Relevant bibliographies by topics / Back-to-school programs

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Academic literature on the topic 'Back-to-school programs'

Author: Grafiati

Published: 23 September 2022

Last updated: 28 January 2023

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Journal articles on the topic "Back-to-school programs"

Farris, Paul W., Mark E. Haskins, and Gerry Yemen. "Executive education programs go back to school." Journal of Management Development 22, no. 9 (November 2003): 784–95. http://dx.doi.org/10.1108/02621710310495775.

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Cabat, Toni, and Kate Shafer. "Resources for Facilitating Back to School Programs." Cancer Practice 10, no. 2 (March 2002): 105–8. http://dx.doi.org/10.1046/j.1523-5394.2002.102009.x.

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Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (March 2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.

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Silva, Thayná Maria José Clemente da, Niedja Natállia da Silva, Sérgio Henrique de Souza Rocha, Déborah Marques de Oliveira, Kátia Karina Monte-Silva, Angélica Da Silva Tenório, and Maria Das Graças Rodrigues de Araújo. "Back school program for back pain: education or physical exercise?" ConScientiae Saúde 13, no. 4 (February 12, 2015): 506–15. http://dx.doi.org/10.5585/conssaude.v13n4.5191.

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Introduction: Back school consists in an educational program aimed at preventing back pain and rehabilitating individuals with degenerative disorders. Objective: To evaluate the effects of back school components (education and/or exercise therapy) in relieving pain and improving quality of life in patients with chronic back pain. Method: Forty-one patients were randomized and allocated into four groups: (i) a back school group (educational lessons and physical exercise); (ii) an educational lessons group; (iii) a physical exercise group and (iv) a waiting list control group. Patients were evaluated before and after treatment with a visual analogue scale, a short form quality-of-life questionnaire, a Roland Morris disability questionnaire and a finger-floor distance test. Results: The back school group showed significant reduction in scores in the visual analogue scale and the Roland Morris disability questionnaire and an increase in the short-form quality of life questionnaire. Conclusion: The effectiveness of back school programs in chronic back pain patients seems to be due to the physical exercise component and not on account of the educational lessons.

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Sarte, Novie Mae R., Brent Thon Santiago, Januard D. D. Dagdag, and Ciptro Handrianto. "WELCOME BACK: THE RETURN OF COLLEGE DROPOUTS TO SCHOOL." Jurnal Pendidikan dan Pemberdayaan Masyarakat (JPPM) 8, no. 2 (November 20, 2021): 140–49. http://dx.doi.org/10.36706/jppm.v8i2.15386.

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Most of the studies in the literature have focused on finding the causes why students are dropping out but not on why they are coming back to school. This phenomenological research aims to describe the experiences of dropout college students who returned to school. Ten information and technology students participated in the research. The interview data was thematically analyzed. The results affirmed that the factors why the respondents stop attending school are financial-related, student-related, health-related, and family-related. The factors why they returned to school include family factor, peer factor, and free education. When they were dropped out, they were being looked down and adjudged negatively, and feeling down and left behind. When they returned to school, they see themselves grateful, successful, and fortunate of working in the job they want in the future. The findings of this study can be a vital input to crafting programs that can help college students particularly, those former dropouts to finish their baccalaureate degrees.

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Tłuściak-Deliowska, Aleksandra, and Alyona Gubenko. "‘What we give to others, come back to us’. The role of peer leadership in creating a positive school climate and bullying prevention." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 31–39. http://dx.doi.org/10.5604/01.3001.0014.6862.

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In this article, the authors discuss the nature of peer-based prevention programs. The analyzes are conducted in the context of school bullying prevention and the associated need to build a friendly and safe school environment. Attention was paid to shaping a positive peer culture by involving young people in various types of prosocial activities. Peer leadership programs are a special kind of activity where the driving force is youth. Implementation of a peer program into school life enables the full potential of young people to be activated. Such programs mobilize young people to make positive changes in their social surroundings, to help themselves and others through constructive cooperation. Taking into account that these programs are carried out within the school environment, the condition of the effectiveness is the attitude of school toward such activities. It is important to foster positive peer relationships, to encourage students to participate and create the right conditions for change.

