Academic literature on the topic 'Boston Youth Opportunity Project'
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Journal articles on the topic "Boston Youth Opportunity Project"
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Switkowski, Karen M., Izzuddin M. Aris, Véronique Gingras, Emily Oken, and Jessica G. Young. "Estimated causal effects of complementary feeding behaviors on early childhood diet quality in a US cohort." American Journal of Clinical Nutrition 115, no. 4 (January 14, 2022): 1105–14. http://dx.doi.org/10.1093/ajcn/nqac003.
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ABSTRACT Background Complementary feeding (CF) provides an opportunity to shape children's future dietary habits, setting the foundation for good nutrition and health. Objectives We estimated effects of 3 CF behaviors on early childhood diet quality using inverse probability (IP) weighting of marginal structural models (MSMs). Methods Among 1041 children from the Boston-area Project Viva cohort, we estimated effects on the mean Youth Healthy Eating Index (YHEI) score in early childhood of 1) delayed (≥12 mo) compared with early (<12 mo) introduction of sweets and fruit juice; 2) continued compared with ceased offering of initially refused foods; and 3) early (<12 mo) compared with late (≥12 mo) introduction of flavor/texture variety. Mothers reported CF behaviors at 1 y and completed FFQs for children in early childhood (median age: 3.1 y). We estimated average treatment effects (ATEs) using IP weighting of MSMs to adjust for both confounding and selection bias due to censored outcomes and examined effect modification by child sex and breastfeeding compared with formula feeding at 6 mo. Results Twelve percent of mothers delayed introducing sweets/fruit juice, 93% continued offering initially refused foods, and 32% introduced flavor/texture variety early. The mean ± SD YHEI score was 52.8 ± 9.2 points. In adjusted models, we estimated a higher mean YHEI score with delayed (compared with early) sweets and fruit juice among breastfeeding children (ATE: 4.5 points; 95% CI: 1.0, 7.4 points), as well as with continued (compared with ceased) offering of refused foods among females (ATE: 5.4 points; 95% CI: 0.8, 9.1 points). The ATE for early (compared with late) flavor/texture variety was 1.7 points (95% CI: 0.3, 3.2 points) overall and stronger (2.8 points; 95% CI: 0.7, 5.1 points) among the formula-fed group. Conclusions Delayed introduction of sweets/juice, continued offering of refused foods, and early flavor/texture variety may all result in higher childhood diet quality. Effects may depend on child sex and infant breastfeeding status.
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Young, Jacob T. N., Scott H. Decker, and Gary Sweeten. "The Boston Special Youth Project Affiliation Dataset." Connections 37, no. 1-2 (2017): 85–88. http://dx.doi.org/10.21307/connections-2017-006.
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Piehl, AM, DM Kennedy, and AA Braga. "Problem solving and youth violence: an evaluation of the Boston Gun Project." American Law and Economics Review 2, no. 1 (January 2000): 58–106. http://dx.doi.org/10.1093/aler/2.1.58.
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Jeffries, Sara R., David L. Myers, Jonathan Allen Kringen, and Ron Schack. "Evaluating Project Safe Neighborhoods in Connecticut: a Youth Opportunity Initiative." Crime Prevention and Community Safety 21, no. 4 (June 27, 2019): 325–45. http://dx.doi.org/10.1057/s41300-019-00076-4.
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Boston, Marcus, Chris DeCubellis, and Judith Levings. "Getting Started in the 4-H Embryology Project: Tips for 4-H Agents and Teachers." EDIS 2015, no. 3 (May 6, 2015): 5. http://dx.doi.org/10.32473/edis-4h367-2015.
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Usually considered an enrichment project for classrooms, the 4-H Embryology Project can also be modified for club or individual use. In it, young people use an incubator to grow avian embryos (inside fertile eggs) through the hatching process. Students learn basic biology and life science while they eagerly look forward to hatching chicks. This 5-page fact sheet describes the necessary equipment and other resources and provides tips and suggestions to increase the hatchability of fertile avian eggs. Written by Marcus Boston, Chris Decubellis, and Judith Levings, and published by the UF Department of 4-H Youth Development, April 2015. (Photo: Marcus Boston, UF/IFAS) 4H367/4H367: Getting Started in the 4-H Embryology Project: Tips for 4-H Agents and Teachers (ufl.edu)
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Tamban, Victoria E., Marciana T. Torillos, Maria Teresa M. Rodriguez, Kathleen Lorraine B. Gino-gino, and Michael Jomar B.Ison. "IMPACT OF EXTENSION PROGRAM IN ENGLISH COMMUNICATION SKILLS OF OUT-OF-SCHOOL YOUTH (OSY) OF LIFE PROJECT FOR YOUTH (LP4Y)." International Journal of Research -GRANTHAALAYAH 8, no. 7 (July 31, 2020): 205–10. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.651.
