prachi. "Plan B: B-School [Careers]." IEEE Spectrum 48, no. 2 (February 2011): 22–23. http://dx.doi.org/10.1109/mspec.2011.5693068.

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Maryani, Ineu. "STUDENTS’ LEARNING CREATIVITY PROFILE REVIEWED FROM SCHOOL ACCREDITATION STATUS." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 5, no. 2 (October 1, 2021): 62–77. http://dx.doi.org/10.17509/jomsign.v5i2.35028.

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This article aims to describe the students' learning creativity profile reviewed from school's accreditation status. The method in this study was a survey method by distributing a questionnaire of students’ learning creativity through google form. Participants in the study were grade VIII students in public schools with National Standard School accredited status, schools with A accredited State Junior High School (JHS), and B accredited State Junior High School (JHS). Based on the results of data processing, there was a significant average difference in learning creativity on indicators the ability to deal with learning problems between public schools with National Standard School accredited status and schools with A accredited State JHS. The average ability to deal with learning problems is also significantly different between schools with A accredited State JHS, and B accredited State JHS. A significant difference in average is also shown in the indicators of interest in learning creations and indicators of the ability to develop in learning between public schools with National Standard School accredited status and schools with A accredited State JHS. The results of this study can be used as empirical data for research on guidance and counseling programs to develop students' creativity in schools.Keywords: Profile, learning creativity, student

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Suryanto, Herry, Septi Budi Sartika, and Mochamad Nashrullah. "The Analysis Technological Pedagogical Content Knowledge (TPACK) of Natural Science Secondary School Teachers' Based on School Accreditation." SEJ (Science Education Journal) 6, no. 2 (November 29, 2022): 129–34. http://dx.doi.org/10.21070/sej.v6i2.1631.

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This study aims to determine the ability of natural science secondary school teachers’ to use information and communication technology to assist the learning process (Technological Knowledge), the ability of natural science secondary school teachers’ to manage classes (Pedagogical Knowledge), and the ability of natural science secondary school teachers’ to mastery learning (Content Knowledge). This research is a qualitative research with a phenomenological approach. The research subjects were a natural science teachers’ at SMP Negeri 1 Prambon who was accredited A and a natural science teachers’ at SMP Perjuangan Prambon who was accredited B. Data collection techniques in this study used documentation, observation and interviews. The data analysis phase uses the Miles and Huberman model. Test the validity of the data using technical triangulation. Based on the research results, it was revealed that the ability of natural science secondary school teachers’ in mastering information and communication technology (Technological Knowledge) is quite good. Teachers at schools accredited A and B are quite good at operating Microsoft Word, Microsoft Power Point. Teachers at schools accredited A are not good at operating Microsoft Excel, while teachers at schools accredited B are not very good at operating Microsoft Excel. The ability of secondary school natural science teachers’ at accredited A schools to manage classes (Pedagogical Knowledge) is very good, while the ability of natural science secondary school teachers’ at schools accredited B is quite good. The ability of natural science secondary school teachers’ in schools accredited A is very good in mastering the subject matter they teach (Content Knowledge), while the ability of natural science teachers in schools accredited B is quite good. In future research it is expected to be able to uncover the TPACK of science teachers based on the length of time the teacher has been teaching or the other factor.

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Kim, Hyojin, Ho-Hyun Kim, Jae-Young Lee, Yong-Won Lee, Dong-Chun Shin, Kwang-Jin Kim, and Young-Wook Lim. "Evaluation of Self-assessed Ocular Discomfort among Students in Classrooms According to Indoor Plant Intervention." HortTechnology 26, no. 4 (August 2016): 386–93. http://dx.doi.org/10.21273/horttech.26.4.386.

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A cohort of sixth grade students at two newly constructed elementary schools in Seoul, South Korea, performed a self-assessment of ocular discomfort symptoms in association with indoor air quality (IAQ) by indoor plant intervention from early June to mid-Oct. 2011. Indoor plant intervention made little difference in air temperature and relative humidity, but stabilized the increasing levels of carbon dioxide. The indoor concentrations of formaldehyde and ethylbenzene showed little difference, but those of toluene and xylene showed a decreasing trend in classrooms with indoor plants. The participants in classrooms without indoor plants exhibited an increase in ocular discomfort symptoms at School A and a decrease in symptoms at School B; those in classrooms with indoor plants demonstrated a decrease in frequency at both schools. The variation of symptom severity did not follow a clear trend. Participants assessed their symptom severity of ocular discomfort with four options from three points for frequent occurrence to zero points for no occurrence. Among participants in classrooms without indoor plants, symptom severity significantly worsened at both schools as the scores increased from 1.96 to 2.17 at School A and from 2.27 to 2.34 at School B; among those in classrooms with indoor plants, symptom severity significantly lessened at School A and slightly worsened at School B as the scores decreased from 2.33 to 1.98 at School A and increased from 2.35 to 2.42 at School B. After spending the experimental duration in classrooms without indoor plants at both schools, 34.8% of participants at School A and 33.3% of participants at School B perceived their symptom severity as having increased. At Schools A and B, indoor plants decreased the frequency of participants experiencing an increase of symptom severity by 13.0% and 9.7%, and increased the frequency of participants reporting decrease of symptom severity by 34.8% and 22.6%.