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Preston, Teresa. "A Look Back: Talking about school sports in Kappan." Phi Delta Kappan 102, no. 8 (April 26, 2021): 5–7. http://dx.doi.org/10.1177/00317217211013929.

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In the monthly Look Back column, Teresa Preston describes how Kappan authors have addressed the role of sports in schools. Articles have debated whether playing on teams is beneficial to student athletes or whether it distracts them from more important academic pursuits, with most finding that the research is inconclusive. Authors have also considered the amount of time and resources schools commit to athletic programs and whether the programs are worth the investment for the school as a whole. Another area of inquiry has focused on the culture of sports programs and the role of coaches in ensuring that their teams play a positive role in students’ development.

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Gaddis, Jennifer E. "The big business of school meals." Phi Delta Kappan 102, no. 2 (September 22, 2020): 21–25. http://dx.doi.org/10.1177/0031721720963225.

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Big corporations and food service companies are making millions of dollars from public school meal programs, often to the detriment of students’ health. Jennifer Gaddis explains how government policies and funding shortfalls have affected what is served is school cafeterias. Common cost-cutting measures include serving cheap and easy-to-prepare meals, selling junk food to raise revenues, or bringing in outside companies to manage cafeterias. Parents and community groups have pushed back, trying to bring scratch cooking and nutritious food back into their cafeterias.

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Karas, Barbara E., and Karen M. Conrad. "Back Injury Prevention Interventions in the Workplace." AAOHN Journal 44, no. 4 (April 1996): 189–96. http://dx.doi.org/10.1177/216507999604400406.

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The purpose of this integrative review is to describe the state of knowledge about the effect of worksite back injury prevention programs on selected study outcomes. Fifteen experimental and quasi-experimental studies published between 1987 and 1994 were identified through a comprehensive literature search. The research studies were reviewed and analyzed using a data collection abstracting tool. Four types of back injury prevention intervention programs were identified: back belts, back schools, exercise/flexibility training, and educational classes. Positive program outcomes were reported for all four program types; however, the back school and the exercise/flexibility training programs were studied more frequently and demonstrated a greater proportion of positive results than the other two program types. Conclusions should be viewed cautiously due to the small number of studies reviewed and their methodological limitations. Implications for occupational health nursing practice and future research related to worksite back injury prevention are offered.

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Peters, Stefan, Hermann Faller, Klaus Pfeifer, and Karin Meng. "Experiences of Rehabilitation Professionals with the Implementation of a Back School for Patients with Chronic Low Back Pain: A Qualitative Study." Rehabilitation Research and Practice 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/6720783.

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A standardized curriculum back school (CBS) has been recommended for further dissemination in medical rehabilitation in Germany. However, implementation of self-management education programs into practice is challenging. In low back pain care, individual factors of professionals could be decisive regarding implementation fidelity. The study aim was to explore attitudes and experiences of professionals who conducted the back school. Qualitative interviews were led with 45 rehabilitation professionals. The data were examined using thematic analysis. Three central themes were identified: (a) “back school as a common thread,” (b) “theory versus practice,” and (c) “participation and patient-centeredness.” The CBS and its manual were frequently described positively because they provide structure. However, specified time was mentioned critically and there were heterogeneous perceptions regarding flexibility in conducting the CBS. Theory and practice in the CBS were discussed concerning amount, distribution, and conjunction. Participation and patient-centeredness were mainly mentioned in terms of amount and heterogeneity of participation as well as the demand for competences of professionals. Factors were detected that may either positively or negatively influence the implementation fidelity of self-management education programs. The results are explorative and provide potential explanatory mechanisms for behavior and acceptance of rehabilitation professionals regarding the implementation of biopsychosocial back schools.

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Dissertations / Theses on the topic "Back-to-school programs"

Assere, Florian. "Une déscolarisation de la rescolarisation : Comment l'accompagnement des décrocheurs au sein du dispositif MLDS s'inspire-t-il de celui des chômeurs ?" Thesis, Paris 8, 2020. http://www.theses.fr/2020PA080070.