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This study aimed to determine the impact of the extension activity to the Out-of-School Youth (OSY) of Life Project for Youth (LP4Y) in terms of English Communication skills. Descriptive research design was employed in this study. The respondents of the study were the 89 males and 92 females OSY of LP4Y. The data were analyzed and interpreted through the use of percentage, weighted mean, and t-test of dependent samples.The mean scores of the OSY in their English Communication Skills improved from the year 2014-2018, from very poor to very satisfactory, and their level of self-esteem improved also from very low to high.Based on the results of the interviewed conducted, the participants narrated that they were easily hired in terms of job opportunity. The researchers concluded that the CTE-ETS English Communication Skills for OSY of LP4Y has great impact to the life of the participants in terms of their English Communication Skills, self-esteem, and job opportunity, thus it is recommended to continue this kind of extension project to help the out-of-school-youth of present and future generation in alleviating their standard of living.
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DeCubellis, Chris. "Raising a Market Show Hog." EDIS 2019, no. 5 (October 9, 2019): 7. http://dx.doi.org/10.32473/edis-4h407-2019.
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One of the most rewarding and educational 4-H projects is raising, finishing, and showing a market hog. Many younger 4-H’ers excitedly wait until the day when they can choose their first show pig. Parents and youth need to understand that while the hog project is an excellent opportunity, it requires a great deal of thought, preparation, time, and resources. The purpose of this new 7-page publication is to help parents and youth understand some of the commitments and preparations involved in raising a hog, as well as what to expect and what to do in order to successfully complete the project. Written by Chris DeCubellis and published by the UF/IFAS 4-H Youth Development Program. https://edis.ifas.ufl.edu/4h407
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Sawicki, Krzysztof, and Emilia Żyłkiewicz-Płońska. "Internationalisation of Higher Education Curriculum as a Strategy for Preparing Future Youth Workers." Polish Journal of Educational Studies 74, no. 1 (December 1, 2022): 31–44. http://dx.doi.org/10.2478/poljes-2022-0004.
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Abstract Educating future youth workers is a particular challenge for higher education. It results not only in the acquisition of basic knowledge and skills, but also in the implementation of the glocal perspective. In this aspect, the process of internationalization of higher education is a key element enabling optimal shaping of future youth workers’ vocational identity. The article presents an international strategic partnership project enabling such activities in the area of bachelor’s studies. Its theoretical layer (Positive Youth Development) and intellectual outputs were presented. Moreover, learning, teaching and training activities, which are the result of the testing of the educational module, were introduced. The opportunity to participate in such international activities enables future social professionals to creatively approach youth problems at the local level using a broader perspective and mechanisms based not only on identifying risk and problems but also on resources and opportunities for positive development. The results worked out in the project can form the basis to develop learning, teaching and training activities for future youth workers outside partner universities.
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Andronova, Irina V., and Ekaterina V. Semochkina. "Russian models of interaction between state authorities and youth associations." Izvestiya of Saratov University. Sociology. Politology 21, no. 4 (November 22, 2021): 442–46. http://dx.doi.org/10.18500/1818-9601-2021-21-4-442-446.
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Based on the analysis of the interaction of state authorities with youth associations in the 1990s–2000s, the authors conclude that engagement in such structures provides an opportunity to involve young people in social, economic, and political processes in the regions through project and regulatory activities. Expediency of activating such activities is justified, since it is in the process of such interaction that an active civil position of young people is formed.
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Smith, Laura, Kathryn Davis, and Malika Bhowmik. "Youth Participatory Action Research Groups as School Counseling Interventions." Professional School Counseling 14, no. 2 (December 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400206.
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Youth participatory action research (YPAR) projects offer young people the opportunity to increase their sociocultural awareness, critical thinking abilities, and sense of agency within a collaborative group experience. Thus far, however, such projects have been primarily the province of educators and social psychologists, and not substantively explored as a basis for school counseling interventions. This article suggests the initiation of such exploration within the framework of existing ecological and social justice models for school counseling practice, and presents an overview of a year-long, school-based YPAR project to exemplify this idea.
Dissertations / Theses on the topic "Boston Youth Opportunity Project"
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Eshun, Samuel Nuamah. "Labour Intensive Public Work (LIPW) Programme as an empowerment tool for youth development : the Ghanaian experience." Thesis, 2020. http://hdl.handle.net/10500/26796.
