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1
Jenkings, Patricia. "Aborigines’ Co-operative Nature Can Affect School Performance." Aboriginal Child at School 15, no. 3 (July 1987): 45–53. http://dx.doi.org/10.1017/s0310582200014966.
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The co-operative nature of Aborigines can adversely affect their ability to succeed in a competitive schooling system. This can be substantiated by an historical study of various native groups.Essentially, the competitive learning processes involve a participant consciously persisting in attempts to achieve superiority, i.e., a better relative position with regard to the goal than an opponent can achieve (Owens, 1982, p.l), while the co-operative form of learning involves students interacting to achieve a mutually shared goal. It is not the aim of this work, however, to conclude on the merits of each of these educational instruments. Nevertheless the defence of the competitive system of learning in relation to Aborigines cannot be upheld on inherited or genetic grounds. As a result, most of the arguments that follow discuss the inadequacies of our present competitive system and its inability to cope with cultures that are dependent on co-operative means of behaviour.
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Khanthaphum, Udomsin, Kowat Tesaputa, and Visoot Weangsamoot. "An Effect of the Co-Operative Network Model for Students’ Quality in Thai Primary Schools." International Education Studies 9, no. 9 (August 29, 2016): 242. http://dx.doi.org/10.5539/ies.v9n9p242.
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<p class="apa">This research aimed: 1) to study the current and desirable states of the co-operative network in developing the learners’ quality in Thai primary schools, 2) to develop a model of the co-operative network in developing the learners’ quality, and 3) to examine the results of implementation of the co-operative network model in the primary school. Research and development was employed. The research procedure was divided into three stages. The first stage studied the current and desirable state of the co-operative network in development of the learners’ quality in Thai primary schools. The samples in this stage were school administrators, academic teachers and chairpersons of the primary schools totaling 1,113. The second stage was concerned with the development model of the co-operative network in developing the learners’ quality. The third stage studied the results of the implementation of the co-operative network model in developing the learners’ quality. The research instruments were the questionnaire and semi-structured interview form. Statistics used were mean and standard deviation. The research results were: 1) the current states of the co-operative network in developing the learners’ quality were at moderate level, and the desirable states were ranked at highest level; 2) the co-operative network model in developing the learners’ quality was a relation structure of awareness, perception of problems, common analysis and planning, operation as planned, and determination of techniques and evaluation; 3) as per the use of the model, the students under study had increased learning achievement and had the desirable characteristics as stated in the core course of the basic education.</p>
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LANGONE, JOHN, JACK CRISLFR, CHRISTINE LANGONE, and VEDA YOHE. "Co-operative school programmes in the state of Georgia." International Journal of Rehabilitation Research 15, no. 1 (March 1992): 69–74. http://dx.doi.org/10.1097/00004356-199203000-00009.
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Townsend, Michael A. R., and Dennis W. Moore. "Co-Operative Group versus Individual Evaluations of Instruction in Professional In-Service Training." Australian Journal of Education 38, no. 2 (August 1994): 139–46. http://dx.doi.org/10.1177/000494419403800204.
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School principals and senior school administrators evaluated an in-service training course in which they had participated, concerned with the use of co-operative learning programs in schools. Approximately half of the participants made their evaluations as individuals, whereas the remaining participants made their evaluations as members of three-person groups which were asked to reach consensus on each rating item. Course evaluations were more positive in the group-evaluation condition. The results are discussed in terms of group polarisation theory and validity issues concerning the uses of such evaluations in higher education settings.
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MARTIN, RUTH. "Co-operative Problem-Solving at the Royal Docks Community School." FORUM 55, no. 2 (2013): 203. http://dx.doi.org/10.2304/forum.2013.55.2.203.
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RALLS, DEBORAH. "Developing Democratic Engagement in School: can becoming co-operative help?" FORUM 58, no. 3 (2016): 363. http://dx.doi.org/10.15730/forum.2016.58.3.363.
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Du, Guo Feng, Yan Zhao, Chao Ma, and Si Ping Yu. "Study on the Design of Co-Operative Education Quality Evaluation Indicators." Applied Mechanics and Materials 33 (October 2010): 583–87. http://dx.doi.org/10.4028/www.scientific.net/amm.33.583.
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In order to enrich the basic theory of co-operative education, in this paper, the author puts forward the basic concepts of co-operative education quality evaluation. On the basis of a large number of investigation and experts’ advice, reference to the influencing factors of co-operative education quality, fully considering the influence on the co-operative education quality as the school, the society and the students, three indicators in level one, 11 indicators in level two and 51 indicators in level three are constructed, which form the basic content of co-operative education quality evaluation indicator system. This research will further promote the development of co-operative education theory, and it is benefit to develop co-operation education better between universities and companies.
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Jusoh, Osman. "The Role of Schools Co-Operative in Cultivating Entrepreneurship Culture and Mind among Chinese Students." European Journal of Interdisciplinary Studies 1, no. 2 (August 30, 2015): 96. http://dx.doi.org/10.26417/ejis.v1i2.p96-105.