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Cette thèse montre comment le modèle d’accompagnement des décrocheurs au sein du dispositif de remobilisation MLDS (Mission de lutte contre le décrochage scolaire) s’apparente à celui des bénéficiaires d’aides sociales (notamment des chômeurs) qui tend à s’individualiser, se psychologiser et se conditionnaliser. Cette proximité tient à la mise à l’écart de la forme scolaire au profit d’objectifs relatifs aux compétences sociales (confiance en soi, ouverture d’esprit, volonté, esprit d’entreprendre.) Les enseignements sont moins axés sur l’élève que sur la personne avec sa psychologie, ses désirs et son corps. La qualité de cette rescolarisation, notamment à travers les orientations auxquelles auront ensuite accès les élèves, est « conditionnalisée » à l’engagement supposé du jeune dans le dispositif plus qu’à des attentes d’ordre scolaire. Cette imprégnation des évolutions des politiques sociales tient à une synergie de facteurs à la fois liés à l’histoire du et des dispositifs, aux manières contemporaines de traiter les difficultés scolaires, aux partenariats extérieurs noués par la MLDS, ainsi que du rapport critique envers l’institution scolaire des acteurs de terrain qui coordonnent les classes de remobilisation. Peu efficaces du point de vue des effets annoncés, de la présence et de l’adhésion des élèves, les modalités d’action finissent par reporter sur le décrocheur la responsabilité de sa situation. En généralisant, la multiplication des dispositifs pourrait constituer un nouveau « réseau de scolarisation » fait d’accompagnement social personnalisé, de mise à l’écart, d’attente et de période creuses préparant à la précarité
This thesis shows how the model of support for dropouts within the MLDS « remobilization » program (Mission to fight against school dropout) is similar to that of social benefit recipients (notably of unemployed) which tends in France to individualize, psychologize and conditionalize. This proximity is observed in the setting aside of the school form in favor of objectives relating to social skills (self-confidence, open-mindedness, willingness, entrepreneurial spirit.) Individualized pedagogy is carried out but less on the student than on the person with his psychology, his desires and his body. The quality of this support, in particular through the orientations to which the pupils will then have access, depends on the supposed commitment of the young person in the system rather than on standard school expectations. This impregnation of the changes in social policies, is due to a synergy of factors both linked to the history of this type of programs, to contemporary ways of dealing with educational issues, to the external partnerships established by the system, as well as the critical relationship with the educational institution of field workers who coordinate the remobilization classes. Not very effective from the point of view of the announced effects, on the attendance and the support of the pupils, the methods of action end up transferring responsibility for their situation to the dropout students. By generalizing, the multiplication of devices could constitute a new "schooling network" made up of personalized social support, exclusion, waiting and slack periods preparing for precariousness

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Miller, Stephanie Anne. "A transition back to school : the needs and experiences of women as they begin distance study in career programs." Thesis, 1992. http://spectrum.library.concordia.ca/4742/1/MM97589.pdf.

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YU, MEI-CHEN, and 游美貞. "The empirical research of back-to-school dropout students participating in the leisure counseling program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/58673491882274390682.

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碩士
慈濟大學
教育研究所
104
This study focused on 5 back-to-school dropout students. The researcher explored their characteristics and needs, and designed 8 leisure counseling programs for them. Through their participation and experiences, the researcher observed and interviewed them by qualitative research method, to study and analyze their change and growth in the course of these programs. The purposes of this study are 1. Design, execute, and record the “back-to-school dropout students leisure counseling” program. 2. Study the individual change of participants after attending the above program. 3. Reflect the professional growth of the researcher after conducting the above program. This study was based on literature review and on the basis of empirical research, under the "client-centered" principle, taking the essentials of both leisure counseling and experiential education into account, to plan 8 leisure mentoring activities. The researcher and the staffs put much effort into the program planning and implementation of activities, so that the participants were able to fully participate, experience and reassess themselves in the activities. According to the observations and interview data, it shows the change of participants’ attitude from resisting to fully participating in the activities, and the change in thinking and behavior. To sum up, the participants show improvement in 4 scopes: self-efficacy in learning, interpersonal relationships, career development and physical agility. They also regain normal lifestyles. In the course of this study, the researcher also acquired the knowledge, experience and the ability to apply leisure experiential activities to counsel back-to-school dropout students.