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Ensaff, Hannah, Jean Russell, and Margo E. Barker. "Meeting school food standards – students’ food choice and free school meals." Public Health Nutrition 16, no. 12 (January 24, 2013): 2162–68. http://dx.doi.org/10.1017/s1368980012005575.

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AbstractObjectiveTo examine students’ school food choice in relation to school food standards and entitlement to free school meals (FSM).DesignCross-sectional analysis of students’ school food choices.SettingTwo large secondary schools in Yorkshire, England.SubjectsStudents (n 2660) aged 11–18 years.ResultsSandwiches and pizza were the most popular main food items: 40·4 % and 31·2 %, respectively, in School A; 48·3 % and 27·3 %, respectively, in School B. More nutritionally valuable ‘dishes of the day’ accounted for 8·7 % and 8·3 % of main foods for School A and School B, respectively. FSM students were more likely (P < 0·0 0 1) to choose main foods (School A: FSM 87·04 %, non-FSM 70·28 %; School B: FSM 75·43 %, non-FSM 56·13 %). Dishes of the day were chosen on a significantly greater (P < 0·0 0 1) percentage of days by FSM v. non-FSM students (School A: FSM 15·67 %, non-FSM 7·11 %; School B: FSM 19·42 %, non-FSM 5·17 %).ConclusionsDespite the availability of nutritionally valuable dishes of the day, the most popular food items were sandwiches, pizza and desserts. FSM students were more likely to choose the more nutritionally valuable dish of the day. School food standards should be reassessed in light of students’ preferences.

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Pittinsky, Todd L. "Backtalk: Student school portraits don’t need filters." Phi Delta Kappan 104, no. 8 (May 2023): 66. http://dx.doi.org/10.1177/00317217231174719.

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Retouching of school photos is going beyond simply removing glare from students’ glasses to include teeth whitening, removing freckles, and other adjustments to students’ appearance. Todd Pittinsky argues that schools should not include these kinds of services as part of their photography options because they send a message to students that their actual appearance is not acceptable.

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Silva, Fabiany De Cássia Tavares, and Marcus Vinícius Medeiros Pereira. "The relationships between school, curriculum and music education: School culture as research category." Acta Scientiarum. Education 37, no. 2 (May 15, 2015): 211. http://dx.doi.org/10.4025/actascieduc.v37i2.22843.

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Roose, Hanna. " (Un)Doing School in der Konfirmandenarbeit." Zeitschrift für Pädagogik und Theologie 75, no. 2 (April 26, 2023): 212–22. http://dx.doi.org/10.1515/zpt-2023-2008.

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Abstract The reform process changing “confirmation instruction” to “confirmation work” has been characterized as a process of undoing school. At the same time, confirmation work adheres to a teaching intention – and therefore to doing school. So how do practices of undoing school and doing school manifest themselves? The article explores this question in terms of differential theory and addressing analysis on the basis of videotaped units from confirmation work and discussions with pastors. As a result, practices of (un)doing school show tendencies of formalization, imitation, and distancing as well as informalization and closure. In view of the weaker institutional framing, teaching parts of confirmation work are particularly dependent on practices of doing school and at the same time exposed to the pressure of expectations of an undoing school.

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Pon, Eugene W., Hexuan Ren, Harold Margolis, Zixian Zhao, Gary C. Schatz, and Arwin Diwan. "Hepatitis B Virus Infection in Honolulu Students." Pediatrics 92, no. 4 (October 1, 1993): 574–78. http://dx.doi.org/10.1542/peds.92.4.574.