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The Labour Intensive Public Work (LIPW) programme under the Ghana Social Opportunity
Project (GSOP), is a social protection programme initiated by the Government of Ghana, to offer
jobs and income earning opportunities to some targeted rural residents, especially the youth,
through the application of labour intensive technology in the construction of community
infrastructure that has the potential of generating secondary employment. This is a mixed method
study sought to provide an account on the Ghanian version of LIPW programmes. The study
assessed and identified the challenges facing the programme implementation from beneficiary and
implementers’ perspective in order to set the platform for an interactive feedback between project
implementers and community members for the smooth implementation of future LIPW
programmes. The study also assessed the impact of the programme on poverty and migration
among the youth in Ghana. In identifying the challenges facing the programme from implementers’ perspective, 15 key project
implementers were interviewed. An interview guide and a questionnaire were also developed to
collect data from 500 beneficiaries of the programme to know their challenges. In assessing the
impact of the programme on migration among the youth, questionnaires were administered to 239
households in beneficiary communities and 189 households from non-beneficiary communities of
the LIPW programme. Finally, data was collected from 90 youth who benefited from the
programme and 90 youth who did not benefit from the programme to compare and determine the
extent to which the programme has contributed in reducing poverty among the youth.
The study revealed that the key challenge facing the programme implementation from the
implementers’ perspective is capacity problem involving, inadequacy of staff to implement the
programme at the district level, frequent breakdown of vehicles for monitoring, and delays in the release of funds for commencement of project. Beneficiaries of the programme also indicated that
they were not satisfied with the amount of money they were receiving as wage for their labour.
They were also unhappy with the delays in payment of their wages and the period of engagement
in the programme. The study found out that the LIPW programme under the GSOP has not
contributed in reducing migration among the youth. However, the programme has contributed to
reducing poverty among the youth. The study therefore recommends that capacity gap analysis
conducted before project initiation should include adequacy of staff and logistics to cater for any
deficiency. It is strongly recommended that beneficiaries of the programme should be consulted
in setting the wage rate to avoid resentment provoking misunderstanding between beneficiaries
and project implementers. The study further recommended that the government should scale up
the programme to cover more communities in order to reduce poverty among the youth in Ghana. Finally, the study proposed a new model for LIPW for the youth known as ‘LIPW +3Cs’. This
model incorporates three Cs, that is ‘C’ompetence’, ‘C’onnections’ and ‘C’haracter’ into LIPW
programmes. ‘LIPW +3Cs’ will not only train youth to secure jobs after the programme
(Competence) but will assist them to establish a network among themselves and other supporting
institutions (Connections). Issues of character which encompases a sense of right and wrong will
also be inculcated in the youth to assist them to function effectively in the society (Character).Adult Basic Education (ABET)
D. Phil. (Adult Education and Youth Development)
Books on the topic "Boston Youth Opportunity Project"
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Grippin, Pauline. Youth Opportunity Program five year follow-up project, 1982-1987. Albany, N.Y: State of New York, Office of Mental Retardation and Developmental Disabilities, 1988.
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Rodriguez, Andrea, Chris Murray, Camila Biazus-Dalcin, Moira Mackay, and Clio Ding. Don't Give Up On Us. University of Dundee, 2022. http://dx.doi.org/10.20933/100001264.
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There is significant room for improvement of services addressed to young people experiencing homelessness. Current research and a previous knowledge exchange programme led by the Universities of Dundee and St Andrews has identified a need to incorporate all the individual’s needs and aspirations into this support. The project research team created an opportunity for practitioners in different fields and young people with experience of homelessness to come together and share views, feelings, and practices on how to achieve better collaboration and service delivery. The programme: i) shared research evidence on this topic; ii) collected experiences from young people to identify key elements of service provision they find are essential; iii) brought together practitioners from different sectors, academics, and policy makers to reflect upon the existing governmental and services initiatives to overcome the barriers towards better accessibility and engagement with services and practitioners. One of the outcomes of this work is this comic, which illustrates various perspectives on the barriers to accessing services and engaging with practitioners. The first story in this comic showcases the perspectives of young people sharing their experiences related to homelessness and the support they have received. The second story represents the perceptions of practitioners. In the last part of the comic the young people and the practitioners come together to share their views and reflect on best practice. This comic is part of the training package ‘Do not Give Up on Us: an interdisciplinary public engagement and research programme’ addressed to those working (or desiring to work) with people experiencing homelessness or at risk of becoming homeless. It is designed to pose questions about the experiences of receiving and delivering services, and it is hoped that young people and practitioners will use it to prompt discussion about the multiple challenges we all face in trying to reduce and eventually eliminate youth homelessness.