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Books on the topic "Back-to-school programs"

Back to school. New York: Scholastic Professional Books, 2002.

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Marge, Michel, ed. Back-to-school book: Preschool/kindergarten. Greensboro, NC: Education Center, 1997.

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Back to common sense: Rethinking school change. Lanham: Rowman & Littlefield, 2010.

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Teaching With Favorite Back-to-school Books. Teaching Resources, 2004.

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Back-to-School Idea Book Grades 4-6. Trend Enterprises Inc., 2000.

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Back-to-School Idea Book (Grades 2-3). Trend Enterprises, Inc., 2000.

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The Best of The Mailbox Back-to-School, Preschool. The Education Center, Inc., 2005.

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Goens, George A. Fog of Reform: Getting Back to a Place Called School. Rowman & Littlefield Publishers, Incorporated, 2016.

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Goens, George A. Fog of Reform: Getting Back to a Place Called School. Rowman & Littlefield Publishers, Incorporated, 2016.

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Goens, George A. Fog of Reform: Getting Back to a Place Called School. Rowman & Littlefield Publishers, Incorporated, 2016.

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Book chapters on the topic "Back-to-school programs"

Cunnion, Janna, Feifei Hua, Maureen McNicholl, and Sandra Ospina. "Middle School Climate Change Mitigation and Adaptation Curriculum in the United States: Peers Lead Peers Through Change and Action." In Education to Build Back Better, 145–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_7.

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AbstractWhile the previous chapters of this book tackle reforms in existing, established national programs, this chapter is an emergent proposition to a change in policy at local school district levels in the United States. Change is dependent on and influenced by the educational ecosystem around the student which includes such stakeholders as parents, teachers, teacher preparation programs, community groups, curriculum and textbook developers, businesses, universities, local and federal agencies, and policy leaders. The criteria for what makes a climate change curriculum “effective” are difficult to name: first, because the subject itself is divisive, and second because humankind has not yet fully understood all there is to know about tackling climate change. Thus, in this chapter, a normative pro stance is taken in support of climate change education, as the need to implement climate change education in school echoes UNESCO's notion that climate education “is crucial to promote climate action. It helps people understand so they can address the impacts of the climate crisis, empowering them with the knowledge, skills, values, and attitudes needed to act as agents of change (Education for climate action, 2021). In Orange County, California—like many places in the United States—climate change is a politically charged and controversial topic. When 20 states adopted the well-regarded Next Generation Science Standards (NGSS) in 2014, it was hoped that schools across the country would improve climate change education. However, we found that adopting new science standards does not necessarily mean that teaching and learning about climate change has improved in general, and this is made more complex by the fact that each state determines its own education system, and little can be mandated at a national level. Many factors contribute to inadequate student learning about the causes, impact, and especially the strategies to mitigate climate change among Orange County middle school students. We aim for education leaders to understand these best practices and encourage them to apply these to their contexts. We offer a curriculum based on best practices, one that is peer-led and garners hope. We wish for students to see themselves as agents of change and leaders of the not-so-distant tomorrow who become inspired to mitigate, adapt, and reverse climate change.

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Bauman-Hill, Kathryn, Susan Dai, and Arcadia Payne. "Creating Brighter Futures: Building Climate Leaders in the United States Through a Community-Focused Curriculum." In Education to Build Back Better, 169–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_8.

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AbstractThroughout this volume, our co-authors focus on top-down education reforms. In this analysis, we take a different approach to education reform, instead focusing on the impact of translating a niche school-level curricular reform to expand to the systemic level. In this paper, we will argue for the need for an elementary climate change-focused curriculum and outline the components necessary to make such a program successful. We partnered with an independent school in the Washington, DC region to contextualize the process of building such a curriculum, with the additional benefit of the school being near political power. Nevertheless, the implications of our findings are applicable to a variety of contexts, including international ones. In our methodology, we examined best practices for creating a rigorous elementary curriculum that centers around climate change education and leadership development. We combined successful elements of climate change education programs, including participatory learning, interdisciplinary integration, and a focus on community-based learning. We utilized a logical framework to identify assumptions and risks, implementation steps, achievement indicators, and program evaluation tools, which helped us identify key considerations for scaling an elementary climate change curriculum.