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Objectives. To determine hepatitis B virus (HBV) carrier and infection rates and HBV epidemiology in Honolulu students. Design. Cross-sectional survey. Setting. Honolulu public elementary, intermediate, and high schools. Patients. A volunteer sample of 4936 students from 43 Honolulu schools. Main outcome measures. HBV carrier rate (presence of hepatitis B surface antigen) and infection rate (presence of either hepatitis B surface antigen, antibody to hepatitis B surface antigen, antibody to hepatitis B core antigen, or any combinations of these) by school grade, ethnicity, and place of birth. Results. Eighty-three (1.68%) students were identified as HBV carriers, and a total of 353 (7.15%) students had serologic evidence of infection. Infection rates increased from elementary school age to high school age, more so in Asian/Pacific Island-born students. The prevalence of infection was higher in Asian/Pacific Island-born students than in those born in the United States. The majority of infected Hawaiian-born students were first-generation Asian/Pacific Island Americans. Conclusions. Horizontal transmission of HBV occurs in Honolulu school-age children. HBV immunization of all infants in Hawaii, not just those born to carrier mothers, is necessary to reduce HBV transmission in Hawaii.

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Buckman, David G., Nathan W. J. Hand, and Arvin Johnson. "Improving High School Graduation Through School Climate." NASSP Bulletin 105, no. 1 (February 8, 2021): 5–24. http://dx.doi.org/10.1177/0192636521993212.

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The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

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Dissertations / Theses on the topic "B-SCHOOL"

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Cavazos, Salvador. "The A/B alternating block versus the modified block in the middle school." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077616.

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Litz, Elizabeth Wright. "An Analysis of Bullying Behaviors at E. B. Stanley Middle School in Abingdon, Virginia." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1102.

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Many stakeholders in American education are concerned about the frequency of reported bullying incidents within schools in general and middle schools in particular. This nationwide problem has manifested itself in many ways over the past few decades. These manifestations include, but are not limited to, increased gang violence, school shootings, and attendance problems due to student concerns over safety. The purpose of this quantitative study was to investigate the bullying behaviors of a single class of students as they progressed through E. B. Stanley Middle School in Abingdon, Virginia. Data were gathered over the course of three consecutive school years beginning in August 2002 and continuing through May 2005. Reported bullying incidents were analyzed based upon gender of students, grade level of students, frequency of bullying behaviors, types of bullying behaviors (verbal, physical, or emotional), and location of incidents (bus, classroom, hallway, or other). The study offers a valuable insight into the bullying incidents that occur within E. B. Stanley Middle School. It also offers a number of recommendations to combat this problem in middle level schools. Effective implementation of bullying prevention programs will need to involve all school stakeholders in order to be successful. Students have a right to feel safe at school as they grow and mature into adulthood. It is the duty of all schools to provide them that safe and secure atmosphere.

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Saunders, Godfrey Eugene. "Principals' perceptions of mentoring in Montana's AA, A and B high schools." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/saunders/SaundersG0508.pdf.

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Mentoring programs have become a popular source of training and professional development for high school principals over the past few years (Darish, 2001). However, there is little research which investigates the types of mentoring support these programs provide and the effectiveness of this support (SREB, 2007). This mixed methods study was undertaken to determine the frequency of mentoring support that high school and assistant principals in Montana's AA, A and B schools experienced during their beginning years as building administrations. In addition, this study also investigated principals' perceptions of the main sources of mentoring support and to describe the support strategies that principals used in the absence of mentoring. One hundred and twenty-two high school principals and assistant principals were sent the School Administration and Leaderships Skills Inventory (SALSS) (Stout, 2001) and asked to rate their perceptions of mentoring support during their novice years as building administrators. Results from this research found that when averaged across the ISLLC Leadership Skill domains, 95% of lead principals and assistant principals indicated that mentoring support would have been beneficial during their induction years as building administrators. Follow-up interviews were conducted with five principals were to more fully understand the sources of administrative support that were available to the support strategies that they used in the absence of mentoring. Results from semistructured interviews identified, "Supportive Peer Administrators", "Personality Traits", "Self-Development" and "Experience" as themes that described principals' sources of administrative support. "Creating Supportive Relationships", "Reflection", and "Supportive Peer Administrators" were the themes that principals collectively used to describe the support strategies they used in the absence of formal or informal mentoring. Results from this study suggest that there is a lack of mentoring support networks novice high school principals practicing in the state of Montana. Findings from this research suggest that Montana's school districts and the university principal preparation programs need to make a concerted effort to establish formal mentoring programs for new school administrators. It is recommended that these organizations work collaboratively to mentoring support networks for novice principals and to use the findings from this study to guide those efforts.

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Walters, David Clyde. "EXPLORING A DEFINITION OF LEADERSHIP AND THE BIOGRAPHY OF DR. FRANK B. WYNN." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-113837/.