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Entrepreneurship is very important in the development of human capital and the development of the country. The objective of this study is to explore the role played by the Co-operativeactivities in school in cultivating entrepreneurship culture among Chinese students . Eight dimensions of entrepreneurial tendencies were selected and divided into external and internal factors. The external factors included future orientation , social network and the external environment . The internal factors are motivation, creativity and innovation, self-esteem, locus of controland lastly risk-taking. According to McClelland’sTheory of Motivation Achievement, individuals withhigh potentialenergyandhowthisenergyis releasedand developeddependon the individuals’ strengthor motivationand also the opportunities available. A total of one hundred students from a Chinese national type secondary schools in the District of Manjung , Perak were randomly selected for this study. They were studying in Form 4 and Form 5 who might or might not involve in the school co-operative activities. The questionnaire used was tested with the Cronbach Alpha and the reliability valued was 0.931 . The results showed that the school co-operative activities did not play a significant role in instilling entrepreneurship among Chinese students (r =-0029, p=0.771) p
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Jusoh, Osman. "The Role of Schools Co-Operative in Cultivating Entrepreneurship Culture and Mind among Chinese Students." European Journal of Interdisciplinary Studies 2, no. 1 (August 30, 2015): 96. http://dx.doi.org/10.26417/ejis.v2i1.p96-105.
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Entrepreneurship is very important in the development of human capital and the development of the country. The objective of this study is to explore the role played by the Co-operativeactivities in school in cultivating entrepreneurship culture among Chinese students . Eight dimensions of entrepreneurial tendencies were selected and divided into external and internal factors. The external factors included future orientation , social network and the external environment . The internal factors are motivation, creativity and innovation, self-esteem, locus of controland lastly risk-taking. According to McClelland’sTheory of Motivation Achievement, individuals withhigh potentialenergyandhowthisenergyis releasedand developeddependon the individuals’ strengthor motivationand also the opportunities available. A total of one hundred students from a Chinese national type secondary schools in the District of Manjung , Perak were randomly selected for this study. They were studying in Form 4 and Form 5 who might or might not involve in the school co-operative activities. The questionnaire used was tested with the Cronbach Alpha and the reliability valued was 0.931 . The results showed that the school co-operative activities did not play a significant role in instilling entrepreneurship among Chinese students (r =-0029, p=0.771) p
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Ralls, Deborah. "‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour." International Journal of Inclusive Education 23, no. 11 (June 18, 2019): 1134–48. http://dx.doi.org/10.1080/13603116.2019.1629159.
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McCullough, Ellen. "Project Experience." British Journal of Music Education 3, no. 2 (July 1986): 181–84. http://dx.doi.org/10.1017/s0265051700005325.
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Children, who otherwise would not have had music teachers, experienced music though ‘Project Experience’, a co-operative music education laboratory designed by the University of New Mexico Department of Music and the Albuquerque, New Mexico, Public School District. ‘Project Experience’ provided university music students with the opportunity to teach music to children prior to student teaching practice; raised the consciousness of parents, teachers, and students about the importance of music in the schools; and assisted in easing the pinch upon a school district forced to tighten its financial belt.
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Hutchinson, Nancy L., Hugh Munby, Peter Chin, Karol Lyn Edwards, Karin Steiner-Bell, Christine Chapman, Katherine Ho, and Wendy Mills de España. "The Intended Curriculum in Co-operative Education in Ontario Secondary Schools: An Analysis of School District Documents." Journal of Vocational Education Research 26, no. 2 (January 1, 2001): 103–40. http://dx.doi.org/10.5328/jver26.2.103.
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Kaldi, Stavroula, Diamanto Filippatou, and Barbara Anthopoulou. "The effectiveness of structured co-operative teaching and learning in Greek primary school classrooms." Education 3-13 42, no. 6 (January 14, 2013): 621–36. http://dx.doi.org/10.1080/03004279.2012.752023.
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Lazarowitz, R., A. Dreyfus, and E. Jungwirth. "Consonances and dissonances between student teachers and co-operative teachers in secondary school biology." Research in Education 36, no. 1 (November 1986): 27–38. http://dx.doi.org/10.1177/003452378603600104.
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Brown, Elvie, Andrew Chiffers, and Robert Burden. "Turning the Concept of “Enrichment” into Reality: A Co-operative Project Involving a School and its Educational Psychologist." Gifted Education International 5, no. 1 (September 1987): 11–15. http://dx.doi.org/10.1177/026142948700500103.
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This paper describes a unique intervention between a comprehensive school in a rural county of England and its consultant Educational Psychologist in attempting to provide an enrichment experience for identified able children about to enter school from the primary sector. 27 children were offered the opportunity of attending the comprehensive school for 1 week at the end of their primary school career. The focus of the week was on the problems they would face if transported to another world. A significant number of the secondary school teaching staff contributed a variety of problem solving activities centred upon this theme. Evaluation of the effect of the week's enrichment activities was carried out by inviting written comments from the pupils, their parents and the staff involved. The overwhelming nature of these responses was positive.
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Dennis, Joanna. "The logic of the marketplace and the ethic of co-operation: a case study of a co-operative school." International Journal of Inclusive Education 23, no. 11 (June 19, 2019): 1196–207. http://dx.doi.org/10.1080/13603116.2019.1629160.