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Kearney, Christopher A. "Severe School Attendance Problems and Extended Time Out of School." In Getting Your Child Back to School, 199–206. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197547496.003.0008.

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This chapter provides an overview of severe school attendance problems or those that have been recurring for more than several months and likely over a period of years. The chapter offers suggestions for pursuing alternative paths toward graduation that could include virtual or online learning, home-based instruction, alternative schools and academic programs, and accruing formal credits in nontraditional ways. Other suggestions include pursuing community support for mental health problems and family conflict that may need to be addressed prior to a new academic plan. The chapter also addresses circumstances under which a child may be out of school for an extended period of time due to crises beyond the family’s control, such as the current pandemic. Additional resources and final comments are provided as well.

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Hess, Robyn S., and Cynthia E. Hazel. "Preventing School Failure and School Dropout." In Fostering the Emotional Well-Being of our Youth, 395–412. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.003.0020.

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This chapter focuses on strengths-based approaches to preventing school failure and dropout. The underlying assumption is that the most effective way to prevent school failure is to simultaneously enhance school completion by building social and emotional skills and enhancing both academic and vocational development. A tiered model is used to introduce prevention strategies for all students, remediation for students who are at risk, and recovery of those who have dropped out. The first tier encompasses schoolwide interventions that increase student engagement and promote student aspirations. The second tier involves targeted prevention programs for students who are at increased risk of school failure. The final tier is designed to provide high-risk students and those who have dropped out the support they need to transition back into school or alternative programs. School failure is a complex problem that requires tiered models of services to effectively deliver comprehensive programming options.

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Charlier, Steven D., Lisa A. Burke-Smalley, and Sandra L. Fisher. "Undergraduate Programs in the U.S." In Research Anthology on Business and Technical Education in the Information Era, 114–38. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch008.

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Given the importance of human resource management skills both in management education and business in general, an empirical review of undergraduate human resource (HR) curricula and programs is needed. In this study, the authors provide an investigative analysis of the content taught across HR programs in the U.S. and the context in which HR programs operate. Specifically, data across 179 undergraduate “SHRM-aligned” HR programs were collected and analyzed to identify common as well as unique content and contextual attributes at the university, business school, and program levels. Against the backdrop of the study's findings, the authors step back and purposefully comment on how they believe HR education can best be moved forward. In total, this study seeks to inform stakeholders in HR education through a clearer picture of the current and potential future states of HR curricula within U.S.-based undergraduate management programs.

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Charlier, Steven D., Lisa A. Burke-Smalley, and Sandra L. Fisher. "Undergraduate Programs in the U.S." In Advances in Human Resources Management and Organizational Development, 26–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2820-3.ch002.

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Mollenkopf, Dawn L., and Martonia C. Gaskill. "Empowering Early Childhood Teachers for Program Completion Through the Integration of Technology." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 1036–55. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch052.

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Political and social pressures, influenced by research on the importance of early learning experiences, are putting pressure on the early childhood workforce to go back to school to complete required certification or degrees. Online programs are effective solutions when they include a multi-layered system of supports. This chapter showcases how one university has built and maintained an early childhood program that allows fully online and face-to-face delivery options for completing bachelor's degrees or certification. Lessons learned will help other early childhood teacher education programs know how to (1) build the technological infrastructure behind successful online programs to ensure student persistence and completion; (2) provide instructor and course supports for successful online course completion, including field-based courses and student teaching; and (3) incorporate student supports that enable early childhood teachers to utilize technology successfully to complete their program. Adjustments and technological supports during the COVID-19 pandemic will also be addressed.

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Lauzon, Al, Sarah Christie, Heather Cross, Bushra Khan, and Bakhtawar Khan. "Youth Learning in Afterschool Programs." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 376–401. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch017.