Book chapters on the topic "Boston Youth Opportunity Project"
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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.
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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, 2001). Further, most teachers report not having sufficient time, preparation, or resources to teach civics effectively (Hahn, Challenges to civic education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project (pp. 583–607). IEA Secretariat, 1999). Social media could provide a way for teachers to deepen their teaching of civics by making it more accessible and more relevant, and by having students engage in civic participation in real time.
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Lüküslü, Demet. "Constructing the Youth of the Republic: Youth and Population Challenges in Modern Turkey." In A Companion to Modern Turkey's Centennial, 571–82. Edinburgh University Press, 2023. http://dx.doi.org/10.3366/edinburgh/9781474492515.003.0044.
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This chapter argues that the construction of youth has been one of the main political projects of the Republic of Turkey. A strong political myth as well as post-war traumas and the demographic characteristics of the Republic nourished the political project, for which youth symbolised the young Republic and the future of the nation. The construction of the young generation’s bodies, minds and spirits became a national concern for a desirable future. The solution announced by the AKP government(s) was to launch a new political project to construct pious generation(s), which marked a new era in the history of political projects directed at youth. Turkey seemed to have missed the window of demographic opportunity (a period during which the proportion of the working-age group was particularly prominent) since the share of youth in the total population began to decrease after 2010. Thus, Turkey in its second century will be facing the challenges not only of the young generation’s chronic problems but also of an ageing society. The chapter starts with a brief discussion of the history of youth and the population challenges of the Republic and then discusses the chronic problems of youth in contemporary Turkey.
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Bocci, Melissa Cochrane. "Guiding School-Based Service-Learning With Youth Participatory Action Research." In Culturally Engaging Service-Learning With Diverse Communities, 125–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2900-2.ch008.
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Youth Participatory Action Research offers service-learning practitioners a critical framework for guiding their projects, particularly those engaging diverse or marginalized communities. A YPAR-guided service-learning project is youth-led, centers and affirms youth identities, examines problems and takes actions on structural and personal levels, and bases those actions on original, youth-conducted research. As such, YPAR-guided service-learning explicitly promotes youth empowerment and positive identity development, which can result in increased academic engagement and motivation, making such projects a strong option for attending to the opportunity gaps marginalized students often face in their school systems.
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Bocci, Melissa Cochrane. "Guiding School-Based Service-Learning With Youth Participatory Action Research." In Research Anthology on Service Learning and Community Engagement Teaching Practices, 186–205. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch011.
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Youth Participatory Action Research offers service-learning practitioners a critical framework for guiding their projects, particularly those engaging diverse or marginalized communities. A YPAR-guided service-learning project is youth-led, centers and affirms youth identities, examines problems and takes actions on structural and personal levels, and bases those actions on original, youth-conducted research. As such, YPAR-guided service-learning explicitly promotes youth empowerment and positive identity development, which can result in increased academic engagement and motivation, making such projects a strong option for attending to the opportunity gaps marginalized students often face in their school systems.
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Howard, Frances. "Celebrating cultural democracy." In Global Perspectives on Youth Arts Programs, 110–29. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447357100.003.0008.
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This chapter contains two case studies which highlight best practice in supporting and celebrating cultural democracy and practical insights for arts programs with young people. The case studies include Propel Youth Arts WA (Western Australia), which is an arts-based youth advocacy organisation, and SWAN Youth Service (Ireland), which devises programs for young people to explore different artistic mediums and processes. SWAN places an importance on the arts as an opportunity for informal education, and its Reckless Arts program, which hosts an artist-in-residence, will be the focus of this case study. Through these exemplars, the value of youth-led arts programming and positioning young people as cultural experts as a way of celebrating cultural democracy within youth arts programs is demonstrated. In this chapter, data from interviews with young people, arts practitioners, festival coordinators, youth workers and project managers is presented in order to celebrate alternative cultural forms through youth-led arts programming.
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Gordon, Eric, and Gabriel Mugar. "Play." In Meaningful Inefficiencies, 84–116. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190870140.003.0004.
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Play is the precondition of civic action taking. This chapter explores what it means when people play and how the creation of trusted, accessible, and inclusive play spaces is central to civic design. Distinct from gamification, civic design looks for games to structure play, creating less, not more, efficiencies in systems. With an extended case study of a project involving the popular augmented reality game Pokémon Go, which invited Boston youth into questioning and changing the game’s data, the chapter explores how play can inform and shape civic life.