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Broadhead, Pat. "Play‐fighting, play or fighting? ‐‐ from parallel to co‐operative play in the pre‐school." Early Years 13, no. 1 (September 1992): 45–50. http://dx.doi.org/10.1080/0957514920130109.
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Olabiyi, Oladiran S., and Adeneye O. A. Awofala. "Effect of Co-operative Learning Strategy on Senior Secondary School Students’ Achievement in Woodwork Technology." Acta Didactica Napocensia 12, no. 2 (December 27, 2019): 171–82. http://dx.doi.org/10.24193/adn.12.2.13.
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Connellan, K. "School screening for scoliosis." South African Journal of Physiotherapy 56, no. 4 (November 30, 2000): 36. http://dx.doi.org/10.4102/sajp.v56i4.1344.
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School screening for scoliosis can be highly effective in detecting those relevant curvatures that would benefit most from the available conservative treatment at an advantageously early stage. The correct age group of adolescent females is targeted, and routine examination can be administered with relative ease.The program is most accurate when performed with a primary Forward Bending Test, and in cases where scoliosis is suspected, a second screening using either the Forward Bending examination or a scoliometer reading is recommended before referral to a co-operating medical team. It is convenient, and suitably accurate following brief training, for the first two tests to be conducted by the school’s nurse or physical education staff.Screening at schools allows for early diagnosis of scoliosis, allowing maximum benefit and prognosis to be obtained as a result of the subsequent non-operative treatment. Boston braces have presented the highest rates of compliance and have thus yielded some of the most beneficial results of management by bracing. A treatment is deemed successful if the progression of the curvature has been stopped, and this occurs with the majority of cases that are detected whilst they are in the early stages. The prognosis of scoliosis is therefore improved by conservative treatment measures.The cost of implementing a school screening program is justified by its ability to decrease the morbidity of those adolescents who are affected by this disease. The programs are generally inexpensive, are not time consuming and are simple to administer. As much as 75% to 95% of AIS cases that require surgery could have avoided operative management through early diagnosis and treatment. As the screening projects encourage and implement the early detection of scoliosis, which can then be effectively managed, there is great value in the implementation and maintenance of these school screening programs.
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Nozdrova, Oksana. "VALUABLE MARKS OF THE "NEW UKRAINIAN SCHOOL" AT THE NERUBAISKIY EDUCATIONAL COMPLEX "SCHOOL-GYMNASIUM"." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 153–60. http://dx.doi.org/10.24195/2218-8584-2018-9-153-160.
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The article presents the experience of the functioning of the Nerubaiskiy educational school complex “school-gymnasium” which reflects the modern practical directions of improvement of the school educational and upbringing process in the context of the implementation of the Concept “New Ukrainian School”. The conditions are stimulating students to critical thinking have been created. It has been proved that the latest information technologies have a significant impact on the efficiency of learning knowledge of students. The results of the introduction of interactive teaching methods that develop the cognitive abilities of students have been described. The author examines co-operative learning and the idea of integration in education. There has been proposed pedagogy of partnership as a key component of the formula “New Ukrainian School”. The innovative forms and methods of forming the basic competencies of students have been analyzed. Keywords: innovations in education, concept “New Ukrainian school”, critical thinking, principles of integration, pedagogy of partnership.
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Rohmadi, Tri, Sri Dwiastuti, and Alvi Rosyidi. "Enhancement Students’ Discussion Activity Through Student Teams Achievement Division (STAD) Co-operative Learning Models with Students’ Worksheet." BIO-PEDAGOGI 2, no. 1 (April 1, 2013): 70. http://dx.doi.org/10.20961/bio-pedagogi.v2i1.5278.
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<p>The purpose of this research to enhance students discussion activity by using of STAD (Student Teams Achievement Division) learning method with worksheets in class XI IPA 1 SMAN 5 Wonogiri 2008/2009 school year. Kind of this research is a classroom action research with the design consisted of two cycles and each cycle consists four stages includes planning, action, observation and reflection. The research subject was XI IPA 5 class students of SMAN 1 Wonogiri of 2008/2009 school year. Data collection carried out by observation, questionnaires and interviews. Analyzing data in this research is using qualitative analysis techniques, which refers to the interactive analysis model, consists of data reduction, data presentation and drawing conclusions. The validation of the data uses triangulation technique. The results of first cycle showed students discussion activity there has been an increased in but not optimized and continue in second cycle until the target of students discussion activity has been optimal reached. Based on the research it can be concluded application of the STAD (Student Teams Achievement Division) learning method with worksheets to improving student activity in the discussion, especially biology in class XI IPA 1 SMAN 5 Wonogiri 2008/2009 school year.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: discussion activity, Student Teams Achievement Division</p>
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Darisman, Eka Kurnia, and Suharti Suharti. "PENGARUH POLA PELATIH KOOPERATIF TERHADAP MOTIVASI BERPRESTASI ATLET BOLA BASKET PUTRI SMA 17 AGUSTUS 1945 SURABAYA." Jorpres (Jurnal Olahraga Prestasi) 13, no. 2 (May 24, 2019): 118–27. http://dx.doi.org/10.21831/jorpres.v13i2.25105.