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Frank B. Wynn was a leader in the first decades of the 20th Century. In the process of establishing timeless leadership standards for reconstructing his biography, it became apparent that no such standard existed, owing to more than 300 definitions of leadership at the end of the 20th century. The central research question asked what elements of leadership are historically and logically independent of context, and if those elements can be illuminated in a specific example of a leader examined from holistic criteria? The study consisted of an etymology of leadership terms, an exploration of Aristotle's Nicomachean Ethics, Politics, and Categories, an examination of the criteria for accurate definition, and finally a reconstructed biography of Dr. Frank B.Wynn.

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Hao, Shuang. "Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design." Kansas State University, 2012. http://hdl.handle.net/2097/13659.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.

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Kollipara, Sireesha. "Theoretical studies of rates of electron transfer between cytochrome b₅ reductase and cytochrome b₅ a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2008. http://proquest.umi.com/pqdweb?index=0&did=1674959791&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268413954&clientId=28564.

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Halim, Fachrizal. "The axis of authority in the later Shāf'ī school of law: Yahyā b. Sharaf al-Nawawi (631-76/1233-77)." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119454.

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The present dissertation examines the legacy and contribution of Yaḥyā b. Sharaf Muḥyī al-Dīn al-Nawawī (d. 631-76/1233-77), who attained a reputation in Muslim jurisprudence as the mainstay of the doctrines of the Shāfiʿī school of law. This status was constructed during a time in which the Muslim community needed to anchor legal authority in an eponymous figure given that the ruling powers did not produce or promulgate law. Eschewing intellectual idealism, pragmatic considerations demanded certain measures that were in keeping with day-to-day legal reality, i.e., structured authority and a sense of determinacy in law. Al-Nawawī's juristic legacy suited these requirements and in fact served well those Muslims who had chosen to settle ultimate legal authority on al-Shāfiʿī, the supposed founder of the school of law named after him. As demonstrated in his major, substantive legal works, al-Nawawī effectively reduced the inherent plurality of methods of reasoning (ṭarīqa) and legal opinions among jurists, a situation that had often prevented jurists from discovering the authoritative solution to a given case. Al-Nawawī's achievement was to investigate the existing doctrine of the school and extract from them a set of canonical doctrines as followed by the Shāfiʿī school of law. This selection of canonical doctrine in turn became the primary set of rules by which jurists were enabled to discover authoritative legal solutions to cases, and at the same time provided a road map for further development of legal doctrine under the skilful guidance of later jurists. Furthermore, in addition to providing later jurists with a greater sense of certainty, al-Nawawī's juristic project also sought to vindicate the Shāfiʿī school of law as the most faithful to the legal tradition of the Prophet. By virtue of these practical innovations, al-Nawawī became an extended axis of authority, who managed to reconnect later Shāfiʿite jurists with the authority of al-Shāfiʿī and the legal tradition of his school of law.
La présente thèse porte sur l'héritage et la contribution de Yaḥyā b. Sharaf Muḥyī al-Dīn al-Nawawī (d. 631-76/1233-77), qui a acquis une réputation dans la jurisprudence musulmane en tant que pilier des doctrines de l'école de droit de Chāfiʿī. Ce statut a été établi à l'époque où il était nécessaire pour la communauté musulmane d'ancrer l'autorité judiciaire dans un personnage éponyme étant donné que le pouvoir en place n'avait pas établi ou promulgué de loi. Évitant l'idéalisme intellectuel, les considérations pragmatiques exigeaient des mesures cohérentes avec la réalité juridique quotidienne, à savoir, une autorité structurée et un sentiment de détermination dans la loi. L'héritage juridique d'al-Nawawī répondait à ces exigences et servait aussi bien les musulmans qui avaient choisi d'établir l'ultime autorité judiciaire sur al-Chāfiʿī, le supposé fondateur de l'école de droit qui porte son nom. Comme il l'a prouvé dans ses principaux ouvrages juridiques de fond, al-Nawawī a effectivement réduit la multiplicité des avis juridiques parmi les juristes, une situation qui les a souvent empêchés de découvrir la solution faisant autorité dans certaines affaires. La réussite d'al-Nawawī a été d'enquêter sur la doctrine actuelle de l'école et d'en extraire un ensemble de doctrines canoniques suivies par l'école de droit de Chāfiʿī. Cette sélection d'une doctrine canonique est devenue à son tour le premier ensemble de règles grâce auxquelles les juristes ont permis de découvrir des solutions juridiques faisant autorité pour certaines affaires et de fournir en même temps une feuille de route pour le développement ultérieur d'une doctrine juridique, sous la direction sage et éclairée de juristes plus contemporains. Par ailleurs, en plus de fournir un plus grand sentiment de certitude aux juristes plus contemporains, le projet juridique d'al-Nawawī a également cherché à montrer que l'école de droit de Chāfiʿī était la plus fidèle à la tradition juridique du Prophète. En vertu de ces innovations pratiques, al-Nawawī est devenu un pilier prolongé de l'autorité, qui est parvenu à rassembler plus tard les juristes Chāfiʿī avec l'autorité de al-Chāfiʿī et la tradition juridique de son école de droit.