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This chapter reports on the learning outcomes of an after-school program (ASP) known as Fusion Youth and Technology Centre (Fusion) situated in Ingersoll, Ontario. The chapter begins by making the case that ASPs are part of the lifelong learning infrastructure and they should be given more consideration by researchers and policy-makers. This is followed by examining the changes in education and its implications for youth followed by a discussion of ASPs and positive youth development. A description of Fusion is presented and then the findings of four studies conducted at Fusion are reviewed. The discussion focuses on learning outcomes and reports back in terms of external and internal assets necessary for positive youth development to occur and their relationship to technical skill development. A conclusion is then drawn that ASPs with a focus on technology programs can have significant learning outcomes in terms of capacities and technical skills developed. Furthermore, it is argued that the benefts are often derived by rural youth who are not successful educationally, come from lower socio-economic homes, and are the youth who are most likely to be at-risk.

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Mollenkopf, Dawn L., and Martonia C. Gaskill. "Empowering Early Childhood Teachers for Program Completion Through the Integration of Technology." In Handbook of Research on Empowering Early Childhood Educators With Technology, 185–204. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6888-0.ch010.

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"Back to School." In Building an Information Security Awareness Program, 151–60. Auerbach Publications, 2001. http://dx.doi.org/10.1201/9781420000054-19.

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Conference papers on the topic "Back-to-school programs"

Ali, Azad, and Frederick Kohun. "Comparing Two Program Contents with IT2005 Body of Knowledge." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3189.

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Academic computing programs often want to keep pace with technological changes by frequently updating their program contents. These program changes are often reactionary and lack uniform standards. Thus some of the changes are often rolled back and, as a result, face additional changes shortly after their implementation. A helpful strategy in computer program updates is to utilize a standard curriculum to gauge and benchmark the program. This paper compares the content of two technology programs with a standard curriculum developed by the Association of Computing Machinery (ACM) and other organizations including, AIS, AITP, IEEE and ABET-CAC. The paper examines the content of two technology programs: The T echnology Support and Training program (TST) at Eberly College of Business - Indiana University of Pennsylvania (IUP), and the Computer Information Systems (CIS) and Information Sciences (IS) programs in the School of Communications and Information Technology at Robert Morris University (RMU). It then compares the content of both programs with the Computing Curricula Information - Information T echnology Volume (IT2005) Body of Knowledge.

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Mohammed, Habiba, Zainab Muhammad Shuaibu, Binta Asabe Muhammad, Bello Aminu Aminu, and Maryam Albashir. "Assessment of Teacher Network for Girls Education (TEN-G) Project in Kaduna State, Nigeri." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2671.

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This study assesses impact of the TEN-G program rolled out and implemented by Commonwealth of Learning (COL) and Centre for Girls’ Education (CGE) respectively, aimed at providing greater access to quality education and training through open, distance and technology-enabled learning in reaction to the school disruption caused by the Covid-19 pandemic in Kaduna state , Nigeria. The project has dual objective of training female teachers on Open Educational Resources and bridging learning gaps so as to return all female students back to school after the pandemic. Hence, four programs were carried out, namely; teachers’ training on Open Educational Resources, Interactive Radio Instruction (IRI) and Safe Space Clubs. We employed both quantitative (questionnaire) and qualitative (interviews and FGDs) instruments of data collection for this study. Our analysis revealed that, teachers capacity on the use of technology to access OER has risen from 19% to 100%, over 90% of school girls returned to school after the pandemic; a success which only 12.8% of our respondents feel is not as a result of the IRI. Safe space clubs were found to have bridged learning gap necessitated by COVID-19 pandemic and has improved their learning abilities. It is therefore recommended that; the TEN-G project should be sustained in order to accommodate more schools and more learners across Kaduna state and the entire northern Nigeria.

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Quartier, Katelijn. "Design Practice and Scholarly Research: Combining the Best of Both Worlds." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.49.