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In order to achieve the expected training objectives and achievements, trainers should be aware that the increased performance of their athletes is related to the personal development of the athlete himself. Some people disagree that the coaching style has the influence of the athlete's training process. The style of coaching can affect athletes toward achievement.This study aims to determine whether there is influence of co-operative trainer pattern to the achievement motivation of female basketball athletes in 17 Agustus 1945 Senior High School Surabaya.In this study using pre-experimental design. The population is the extracurricular participants of basketball in 17 Agustus 1945 Senior High School Surabaya. Using stratified sampling technique with 15 people as sample. The 15 people are the core team of basketball team in 17 Agustus 1945 Senior High School Surabaya. The measurement test of each variable is by using a closed questionnaire that has been tested for its validity and reliability. While the value of b indicates that the co-operative coach's pattern of achievement motivation will be able to help increase as much as 0.622. And from the results of this study shows that 50.98% female basketball athletes in 17 Agustus 1945 Senior High School Surabaya achievement motivation influenced by the pattern of co-operative coach.The results of this study indicate that achievement motivation and cooperative pattern are in linear graphics. A strong and significant positive relationship of 0.714. 0.714> 0.433 Ha is accepted, it indicates that there is a relationship between co-operative coach pattern toward achievement motivation.ABSTRAKAgar dapat tercapainya tujuan pelatihan dan prestasi yang diharapkan, maka pelatih harus menyadari bahwa meningkatnya prestasi atlet mereka berhubungan dengan perkembangan diri pribadi atlet itu sendiri. Beberapa orang kurang sependapat bahwa gaya pembinaan mempunyai pengaruh proses pelatihan atlet. Gaya pembinaan dapat mempengaruhi atlet menuju prestasi.Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh pola pelatih kooperatif terhadap motivasi berprestasi atlet bola basket putri di SMA 17 Agustus 1945 Surabaya.Pada penelitian ini menggunakan desain pre-eksperimental. Populasinya adalah peserta ekstrakurikuler bola basket SMA 17 Agustus 1945 Surabaya. Menggunakan teknik stratified sampling dengan 15 orang sebagai sampelnya. 15 orang tersebut adalah tim inti dari tim basket SMA 17 Agustus 1945 Surabaya. Tes pengukuran masing-masing variabel adalah dengan menggunakan kuesioner tertutup yang telah diuji validitas dan reliabilitasnya.Hasil penelitian ini menunjukkan bahwa motivasi berprestasi dan pola kooperatif berada dalam grafis yang linear. Adanya hubungan positif yang kuat dan signifikan sebesar 0,714. 0,714 > 0,433 Ha diterima, hal ini menunjukkan bahwa ada hubungan antara pola pelatih koperatif terhadap motivasi berprestasi. Sementara nilai b menunjukkan bahwa pola pelatih koperatif terhadap motivasi berprestasi akan dapat membantu meningkatkan sebanyak 0,622. Dan dari hasil penelitian ini menunjukkan bahwa 50,98 % atlet bola basket putri SMA 17 Agustus 1945 Surabaya motivasi berprestasinya dipengaruhi oleh pola pelatih kooperatif.
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Waiganjo., MaryMwihaki. "CLOSING GENDER GAPS IN ACADEMIC ACHIEVEMENT IN AGRICULTURE AMONG SECONDARY SCHOOL STUDENTS USING CO-OPERATIVE LEARNING APPROACH." International Journal of Advanced Research 5, no. 10 (October 31, 2017): 933–37. http://dx.doi.org/10.21474/ijar01/5607.
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Sakamoto, Mitsuyo. "Exploring societal support for L2 learning and L1 maintenance." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 43–60. http://dx.doi.org/10.1075/aral.24.2.04sak.
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Abstract This paper adopts the view that bilingualism is a result of numerous societal forces. In this paper, the data collected from five Japanese immigrant families residing in Toronto, Canada are dynamically represented within the framework of Engeström’s (1999) Activity Model. Results identify family bonding as the most significant reason for L1 maintenance. Other important social factors include the information disseminated by professionals in the field, stories shared among immigrant families, the availability of school programmes, access to technology and resources, availability of caregivers who speak the target language, teachers well-versed in language learning mechanisms, frequent visits to the country of origin, multicultural surroundings, and the clear division of labour between school and home. However, the paper calls for a more co-operative education system that bridges the schism between homes and schools. A new model is proposed which is thought to be conducive to bilingualism.
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Ellis, Nick. "Developing graduate sales professionals through co‐operative education and work placements: a relationship marketing approach." Journal of European Industrial Training 24, no. 1 (February 1, 2000): 34–42. http://dx.doi.org/10.1108/03090590010308246.
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Examines issues within sales training and stresses the importance of work experience as part of undergraduate business degree programmes, both for those individuals wanting to develop many of the key capabilities of sales professionals and for companies seeking sales recruits. Issues of recruitment are addressed and an explanation is offered of how student placements can benefit organisations in their search for and development of sales professionals. Observations are drawn from an extensive review of selling and placement literature, and from data gathered via the author’s substantial experience as a placement manager for a large UK university’s business school. In the light of comments in the wide‐ranging evaluation of higher education in the UK conducted by Dearing, the article stresses the need for careful management of work placement programmes, and makes suggestions for improved employer and education links in order to optimise skills and knowledge development.