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Gracia, Ann. "A Correlational Study of a Random Stratified Sample of Superintendents in Michigan – Analyzing the Relationship Between MBTI® Reported Personality Preference Types and FIRO-B™ Interpersonal Leadership Styles, MBTI® Perceived and." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1150229700.

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Špániková, Katarína. "B + B BARCELONA." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215695.

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The concept of design of secondary school in Barcelona responds to an existing build - up area, topography, to what was here, but sthe school system is different. The diversity of the environment I translate into surrounding of school, in every corner is taking place a different activity, a different movement.

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Thomas, George. "Evaluating the impact of the 'Paws .b' mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-impact-of-the-paws-b-mindfulness-programme-on-mainstream-primary-school-aged-pupils-suppressing-and-sustaining-attention-skills-and-their-academic-proxy-measures(1712d5dd-3e0d-4ce7-bcb0-66026081b98f).html.

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Few studies have evaluated the impact of mindfulness programmes on aspects of positive functioning amongst mainstream children and problems in design, sample size, and measurement are commonplace. The present study sought to address this and rigorously evaluate the impact of a 6-hour manualised mindfulness programme called 'Paws .b' on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures. Two classes of Year-4 pupils (n = 30), their class teachers (n = 3), and a mindfulnessteacher (n = 1) were recruited from a mixed comprehensive Primary School. A quasi-mixed methods Randomised Control Trial (RCT) design with a quasi-experimentalintervention cross-lag was used. There were four data collection time-points 6- to 8-weeks apart. Pupils and class teachers were randomly assigned to the experimental group or the waitlist control group. Experimental pupils received a 1-hour Paws .b lesson per week for 6-weeks between baseline and Time-1; waitlist control pupils received Paws .b between Time-1 and Time-2. The remaining time-points acted as the 6- to 8-week and 14-week follow-ups. Quantitative data were gathered using teacher-reported and standardised attention measures, and teacher-reported academic proxy measures. Qualitative data were gathered using post-intervention pupil focus groups (FGs) and teacher semi-structured interviews. Within-condition comparisons revealed several significant pre- vs. post-intervention effects within the attention measures, the majority of which were maintained at one or both of the follow-ups, whereby several large estimated effect sizes were noted. Between-condition comparisons revealed a number of significant partial condition × time-point interactions within the attention measures. However, no significant effects were noted within the academic proxy measures. Positive and critically constructive evaluative themes were identified within the qualitative data. Findings were discussed relative to mindfulness and attention literature, and further implications for school implementation and future research were outlined.

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Books on the topic "B-SCHOOL"

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Murder at the B-School. New York: Mysterious Press, 2004.

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Cruikshank, Jeffrey L. Murder at the B-School. New York: Warner, 2005.

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University School (Victoria, B.C.). University School, Victoria, B.C. [British Columbia?: s.n., 1997.

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University School (Victoria, B.C.). University School, Victoria, B.C. Victoria, B.C.?: s.n., 1995.

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Jon, Housman, ed. The MBA jungle B-school survival guide. Cambridge, Mass: Perseus Publishing, 2001.

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Army, Canada Canadian, and Canada Canadian Army. Mess rules of the Infantry School B. Co'y. [St-Jean, Quebec?: s.n., 1993.

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Centro Internacional das Artes José de Guimarães, ed. Lado B: Escola do Porto : lado B : 1968-1978 (uma história oral) = Porto school : B side : 1968-1978 (an oral history). Lisbon, Portugal]: Documenta, 2014.

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ill, Brunkus Denise, ed. Junie B. Jones and the Stupid Smelly Bus (Junie B. Jones #1). New York: Random House, 1992.

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Great Britain. Department for Education and Employment. School and college performance tables: South West B FE20. London: DFEE, 1997.

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Sloan, Anne. The history of Mirabeau B. Lamar High School, Houston, Texas, 1937-2012. Virginia Beach, VA: The Donning Company Publishers, 2013.