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Establishing new academic programs is a long-term process. Short-term but intensive programs, as a summer school for example, are easier in setting up and can also be used as experimental hubs (thinker spaces). To this end, in 2014, we started to organize a summer school in, what we call, ‘Seamless Retail Design’ in cooperation with Technical University of Delft (TUD) and Politectnico di Milano (Polimi). We presented the students with the challenge to create retail environments which seamlessly combine the spatial (physical environment), the digital and the human (experiential) factor. This challenge is not chosen randomly. Indeed, today, three clear phenomena have changed the way retail needs to be done drastically. Firstly, consumers are more aware of their own buying behavior which reflects on their shopping behavior. Secondly, the scarce time people have and want to spend on shopping, they want to spend it in a nice environment (Quartier, 2017). The third phenomenon is related to the digital revolution, which has changed consumer behavior profoundly. Creating holistic and seamless brand experiences, which transcend the boundaries of online and offline channels is crucial (Rigby, 2014; Van Ossel, 2014; van Tongeren, 2013). So, the fundamental change in the context within which retailers will have to function today and in the near future also asks for a different design approach: how we design stores has changed from a merely design perspective to a more multi-disciplinary one (Zimmerman and Teufel, 2015). To this end, we set up the summer school as an experimental environment in which students from different back-grounds and disciplines, though, with a relation to retailing and design (e.g. interior design, architecture, product design, marketing, graphic design and media design), can collectively reflect on the challenges and opportunities of the store of the future.

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Shamsunder, Saritha, Kavita Agarwal, Archana Mishra, and Sunita Malik. "Sample survey of cancer awareness in health care workers." In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685266.

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Objective: To see the awareness about cancer in women among ASHA workers. Place of Study: Awareness Sessions at Safdarjung Hospital, New Delhi. Background: ASHA workers are the first point of contact for women in the community & bridge the back between the hospital and women. They have been instrumental in the success of the family planning programme & polio eradication program in India. Materials and Methods: A questionnaire about educational status, awareness about breast & cervical cancer statistics, methods of screening and diagnosis was distributed to Accredited Social Health Activists appointed by the government at two educational sessions organized at Safdarjung hospital. Results: Of the 200 ASHA workers attending, 188 completed the questionnaire. Their educational status ranged from 7th standard to post-graduate, majority had studied up to 10th standard. Their sources of information were mostly television and mobile phones, 23% had knowledge about internet, 36% were using Whats app. Only 28% knew about the commonest cancer in Indian women. Regarding breast cancer, 63% were aware of self examination of breasts, 41% knew the frequency of self examination; awareness about symptoms of breast cancer was prevalent in 46%, 24% knew about risk factors of breast cancer. Regarding Cervical Cancer, 28% knew about risk factors, 22% knew about symptoms of cervical cancer; 19% knew about screening methods for cervical cancer, 9.5% knew the screening intervals. Conclusion: Health education about cancer prevention should start at the primary school level. Special educational & motivational sessions for ASHA workers could help in cancer prevention programs.

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Ishida, Satoshi. "Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.009.

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Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the "new normal" under the COVID-19 situation and to be effectively used as "hubs for collaborative learning" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki

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Putri, Sima Asmara Dewa Marya Mahardika, and Nanda Agustian Simatupang. "META-ANALYSIS THE EFFECT BACK SCHOOL PROGRAM TO REDUCE PAIN IN PATIENTS WITH CHRONIC NON-SPECIFIC LOW BACK PAIN." In The 8th International Conference on Public Health 2021. Masters Program in Public Health, Universitas Sebelas Maret, 2021. http://dx.doi.org/10.26911/ab.epidemiology.icph.08.2021.02.

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"The Model of Psychosocial Program to Restore the Cheerfulness of Post Disaster Students through Dompet Dhuafa ‘Back To School’ Program." In April 27-28,2018 Bangkok (Thailand). Excellence in Research & Innovation, 2018. http://dx.doi.org/10.17758/eirai2.f0418407.

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Bryant, Alexandria N. "Bringing Blattodea back to Breckinridge: 4-H insect program ignites interest in science among middle school students." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.91554.