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Dzinovic, Vladimir, Rajka Djevic, and Ivana Djeric. "Teachers’ perceptions of their own initiative: Collective initiative vs. personal initiative." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 282–97. http://dx.doi.org/10.2298/zipi1302282d.
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Current trends in education demand from teachers to exhibit proactive behaviour and assume responsibility for the implementation of changes in school practice. In that sense, it is important to study how teachers perceive their own initiative and to gain insight into the activities where such initiative is demonstrated. This study has been conceived as a mixed-methods research. The qualitative study implied forming four focus groups with subject teachers and class teachers (N=38), while the quantitative study entailed surveying 1441 teachers in forty primary schools in Serbia using the questionnaire constructed based on qualitative data. Data from focus groups were processed by qualitative thematic analysis, while the questionnaire data were processed by principal component analysis and univariate analysis of variance. The findings of the study have shown that teachers mostly demonstrate initiative through co?operative activities that include planning of joint teaching as well as conducting joint projects within school and with the local community actors. Teachers are least ready to demonstrate personal initiative and the initiative aimed at accomplishing considerable changes in school work. The concluding part includes the recommendations for encouraging teachers? personal initiative and building organizational culture that would support such initiative.
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Anglin, C. "Health Information Science at UVic: The Student Perspective." Methods of Information in Medicine 28, no. 04 (October 1989): 285–91. http://dx.doi.org/10.1055/s-0038-1636791.
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Abstract:The graduates and students of the School of Health Information Science (HIS) at the University of Victoria (UVic) have pioneered the Canadian sphere in health informatics since 1982. After six years of growth this co-operative education program has matured and establishment of a research base and graduate school has become a recent focus. In this context an evaluation of the HIS curriculum and co-op work experience from the student perspective was undertaken. Eighty-five persons, including 50 upper level students were surveyed. Thirty-five graduates were tracked and queried regarding their present employment, job satisfaction, future goals and perception oftheir professional status. In particular, students were queried on the retrospective value and/or shortcomings of the HIS co-op program. Their perceptions on the training that they have had or that they observe as leading to successful careers is documented. The student view on the ascribed role of ´change agent´ and concerns regarding the lack of professional identity are noted. The implications ofthese findings on the future form ofthe Health Information Science curriculum and the direction of its educational model are subsequently discussed.
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Whitlock, James A. T., and George Dodd. "Speech Intelligibility in Classrooms: Specific Acoustical Needs for Primary School Children." Building Acoustics 15, no. 1 (January 2008): 35–47. http://dx.doi.org/10.1260/135101008784050223.
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Classrooms for primary school children should be built to criteria based on children's speech intelligibility needs which in some respects – e.g. reverberation time – differ markedly from the traditional criteria for adults. To further identify why the needs of children and adults for speech perception are so different we have measured the ‘integration time’ of speech for adults and children using a novel technique to obviate the complicating effects of differing language. The results for children are significantly different than for adults (35 ms c.f. 50 ms) and recommendations for classroom design based on the children's requirements have been made. When groups of children engage in ‘co-operative learning’ activities in the classroom, the “cafe effect” produces a rising activity noise level. We suggest the Lombard Effect is responsible for this. Measurements show children are more susceptible to the effect and we have developed a prediction model for activity noise in a classroom.
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Stern, David, Neal Finkelstein, Miguel Urquiola, and Helen Cagampang. "What difference does it make if school and work are connected? Evidence on co-operative education in the United States." Economics of Education Review 16, no. 3 (June 1997): 213–29. http://dx.doi.org/10.1016/s0272-7757(96)00074-x.
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Swaffield, Sue, and Louis Major. "Inclusive educational leadership to establish a co-operative school cluster trust? Exploring perspectives and making links with leadership for learning." International Journal of Inclusive Education 23, no. 11 (June 18, 2019): 1149–63. http://dx.doi.org/10.1080/13603116.2019.1629164.
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Snyder, Ilana. "The Impact of Computers on Students' Writing: A Comparative Study of the Effects of Pens and Word Processors on Writing Context, Process and Product." Australian Journal of Education 37, no. 1 (April 1993): 5–25. http://dx.doi.org/10.1177/000494419303700102.
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This study investigated the impact of word processors on students' writing by examining three critical elements of the writing situation: writing context, process and product. Using a pretest-posttest control group design, the study compared two intact Year 8 classes, one using pens for composing and the other using computers, within the context of an all-girls school. A major emphasis of the research was the computer's impact on the quality of texts, representing three genres, which the students produced over a school year. The findings suggested that the computer classroom was more student-centred, less teacher-dominated and more work-focused, and the atmosphere was more co-operative and collaborative. Students' composing behaviours varied according to the genre of the task rather than according to the influence of the writing tool.
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Axelsen, Bjørn Erik, Tycho Anker-Nilssen, Petter Fossum, Cecilie Kvamme, and Leif Nøttestad. "Pretty patterns but a simple strategy: predator-prey interactions between juvenile herring and Atlantic puffins observed with multibeam sonar." Canadian Journal of Zoology 79, no. 9 (September 1, 2001): 1586–96. http://dx.doi.org/10.1139/z01-113.