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Book chapters on the topic "B-SCHOOL"

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Ganesh, K., Sanjay Mohapatra, S. P. Anbuudayasankar, and P. Sivakumar. "ERP in B School." In Management for Professionals, 161–68. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05927-3_13.

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Wang, Lixun, and Andy Kirkpatrick. "Case Study 2: School B." In Trilingual Education in Hong Kong Primary Schools, 127–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11081-9_7.

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Cross, Ian, Roy A. Wiggins, and Pierre Berthon. "Putting the ‘Business’ Back into B-School Education." In Proceedings of the 2008 Academy of Marketing Science (AMS) Annual Conference, 339. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10963-3_204.

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Hasija, Kiran Gehani, Anukool Manish Hyde, and Vivek Singh Kushwaha. "Leadership Style & Employee Engagement Dynamics in B-School." In Interdisciplinary Research in Technology and Management, 230–36. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003202240-37.

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Gardner, D. E. M. "Test (Group B) of Subjects in the Junior School Curriculum." In Long Term Results of Infant School Methods, 71–100. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003173069-3.

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McHann, James C. "Changed Learning Needs: Some Radical Reflections on B-School Education." In Business Administration Education, 105–28. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137087102_6.

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Waterhouse, Stephen R. "Episodes in the Emergence of a Deviant Career: Alan (School B)." In First Episodes, 139–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003328643-12.

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Waterhouse, Stephen R. "Episodes in the Emergence of a Normal Career: Dawn (School B)." In First Episodes, 232–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003328643-18.

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Waterhouse, Stephen R. "Episodes in the Emergence of a Normal Career: Sally (School B)." In First Episodes, 217–31. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003328643-17.

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Spillane, James P., and Anita Zuberi. "Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership." In Accountability and Educational Improvement, 155–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_9.

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AbstractThis article aims to validate the Leadership Daily Practice (LDP) log, an instrument for conducting research on leadership in schools. Using a combination of data sources—namely, a daily practice log, observations, and open-ended cognitive interviews—the authors evaluate the validity of the LDP log. Formal and informal leaders were asked to complete the LDP log for 2 weeks; observers shadowed a subsample of leaders in each school, 1 day per week. Using the three sources of data, the authors analyzed interview responses (specifically, the participants’ interpretations of the log); they matched log entries with observer recordings; and they compared (a) the characteristics of the social interactions that were entered into the log with (b) the overall sample of interactions that occurred while observers shadowed participants. The study shows that LDP log entries capture school leadership interactions as recorded by independent observers; it also demonstrates that study participants, with some exceptions, were not biased toward reporting certain types of interactions over others. Still, some log terminologies were problematic for participants, as was the limited sampling period of 2 weeks. The authors propose ways to (a) change the LDP log to reflect the concerns raised by participants in the cognitive interviews and (b) alter the sampling scheme to capture leadership around the school year. The LDP log is less costly and time-consuming than in-depth ethnographic studies, and it is an important tool for researchers who aim to collect data in schools, one that reaches beyond surveys.

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Conference papers on the topic "B-SCHOOL"

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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.

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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63

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Lepičnik Vodopive, Jurka, and Blaž Terše. "Studentsʼ Assessment of the Frequency of Roles in Bullying." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.015lv.

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Bullying is a social phenomenon in which the perpetrator uses levers of power to inflict pain, feelings of discomfort, and fear on the victim. Bioecological theories of development substantiate that the environment has an impact on the individual, which can be negative or positive. The purpose of the research is to determine whether the environment plays a role in the occurrence of bullying. The survey included 65 students from two Slovenian primary schools who completed the questionnaire School Bullying Scales (Pečjak, 2014) in February 2020. We used descriptive and inferential statistics in the analysis of the data. In the research, the students of primary school A reported that they are involved in bullying more often than the students of primary school B. Statistically significant differences between the students of primary schools A and B occur in the roles of bystander and bully. The students of primary school A are more often in the role of bystanders and bullies than the students of primary school B. Based on the results and understanding of the bioecological theory of development, we conclude that the environment plays an essential role in preventing and reducing bullying in society

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Ratih, Dewi Mustika, Yulia Lanti Retno Dewi, and Bhisma Murti. "Health Belief Model on Determinant of Caries Preventive Behavior: Evidence on Klaten Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.62.