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Blustein, David L. "Being With Others." In The Importance of Work in an Age of Uncertainty, 47–70. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190213701.003.0003.
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This chapter reviews the relational aspects of work, exploring how work functions to provide people with an opportunity to connect to others and, at times, to evoke distress in the workplace. Beginning with a review of the relational revolution in psychology, vignettes from the Boston College Working Project participants explicate how relationships function within the workplace, underscoring both adaptive and aversive aspects of relational influences, power differentials at work, work–family balance, and the internalization process. The chapter includes a review of recent contributions on attachment, social support, mentoring, and social networks, which reflect important new directions for understanding the ways in which being with others at work enhances aliveness and well-being. Policy implications pertaining to the need for people to have access to decent work that affirms relational strivings conclude the chapter.
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Rudd, Andrew, Karen Malone, and M’Lis Bartlett. "Participatory Urban Planning." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0030.
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This chapter examines how integrated, participatory design and urban environmental education can enhance learning, ownership, agency, and long-term sustainability of place. Drawing on recent efforts to articulate a global urban sustainability agenda, it considers the ways that urban environmental education can help integrate the participation of underrepresented groups—such as children, youth, and low-income and minority residents—in urban planning while also improving urban planning outcomes. The chapter presents a case study that illustrates outcomes of engaging young people in urban planning: the Child Friendly Bolivia project in La Paz, Bolivia. It shows that engaging youth and underrepresented groups in urban planning offers a unique opportunity to address concerns about equity and to engage multiple innovative perspectives. It suggests that the tools of participatory urban planning and environmental education may help create more sustainable cities for all.
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Nasereddin, Ahmad Yacoub. "Entrepreneurship Strategies in the Arab World." In Strategic Thinking, Planning, and Management Practice in the Arab World, 92–111. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8048-5.ch005.
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The aim of this chapter is to explore the concept and practical implications of entrepreneurship and its importance in developing new projects, and to encourage Arab youth self-reliance by using entrepreneurship as a tool for creating value and developing successful and unique ideas. This leads to a discussion of entrepreneurship strategies in business, highlighting that the success of any new entrepreneurial projects depends on having appropriate opportunity, sufficient resources, and dedicated leader. Once these factors are in place, the entrepreneurial project must adopt an appropriate strategy, new entry, imitating, or adaptive strategy. The chapter is divided into four parts. The first presents the concepts of leadership and pioneering projects and their importance in community development. The second deals with the analysis of a pilot project. The third deals with analyzing, discussing, evaluating, and criticizing entrepreneurship strategies. And the fourth presents a summary of the subject and a set of recommendations. The chapter is concludes with recommendations and suggests solutions to ensure effectiveness of the adopted entrepreneurship strategy.
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DeBay, Dennis J., Amie Patchen, Anne C. Vera Cruz, Paul E. Madden, Yang Xu, Meredith Houle, and Michael Barnett. "Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology." In Geospatial Research, 1183–206. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9845-1.ch055.
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This chapter is a description of the Urban Tree Project where high school students were engaged in the use of Geographic Information System (GIS) technologies to determine the economic and ecological value of trees in their neighborhood. Students collected data on tree locations and conditions and then used CITYgreen to evaluate the economic and ecological value of their trees. Urban high school youth had the opportunity to explore urban ecology in their neighborhoods. Pre–post interview and written assessments were conducted across a wide sample of school contexts. The goal of these assessments was to explore the students' beliefs and understanding regarding the ecosystem services that trees and greenspace provide to a city. The results were mixed as students' understanding measured by the written assessments increased significantly. However, upon further probing, students often showed difficulty in drawing coherent concepts and ideas that depicted a robust understanding of urban ecological principles regarding green space and the services that trees provide.
Conference papers on the topic "Boston Youth Opportunity Project"
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Haouzi, Chana, and Matthew Akira Okazaki. "Free To All: Outdoor Spaces for the Boston Public Library." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.16.
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Free to All is a series of semi-permanent outdoor shade canopies, cooling misters, and seating strategies developed for ninesatellite branches of the Boston Public Library. In the summer of 2022, Boston Public Library received a grant to improve accessand visibility to library resources in nine underserved communities. The project served as an opportunity to bring the library’sservices and spaces beyond traditional boundaries to connect with the public in new ways. Community engagement served as a fundamental bedrock of the development of the work, from initial interviews and informal gatherings, to design and construction with a local youth organization, to post-occupancy surveys and operational memos. More than an end product,Free to All is an embodiment of a design process, one deeply engaged with members of the public throughout all aspects ofthe project’s development.