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Predatorprey interactions between Atlantic puffins (Fratercula arctica) and newly metamorphosed herring (Clupea harengus) were studied in the Lofoten-Røst area in northern Norway using a high-resolution multibeam sonar system. Attacks from diving puffins and predatory fish induced massive predator-response patterns at the school level, including bend, vacuole, hourglass, pseudopodium, herd, and split. All patterns have previously been observed, using the same sonar, in schools of adult herring attacked by groups of killer whales. Tight ball, the prevailing response pattern in adult fish under predation, was not observed, but a new pattern, intraschool density propagation, was found and interpreted as an analogue to tight-ball formations moving rapidly within the school. The observed patterns persisted much longer than in schools of adult herring attacked by killer whales, reflecting the different hunting strategies. Traditionally, the repertoire of predator responses observed in schooling fish has been interpreted as a range of co operative tactics to trick predators, but this has recently been challenged by authors who suggested that fish that behave the same way produce different patterns at group level simply by maintaining a minimum approach distance to predators and hiding behind conspecifics (the "selfish herd"), and that the particular combination of group size and number and behaviour of predators, rather than different individual tactics, determines the outcome at group level. Our findings support the latter hypothesis.
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Rešić, Sead, Jelena Šantić, and Elvir Čajić. "COOPERATIVE APPROACH TO LEARNING IN MATHEMATICS." Journal Human Research in Rehabilitation 6, no. 1 (April 2016): 109–25. http://dx.doi.org/10.21554/hrr.041611.
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A cooperative approach to learning in math class, and especially the fear ofmathematics are the actuality of contemporary class. That would be the subject of much loved depends on the teacher or the methods applied in the process ofrealization of teaching units. The fact is that students often declare how do not like math and choose high school and colleges where there is a minimum of mathematics. Their thinking is a product of the experience with the teacher andthe curriculum in the starting teaching mathematics. In this paper, the statistically significant differences between the written co-operative learning access and success of students in relation to the traditional classes.
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Rahayu, Galih Dani Septiyan, and Febby Fajar Nugraha. "EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAM GAME TOURNAMENT (TGT) ON CROSS-CULTURAL SKILLS IN LEARNING SCIENCE SOCIAL KNOWLEDGE IN PRIMARY SCHOOL." PrimaryEdu - Journal of Primary Education 2, no. 1 (February 28, 2018): 63. http://dx.doi.org/10.22460/pej.v1i1.671.
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The purpose of this research is to know the influence of cooperative model of game tournment team (TGT) type to cross cultural skill in IPS learning in fourth grade of SD Negeri Talaga kulon I. The method used in this research is pre experiment with one group pretest-posttest research design with instrument is a checklist observation system guidance. The result of this research is TGT type co-operative model have an effect on the improvement of cross cultural skills of elementary school students of Talaga Kulon I. This is seen from the comparison of pretest and posttest score and statistical test showing improvement especially on indicators "Harnessing social and cultural differences to work together effectively".
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Setiawan, Kelvin Adriel, T. Arie Setiawan Prasida, and Jasson Prestiliano. "PERANCANGAN BOARD GAME SEBAGAI MEDIA PEMBELAJARAN PANCASILA UNTUK KELAS 3 SD MENGGUNAKAN MEKANIK CO-OPERATIVE PLAY." ANDHARUPA: Jurnal Desain Komunikasi Visual & Multimedia 5, no. 02 (September 12, 2019): 226–39. http://dx.doi.org/10.33633/andharupa.v5i2.2396.
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AbstrakPancasila adalah ideologi masyarakat Indonesia. Pancasila digunakan sebagai pedoman untuk membangun karakter bangsa. Namun pada kenyataannya, nilai Pancasila di masyarakat terutama di kalangan anak-anak mulai memudar terlihat pada perilaku anak-anak yang seperti tidak memiliki moral. Salah satu penyebab pudarnya nilai-nilai Pancasila adalah pendidikan di Indonesia yang kurang menanamkan nilai Pancasila di dalam kelas dan metode pembelajaran yang membosankan sehingga membuat siswa kurang bersemangat ketika mempelajari Pendidikan Kewarganegaraan. Penelitian ini menghasilkan board game yang dirancang menggunakan metode perancangan studio game Kummara sebagai media pembelajaran inovatif. Selain itu, penelitian ini juga bertujuan untuk menarik minat belajar siswa dan menanamkan nilai karakter secara tidak langsung lewat aturan dalam permainan dan secara langsung lewat bimbingan yang diberikan saat permainan. Respon baik diberikan oleh murid-murid, dimana murid-murid merasa senang belajar Pancasila dengan board game ini dan adanya peningkatan nilai dari hasil tes yang diberikan kepada murid-murid. Kata Kunci: Pancasila, Board Game, Pendidikan, Sekolah Dasar AbstractPancasila is the ideology of the Indonesian people. Pancasila be used as a guideline to build national character. But in reality, the value of Pancasila in the community especially among children began to fade which children act as immoral. One of the causes of the fading values of Pancasila is an education in Indonesia was less imparts the value of Pancasila in the classroom and bores methods of learning, so it makes students less enthusiasm when studies the Citizenship Education. This research produced a board game designed by using the Kumara Studio game method design as innovative media learning. Moreover, this research purpose is also to attract the attention of students to study and implantation the value of a character indirectly through rules in gameplay and directly through guidance given by during playtimes. Responded well given by students and students feel joyful when learning Pancasila using board games. There is also an increase in the grade of students' test results. Keywords: Board Game, Education, Elementary School, Pancasila
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Raben, Kasandra, Justin Brogan, Mardis Dunham, and Susana Bloomdahl. "Response to Intervention (RTI) and Changes in Special Education Categorization." Exceptionality Education International 29, no. 2 (July 21, 2020): 59–71. http://dx.doi.org/10.5206/eei.v29i2.9402.