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Background: Early childhood caries can be prevent by promoting dental health behavior in school. The purpose of this study was to examine the determinants of caries preventive behavior in primary school children using Health Belief Model. Subjects and Method: This was a cross-sectional study. The study was conducted at 25 primary schools in Klaten, Central Java, in September 2019. A total sample of 200 primary school students was selected for this study randomly. The dependent variable was dental caries preventive behavior. The independent variables were perceived susceptibility, perceived seriousness, percevied benefit, and perceived barrier. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Dental caries preventive behavior increased with perceived susceptibility (b= 0.88; 95% CI= 0.10 to 1.66; p= 0.026), perceived seriousness (b= 1.64; 95% CI= 0.53 to 2.75; p= 0.004), and perceived benefit (b= 1.05; 95% CI= 0.17 to 1.93; p= 0.190). Dental caries preventive behavior decreased with perceived barrier (b= -1.53; 95% CI= -2.81 to 0.26; p= 0.018). Conclusion: Dental caries preventive behavior increases with perceived susceptibility, perceived seriousness, and perceived benefit. Dental caries preventive behavior decreased with perceived barrier. Keywords: dental caries, preventive behavior, primary school students, health belief model Correspondence: Dewi Mustika Ratih, Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: dewiratih1822@gmail.com. Mobile: +625640041822. DOI: https://doi.org/10.26911/the7thicph.02.62

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Kumpaty, Subha, Asha Foster, Alex Hutson, and Vipin Paliwal. "Vitamin B Complex and Bioheat Transfer Projects: 2008 Summer Research Experiences for Teachers at Milwaukee School of Engineering." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12536.

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This paper describes the summer research experiences of a high-school chemistry and biology teacher and a middle-school science teacher at the Milwaukee School of Engineering (MSOE). The first project involved researching B Complex Vitamins at MSOE’s Center for Biomolecular Modeling, developing molecular models using rapid prototyping technology (Z Corp 3D Printer) and creating curriculum modules for teaching the role of B Complex Vitamins to chemistry students in public high schools. A Javascript/HTML for interactive and dynamic presentation for understanding of thiamine (Vitamin B1) via web was written and implemented with Jmol software. A visual inspection of the family of Vitamin B Complex created and the curriculum modules developed during this project provide exciting and effective learning avenues for students in biology and chemistry classrooms. The second project dealt with the study of bioheat transfer and its simulation using MATLAB, and creation of a curriculum module that illustrates heat transfer principles reinforced by implementing the simulation. The teachers enjoyed the interaction with their advisors and the positive environment for their professional development. Details of their projects and experiences along with the evaluation of the program are presented in this paper. The teachers were pleased to be involved in connecting physics, biology, engineering and math into real projects that will motivate the students in their classes to pursue careers in STEM fields.

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Premathilake, K. W. H. K., and A. A. Hettiarachchi. "IMPACT OF THE QUALITY OF SPACE OF LEARNING ENVIRONMENT ON THE QUALITY OF LIFE OF AUTISTIC CHILDREN : Insights from three selected schools form Kandy, Sri Lanka." In Beyond sustainability reflections across spaces. Faculty of Architecture Research Unit, 2021. http://dx.doi.org/10.31705/faru.2021.17.

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Children with Autism Spectrum disorder (ASD)are found to struggle with diverse challenges in achieving quality of life in their education environments. In view of this the current investigation looked in to the impact of the quality of space in their learning environments in enhancing the Quality of life of Autistic children. Two types of school environments that accommodate students with ASD were examined namely, a special education school (A) and two mainstream schools with special educational units (B & C) in Kandy, considering 10 participants from each school (n=30). Inclusive design parameters were examined by a photographic survey and observations by the investigator and recorded via a 5-point Likert scale based on their level of presence. Pediatric Quality of Life Inventory (PedQL) was adopted to measure quality of life of participants. School A demonstrated the highest averages of for quality of space (65%) as well as quality of life ( 61.7%) while C ( 34%/48.3%) and B ( 30%/44.7%) showed lower averages respectively. Accordingly, the study observed a clear relationship between the Quality of Space and the Quality of Life of children with ASD, highlighting the potential of enhancing the quality of life of the students with ASD by improving the quality of space of local schools.

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Sode, Raghavendra, Kalaa Chenji, Laila Memdani, and S. Mushtakhusen. "A Study on Entrepreneurial Intentions among B-school Students in India." In Proceedings of the 9th Annual International Conference on 4C’s-Communication, Commerce, Connectivity, Culture, SIMSARC 2018, 17-19 December 2018, Pune, MH, India. EAI, 2019. http://dx.doi.org/10.4108/eai.18-12-2018.2283834.