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Galeno, Larissa, Luis Felipe Costa, and Geraldo Xexéo. "Fostering Programming Logic Skills in High School Students Through Project-Based Learning: An Educational Experience." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2024. http://dx.doi.org/10.5753/educomp.2024.237406.
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In recent years, the burgeoning demand for skilled professionals in the technology sector has become increasingly evident. Capitalizing on this trend, a non-governmental organization in Rio de Janeiro recognized it as a unique opportunity to empower the city's youth. In collaboration with a public university, it was proposed a training program focused on programming logic with Python and an introduction to data analysis, specifically tailored for high school students. Thus, this work aims to present the experience of designing and implementing this course. With a clear emphasis on the unique characteristics of our target audience, we crafted a curriculum utilizing active teaching methodologies: project-based learning and the flipped classroom approach. By the conclusion of the course, students not only demonstrated their ability to complete the proposed projects but also actively participated in an evaluation of their learning experience, answering a questionnaire and participating in interviews. The results of this evaluation were overwhelmingly positive, shedding light on the student's desire to pursue further studies in computer science.
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Aragona, Stefano. "Ecological city between future and memory: a great opportunity to rethink the world." In International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.7932.
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L’attuale momento di crisi sociale, ambientale e spaziale può essere una svolta - uno dei
significati della parola greca originaria κρίσις - del modello di sviluppo basato sul paradigma
industriale (Khun, 1962) i cui limiti erano ipotizzati nell’omonimo The Limits of Growth
commissionato dal Club di Roma ad alcuni ricercatori del MIT di Boston (USA) edito nel 1972. Il
presente scritto suggerisce di sostituire al modello industrialista del “fare la città” - indifferente
alle condizioni locali grazie alla supremazia data alle “soluzioni” tecnologiche (Del Nord,1991) -
l’approccio ecologico che parte dalle condizioni locali quali indicazioni di
piano/progetto/realizzazione per la trasformazione dell’anthropocosmo, cioè del rapporto tra
contenitori, reti e comportamenti, ovvero del λόγος, discorso, studio, con l’οίκος, ambiente
(www.ekistics.org) con le finalità di Smart City cioè costruire Comunità inclusive, sostenibili
socialmente e materialmente avendo il risparmio di consumo di suolo come presupposto della
sostenibilità. Ciò significa per i paesi ormai più che emergenti - BRIC e tutti gli altri in forte
crescita economica - evitare gli errori compiuti dalle nazioni, usualmente chiamate Occidentali,
di devastazione del territorio oltre che in termini di danni sociali. Mentre per quest’ultime
l’attenzione va posta al tema della riqualificazione dell’esistente sotto il profilo funzionale,
spaziale, ambientale e sociale. Per entrambe si pone la questione centrale del rapporto con la
storia, i segni di essa sul territorio, cioè la memoria quale essenziale componente del senso
delle cose. The current social, environmental and territorial crisis, can be a turning point - one among the
meanings of the originary Greek word κρίσις - of the development model based on the industrial
paradigm (Kuhn, 1962) whose limits were declared in the homonymous The Limits of Growth
commissioned by the Club of Rome at Boston MIT researchers (Meadows and al.) and
published in 1972. This paper suggests to replace the industrial model of “making the city” -
indifferent to local conditions thanks to the supremacy given to the technological “solutions” (Del
Nord, 1991) - with the ecological approach that starts from the local conditions such as
indications of plan/project/construction for the transformation of the anthropocosmo, i.e. the
relationship connecting shells, networks and behaviours. That is to relate the λόγος, discourse,
analyses, with the οίκος, the environment (www.ekistics.org): finally the purpose of Smart City. It
requires to build inclusive Communities, socially and materially sustainable, having the saving of
land use as precondition. This should mean for most countries now more then emerging - BRIC
and everyone else in the strong economic growth - try to avoid the mistakes made by the
nations, usually known as Western ones: i.e. devastation of the territory, social harms, and
attention to the spatial redevelopment, and to the functional and social ones. For both there is the central question of the relationship with history, the signs of it, ie the memory as essential
component of the meaning of things.
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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.
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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Pacsuta, István. "Hallgatók infokommunikációs szokásai értékválasztásuk mentén." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.199.