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Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative spanning 21 rural school districts in southern Illinois that represented 15,128 students. Each of the school districts maintained its own policies and procedures governing RTI implementation, special education referral, and special education eligibility. The study revealed that while the number of students with LD dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion. This changing trend may be the result of several factors including changes in school district policy, parent advocates pressing for quicker paths to treatment, treatment providers shifting categories for a wide variety of reasons, or some yet unknown factor. These possible explanations suggest that family issues, time, finances, and procedural dynamics may play a role in the changing categorizations and should be better understood. Future studies should focus on the inclusion of more culturally and economically diverse students, within and outside the Unites States. Last, school district policies and RTI implementation procedures should be investigated to better uncover any potential relationship to this shifting data trend.
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Shulman, Shmuel, Ada Becker, and L. Alan Sroufe. "Adult-Child Interactions as Related to Adult’s Family History and Child’s Attachment." International Journal of Behavioral Development 23, no. 4 (December 1999): 959–76. http://dx.doi.org/10.1080/016502599383621.
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The objective of this study was to investigate separately the contribution of mother characteristics and child characteristics in dyadic interactions. This study was conducted in a unique setting, a co-operative nursery school in which each mother assumed the role of an assistant teacher once every three weeks. At the first stage, mother’s family history and child’s attachment were evaluated. Later on during school, mothers’ and children’s interactions were videotaped. The data allowed the analysis of interactions between mothers with different family histories and children from other families with different attachment types, as well as children’s interactions with different mothers. Results showed a complex interplay of mother and child characteristics within an adult-child interaction. Mothers were observed to be more involved with, and to express more anger toward, insecurely attached children, especially when their own child was classified as insecure. Inspection of children’s initiatives revealed that children preferred to turn to adults whose family history corresponded to the family history of their own mother. Results are discussed within the framework of attachment and family systems theories.
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Ismail, Izwah Binti. "An Important Role of Educational Supervision in the Digital Age." COUNS-EDU: The International Journal of Counseling and Education 3, no. 4 (December 31, 2018): 115. http://dx.doi.org/10.23916/0020180314230.
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Educational supervision is one of the most important supports for the educational system and educator’s professional development. This paper attempts to highlight the importance role of educational supervisor in digital age. There are three significance factors for efficient educational supervision in the higher educational institution which are Teaching & Learning,Digital Ethics and Training and Professional Development. Education is no longer restricted to considering human needs and the requirements of thepresent, but it seeks to address and reflect on developing human skills and capacities, and thenecessities of the future. Digital age demand the educatorsto undertake life-long, upgrading, reviewing of their ownprofessional learning and adopting continuous professional development. In order to help students to gainaccess to information independentlyand practice the digital ethics, educator in digital age needs a new approaches to teach includingthose that emphasize high order thinking skills, constructivists approaches tolearning and understanding, co-operative learning strategies, multipleintelligence, and the use of computer-based and other technology related. At this stage, the most suitable training for the right person at the right time is required and a Training Need Analysis (TNA) is crucially necessary. CUDBAS is one of the approaches for TNA to structure the training need. The quality ofeducation cannot be improved by only adding more resources into the system. It also calls foreffective management of these resources at the school level, ensuring an effective system ofprofessional supervision, and preventing the deterioration of essential support structures foreducators. Through quality collaboration, educators could move from their subjectivity anddraw some conclusions about their experiences and views. This makes educationalsupervision, which is a co-operative problem-solving process a crucial concept in theprofessional development of educators.
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Till, Nicholas. "‘First-Class Evening Entertainments’: Spectacle and Social Control in a Mid-Victorian Music Hall." New Theatre Quarterly 20, no. 1 (January 5, 2004): 3–18. http://dx.doi.org/10.1017/s0266464x03000289.
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First-Class Evening Entertainments was the title given to a variety programme presented at Hoxton Hall in East London when it first opened in 1863. In 2000 Nicholas Till and Kandis Cook were commissioned by Hoxton Hall and the English National Opera Studio to make a new music theatre piece for the Hall, which led to an investigation of the content and context of the original programme. In the following article Nicholas Till offers a reading of the 1863 programme as an example of the mid-Victorian project to exercise social control over the urban working classes. Nicholas Till is Senior Lecturer in Theatre at Wimbledon School of Art, and co-artistic director of the experimental music theatre company Post-Operative Productions. He is the author of Mozart and the Enlightenment: Truth, Virtue, and Beauty in Mozart's Operas (Faber, 1992), and is currently editing The Cambridge Companion to Opera.