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Stich, Amy. "Is Option B a Viable Plan B? School Counselors' Sense-Making of a Dual-Enrollment Policy in Georgia." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891154.

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da Silva, Armando Pereira. "b-learning in the school of education at the Polytechnic Institute of Porto." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808635.

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Wang, Yanxiu, and Yipai Jiang. "Sports Equipment Rental System of School Based on B/S Structure Design and Implementation." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.69.

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Szabo, Katalin, and Bela Szabo. "ARGUMENTS FOR THE PEDAGOGICAL USE OF BOARD GAME IN ELEMENTARY SCHOOL." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.078.

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The study provides an overview of the pedagogical role of board games. In every section of it argues for the importance and role of them: in the first part it presents a short historical overview by offering evidences and examples of how they were used in different eras, starting from a couple of thousand years B. C. Another part of the article deals with the development of game theories and the perception of using board games for pedagogical aim. As it concludes from this section, these thoughts and ideas are also well routed in the existence of humanity. The study also shows how board games became an important pedagogical tool in school education in former times and offers scripts and hints of implementation for the present times. The last part offers a description of grouping possibilities of board games with many examples, and presents concrete recommendations for board games that can be used in language and math literacy areas in elementary school. These could be useful advices for practitioners from the schools (but not exclusively) how board games may be used in pedagogical context.

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Reports on the topic "B-SCHOOL"

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Poirier, M. R. Evaluation of Flocculation and Filtration Procedures Applied to WSRC Sludge: A Report from B. Yarar, Colorado School of Mines. Office of Scientific and Technical Information (OSTI), June 2001. http://dx.doi.org/10.2172/781731.

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Burchett, Helen, Sally Griffin, Malica de Melo, Joelma Joaquim Picardo, Dylan Kneale, and Rebecca French. Structural interventions aiming to enable adolescent use of contraception in low- and middle-income countries - Final project report. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/cswp5.

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Reducing adolescent pregnancy is a global public health priority and enabling contraceptive use is one way to achieve this. Broader determinants of contraceptive use, such as poverty, education and social norms, can affect knowledge, attitudes, motivation and ability to access and use contraception. Structural interventions aim to address these broader determinants and include cash transfer interventions, interventions to encourage participation in school, empowerment interventions and interventions aiming to change social norms. We conducted an evidence synthesis to explore a) what structural interventions have been evaluated for their effect on adolescent contraceptive use in low- and middle-income countries and b) how such interventions may work.

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Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs, and Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004935.

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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speaking Caribbean population from primary school to the labor market; (b) assessing the existence of gender gaps in education and in the labor market separately; and (c) analyzing the relationship between them and how one affects the other. The analysis confirms previously documented trends. Males tend to underachieve in terms of secondary and post-secondary studies when compared to females, as measured by enrollment, completion rates and learning outcomes. Our study analyses different factors that could be driving these gaps, such as gender roles, socialization processes for both girls and boys, classroom pedagogy in Caribbean schools, school curricula, and corporal punishment in households and schools. Despite females better results in education, their outcomes in the labor market are less favorable than those of males. Women show lower participation, and among labor market participants, they have higher unemployment rates and lower wages than men. For The Bahamas and Guyana, we document that wage gaps are primarily driven by non-observable characteristics unrelated to labor productivity. By contrast, in Barbados, Jamaica and Trinidad and Tobago, wage gaps seem to be mainly driven by labor market experience, occupational rank, and industrial sector. Reductions in gender-based sectoral and occupational segregation could significantly close the wage gaps observed in the latter countries. We recommend the continued collection of timely and accurate disaggregated data to inform policymaking and positively impact inclusive and sustainable development.

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Jeffery-Schwikkard, David, Timothy Lomas, Phalasha Nagpal, Ellen Morgan, and Junying Li. A systematic review of the empirical literature on character development in individuals in low- and middle-income countries. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0117.

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Review question / Objective: How has character development in individuals been studied in low-income and middle-income countries? Constituent questions: 1. Which populations are being studied? a. Which demographics? (gender, age, income, minorities, disabilities) 2. What aspects of character development are being studied? a. Including for interventions – intervention design, duration, dosage. b. How is character development itself conceptualized and operationalized? 3. What are the contexts of these studies? a. Which countries? b. For interventions – what is the site of the intervention? (e.g., schools, communities, religious institutions) 4. What are the methodological designs of these studies? a. What measurement tools are used in these studies? i. Are these developed for use (or otherwise adapted for use) in these regions? If so, how? b. What is the quality of these studies? 5. What are the key findings of these studies? 6. Who is funding and conducting this research?

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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.

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