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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and borrowed funds from World Bank in 2016 to support the ‘Girls' Education and Women's Empowerment and Livelihood. Through ‘Keeping Girls in School (KGS) initiative’ the government has been providing bursaries to girls whose parents/guardians were identified to be vulnerable and who were beneficiaries of the Social Cash Transfer Programme. // The project objective is to support the Government of Zambia to increase access to livelihood support for women and access to secondary education for underprivileged adolescent girls in extremely poor households in selected districts, and Petauke is among the benefiting districts in Zambia. // Despite all these efforts to educate the girl-child, mitigate teenage pregnancies and child marriages, the ministry has continued receiving reports of dropouts due to covid-19, high poverty levels, tradition and culture, teenage pregnancies and early marriages. // The findings revealed that the KGS initiative has positively impacted on girls’ education as Memory Lungu, a learner at Petauke Boarding Secondary School states, “The KGS initiative is good. This is because some of us, our parents cannot manage to pay for us in school. The Government is helping us through KGS and we are grateful” (MOGE Magazine 2021). // The investigation involved 32 out of 53 benefiting schools; sampled and interviewed 100 out of 2,767 beneficiaries. The researcher used mixed research methods. Qualitative and quantitative data were collected using the automated google form, one-on-one phone call interviews and also analysed some data using Microsoft excel. // Therefore, in order to keep pregnant dropouts and out-of-school girls in the education process, government should consider investing in open schooling as it provides access to distance and online methods which can support self-directed learning of Girls anytime and anywhere while on maternity leave or out-of-school.

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Ghufroni, Afif, and Jasmine Kartiko Pertiwi. "Effectiveness of Muscle Energy Technique to Increase Hamstring Muscle Flexibility in Adolescents." 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.02.29.

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Background: Shortening of the hamstring muscles results in pain, limited range of motion, postural instability, and abnormal gait, which effect on daily activities. Muscle energy technique provides a solution to shortening the hamstring muscles by improving muscle flexibility. This study aimed to examine the effectiveness of muscle energy technique in increasing hamstring muscle flexibility in adolescents. Subjects and Method: This was a quasi-experiment pretest-posttest without a control group conducted at No. 1 High School Jogonalan, Klaten, Central Java in April 2018. A total of 30 students was selected with purposive sampling method in which one student dropped out. The dependent variable was flexibility of hamstring muscle. The independent variable was muscle energy technique training. The flexibility of hamstring muscle was measured by back saver sit and reach test. Data were analyzed by Wilcoxon test. Results: Flexibility of hamstring muscle was higher after muscle energy technique (Mean= 39.92; SD= 4.24) than before (Mean= 30.14; SD= 3.59), and it was statistically significant (p <0.001). Conclusion: Muscle energy technique increases flexibility of hamstring muscle. Muscle exercise technique can be used to improve hamstring muscle flexibility. Keywords: muscle energy technique, flexibility, hamstring muscle, adolescents Correspondence: Afif Ghufroni. Physiotherapy Study Program, School of Health Polytechnics, Surakarta, Indonesia. Email: apip.physio@gmail.com. Mobile: +6285725000769. DOI: https://doi.org/10.26911/the7thicph.02.29

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Reports on the topic "Back-to-school programs"

Kane, Thomas, Angela Boatman, Whitney Kozakowski, Christopher Bennett, Rachel Hitch, and Dana Weisenfeld. College Remediation Goes Back to High School: Evidence from a Statewide Program in Tennessee. Cambridge, MA: National Bureau of Economic Research, August 2019. http://dx.doi.org/10.3386/w26133.

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.

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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.

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Cho, Emily EunYoung, Karen Austrian, and Nicole Haberland. Meeting the Moment: New Data on Learning Loss and What We Can Do About It. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1073.

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The Evidence for Gender and Education Resource (EGER) program, under the Population Council’s Girl Innovation, Research, and Learning (GIRL) Center, hosted a virtual webinar titled “Meeting the Moment: New Data on Learning Loss and What We Can Do About It” in October 2021. This document provides a recap of the webinar, in which panelists shared the significant impact of closed schools on learning levels during the COVID-19 pandemic, striking disparities when we intersect poverty, as well as the crucial need to get children back to school and for evidence-based approaches to support learning, such as aligning teaching to the level of the child.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.

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