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Alapvető célunk, hogy számos korábbi vizsgálat adatbázisát felhasználva megalkossunk egy kategóriarendszert, amelynek felhasználásával megismerhető a fiatalok – szűkebben véve a felsőoktatásban részt vevő hallgatók – értékválasztása, annak motivációi. Ehhez elengedhetetlen, hogy a korábbi elemzéseink során kialakított értékrendszerek érvényességét ellenőrizzük. Tervezett előadásunkban arra keressük a választ, hogy a „kapcsolatorientált” hallgatók valóban aktívabbak a közösségi média által kínált lehetőségek kihasználásában, infokommunikációs szokásaik összhangban vannak-e értékválasztásukkal? A kérdőívvel történt adatfelvételek során használt értéksor a World Value Survey (WVS) által használt értékeken, értéksoron alapszik (Inglehart, 2000 és Inglehart – Baker, 2000). A Regionális Egyetem Kutatócsoport 2005-ös és 2010-es kérdőíves lekérdezésen alapuló adatbázisát felhasználva korábban meghatároztuk a hallgatói „értékcsoportokat”, feltártuk a hallgatók értékstruktúráját. A 2016-os Magyar Ifjúságkutatás adataira támaszkodva (A Kutatópont Kft. engedélyével) lehetőségünk nyílik arra, hogy az eddigi eredményeinket, kategóriáinkat összevessük egy jóval nagyobb minta, azaz a Kárpát-medence fiataljainak értékstruktúrájával, az általunk felállított kategóriák érvényességét ellenőrizzük. Az eredményekből kiderül, hogy az értékválasztás során felmért attitűd jellegű választások, vagyis az értékek rangsora milyen mértékben jár együtt az infokommunikációs eszközök használatából következtethető közösségiorientált viselkedéssel. Másként fogalmazva a „kapcsolatorientált” hallgatók mennyivel aktívabbak „anyagias” társaiknál? Nagyobb ívű elméleti vonatkozású vállalásunk, hogy megalkossunk egy, az ifjúságra alkalmazható értékrendszer-kategóriát, amely az ifjúság megváltozott társadalmi körülményei között is alkalmazható. Gyakorlati szempontból az értékrendszerek megfelelő alátámasztottság mellett egyéb társadalmi cselekvések esetén is prediktív funkcióval bírhatnak, vagyis az értékválasztás alapján regisztrálható különbségek a társadalmi élet különböző színterein (oktatás, munka világa, közösségi kapcsolatok) eltérő viselkedéseket vetítenek előre. .----- Students' info communication habits along their value choice ----- Our basic aim is to establish a category system using the database of many previous research, and by using this category system to learn about the value choice, and the motivation behind that value choice of the youth – more narrowly the value choice of students in higher education. To do so, it is essential to check the validity of the value systems established during our previous analysis. In our planned presentation we are looking for the answer whether “relationship-oriented” students are really more active in taking the advantages of the opportunities offered by social media, and whether their infocommunication habits are in line with their value choices. The values used in the survey are based on the values, value- lines applied by the World Value Survey (WVS) (Inglehart 2000 and Inglehart -Baker, 2000). Using the database of the 2005 and 2010 survey of the Regional University’s research team, we determined the „value groups”, and we explored the value structure of the students. Relying on the data from 2016 Hungarian Youth Research (with the permission of Kutatópont Kft.) we have the opportunity to compare our current results and categories against a considerably greater sample, namely against the value structure of the youth of the Carpathian Basin, therefore we can check the validity of the categories we established. The results show the extent to which the attitude-type choices assessed during value-selection, namely the ranking of values, are associated with community-oriented behaviour, that can be concluded from the use of infocommunication tools. In other words, how much more active “relationship-oriented” students are than their “material-oriented” peers. Our broader theoretical commitment is to create one value system category valid for the young which can also be applied in the changed social circumstances of the youth. From a practical point of view, value systems, with adequate support, can have a predictive function in case of other social actions, namely the differences registered in value choice project different behaviours in other spheres of social life (education, world of work, community relations).
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Victorio, Aldo, and Teresinha Vilela. "Art, Audiovisual and Design: an experience." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.128.
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This work aims to share part of a research carried out in a public school that brought art, school and university closer together. The research aimed to understand the interests of students in the Final Stages of Youth and Adult Education (EJA) and was carried out at the Municipal Expeditionary Aquino de Araújo School, in Duque de Caxias, state of Rio de Janeiro. The audiovisual production comes from the school's partnership with the Audiovisual Resources Laboratory of the State University of Rio de Janeiro, Campus Duque de Caxias, Faculty of Education of Baixada Fluminense (LABORAV-UERJ/FEBF). Students, collaborators, go from protagonists to directors and editors of their own productions. In this way, we try to enhance the interests of students who are often invisible. The research gave us the opportunity to get to know in more detail various interests of the students who, along the way, converged mainly on the culture of Skate and Hip Hop. At school, not only skateboarding was present in the classroom, but also skateboarding images, on shirt prints, on the covers of some notebooks. In the pre-investigative period of the project, Mauricio Silva had drawn the letters “R” and “C” on a project for a shirt, an activity that we propose, as an art teacher at the school. Then I met Mauricio Silva with his skater friends, exposing the “Ratarius” brand, that “R” that he drew in his shirt project. This meeting took place at the Meeting of Favelas (MOF) which was recorded in Video 1-MoF2014 Cultura e Imagem Fora das Paredes da Escola https://youtu.be/JdmRNjYygMs?t=7. Ana Mae Barbosa (2015) presents the image as a research narrative. Video 1 was a moment in the research, in which image/writing overflowed beyond paper and videos began to be part of the research methodology as well. We rely on Arts Based Research (PBA) with a/r/tography. Prior to any public presentation of Video 1, students and former students, Mauricio Silva, Thiago Marques, Anthony Oliveira and Raphael Santos were invited to watch Video 1 together on LABORAV, resulting in Video 6 (https://youtu.be/b6E94LzTpxY) with their reactions and comments to the event. see -. Afterwards, from this moment on, the other seven videos were produced with their direct collaboration, getting the invitation to watch. And we are celebrating the approval (October/2021) of the Licentiate Course in Cinema and Audiovisual for the Baixada Fluminense Education Faculty Unit of the State University of Rio de Janeiro, the place that made our research possible.
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Condruzbacescu, Monica. "E-TWINNING - THE COMMUNITY FOR SCHOOLS IN EUROPE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-139.
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The paper focuses on Etwinning, the community for schools in Europe. Launched in 2005 as a fundamental component of the eLearning program of the European Commission, eTwinning has become an integral part of the Erasmus +, the EU Programme for Education, Training, Youth and Sport, in 2014. The Central Support Service eTwinning is run by European Schoolnet, an international partnership formed of 31 European ministries of education, which designs learning tools for schools, teachers and students in Europe. ETwinning promotes school collaboration in Europe through information and communication technologies by providing support, tools and services to schools. The portal is available to teachers through online tools by which they may seek partners, can start the project, they can exchange ideas and best practices and can start to work immediately thanks to the broad range of customized tools on the eTwinning platform. From October 2007, eTwinning started to be carried out in Romania. In the long term, it aims to improve the abilities to use new technologies, to improve communication in foreign languages, knowledge and intercultural dialogue.The paper also deals with the development of key competences through eTwinning, rules of communication and behavior inside etwinning community and implications for teaching activities. The next part of the paper presents Etwinning advantages from eLearning perspective: accessibility, the freedom of decision, professional community, information resources, training opportunities for teachers, specialist support, motivation and recognition systems. ETwinning platform is ideal for secondary education because it offers extensive opportunities for managing virtual spaces - which facilitates, in a much higher degree than other web platforms, learning activities. Benefits of eTwinning platform for students and teachers involved in online learning projects by collaboration at European level are very high due to factors such as: the opportunity to interact with students and teachers in other European countries, didactic and technological support offered by the portal to the highest European standards, innovative working tools, teamwork, stimulate interest and critical thinking. Advantages for school are also important because the image of the school is promoted by eTwinning projects and foundations of a future collaboration at the institution level in future partnerships are set up.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.
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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
Reports on the topic "Boston Youth Opportunity Project"
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Miller, Robert A. Strengthening the research capacity of Planned Parenthood Association of Ghana. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1007.
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The Planned Parenthood Association of Ghana (PPAG) is one of the most active nongovernmental organizations delivering reproductive health (RH) services in Ghana, focusing particularly on youth issues and services. USAID suggested to the Population Council’s Africa OR/TA Project II staff that PPAG might benefit from technical assistance. A large and well-funded IPPF program to promote sexual health among youth of the Volta Region offered a good opportunity to begin OR work. Earlier, the program was envisioned as a demonstration educational program of five years duration. Further discussions suggested that this program was unlikely to be duplicated anywhere, because of its high cost and because the design of the evaluation did not include a comparison area. As a result, even if the surveys documented change in the program it would be unclear how much change resulted from program activities and how much resulted from other, nonprogram factors. It was PPAG’s assessment that IPPF would appreciate an OR approach more than a demonstration approach to sexual health issues for youth. Therefore, as detailed in this report, Africa OR/TA Project II and PPAG developed a project to strengthen PPAG’s research capacity.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.
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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.