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Lynch, Daniel. "Chinese Thinking on the Future of International Relations: Realism as the Ti, Rationalism as the Yong?" China Quarterly 197 (March 2009): 87–107. http://dx.doi.org/10.1017/s0305741009000010.
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AbstractChina's evidently unstoppable “rise” energizes PRC political and intellectual elites to think seriously about the future of international relations. How will (and should) China's international roles change in the forthcoming decades? How should its leaders put the country's rapidly-increasing power to use? Foreign China specialists have tended to use an overly-streamlined “resisting” the West versus “co-operating” with it (or even simpler “optimistic” versus “pessimistic”) scale to address such questions, partly reflecting the divide between Realism and Neoliberalism in American international relations theory. By 2002, a near-consensus had developed (though never shared universally) that China had become an increasingly co-operative power since the mid-1990s and would continue to pursue the policy prescriptions of Neoliberal international relations theory. But using more nuanced “English school” analytical techniques – and examining the writings of Chinese elites themselves, aimed solely at Chinese audiences – this article discovers an unmistakably cynical Realism to be still at the core of Chinese thinking on the international future. Even elites who appear sincere in their promotion of co-operation firmly reject “solidarism” among the world's leading states and insist upon upholding the difference between China and all others. Many demand – and foresee – China using its future power to pursue world objectives that would depart in significant respects from those of the other leading states and non-state actors.
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MacDonnell, Maggie. "Student Health and Well-Being in Indigenous Communities: “No One Is Healed Until Everyone Is Healed”." LEARNing Landscapes 10, no. 2 (July 5, 2017): 31–38. http://dx.doi.org/10.36510/learnland.v10i2.798.
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In this interview, Maggie MacDonnell, recipient of the 2017 Global Teacher Prize, discusses how growing up near a First Nations reserve in Nova Scotia opened her eyes to inequalities between Indigenous and non-Indigenous peoples in Canada. She talks about the influence of Moses Coady, who instilled in her an appreciation for co-operative development, and T’hohahoken Michael Doxtater, an Indigenous scholar at McGill University, whose message, “No one is healed until everyone is healed,” she did not fully appreciate until she began working in the Inuit village of Salluit. She describes the life situation of the youth living in this kind of closed community where addiction and violence often become part of their everyday experience. Her interventions with this group of at-risk youth have helped decrease the school drop-out rate, improve students’ work and social skills, and raise awareness about suicide prevention. She concludes by giving advice to teachers who may be interested in working with students in remote communities.
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Boddington, Steven. "The Atlee School Question: The Effects Of School Consolidation In Rural Alberta." Contemporary Issues in Education Research (CIER) 3, no. 2 (November 8, 2010): 17. http://dx.doi.org/10.19030/cier.v3i2.173.
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In the mid-1960s, a bitter dispute broke out between parents in the Atlee-Jenner School District in Southern Alberta Canada, and the Medicine Hat School Board over the bussing of children for the first time to a new school a long distance away. The move was precipitated by the consolidation of several smaller school districts and the subsequent closing of the local school. The parents’ argument was that the road by which the bus was to travel was in an unfinished state and was dangerous. However, the conflict is illustrative of a much deeper issue. An argument might be made that this dispute illuminated a much larger crisis in rural life on the prairies. It may represent, as a case study, the problems and difficulties involved in a shift from rural life, with its unique sorts of interpersonal relationships built on the strength of local community and co-operative spirit, to a much more urbanized and structured existence. As the Great Depression had shown, the myth that you could always go back to the farm for some measure of economic security had been dispelled. However, one’s control over the education of one’s children, and thus the inculcation of appropriate values and beliefs, after having been first of all, institutionalized with universal public schooling (both Protestant and Roman Catholic), had been, at least up to this point, largely a local concern, under a central authority (Ministry of Education). School divisions on the prairies had been relatively small and numerous, for practical reasons, such as transport and regular attendance. Gradually, these small divisions came to be replaced by larger administrative units, thus threatening the perceived control and familiarity of local communities. The other half of the equation in this dispute was the reaction of the Deputy Minister at the time, W.H. Swift. Swift could empathize with the basic issues in play, having strong rural roots himself. Deputy Minister of Education, W.H. Swift was also one of the last to hold that position rising up through the ranks of the education system, from teacher to school inspector to academic. Swift had earned a Ph.D. at an early age, and rose quickly through the ranks of the civil service, learning his job under the tutelage of G. F. McNally. Swift and McNally represented a tradition in the Department, having earned their positions through experience and hard work. As such, they might be viewed as self-made moral exemplars, leaders who could be viewed as role models by the rank and file. This article seeks not only to illustrate how Swift actually functioned in his role as Deputy Minister in times of crisis and high public visibility, but also to show how he reacted when confronted with moral decisions. The Atlee case, taking place between the years 1955 and 1965, serves as an example of the controversy which had developed in many areas as small rural schools were closed as a result of the divisional amalgamations begun by the Social Credit Government before the Second World War. On a wider scale the issues embodied in the dispute also reflect a changing rural landscape. Just as the small family farm was under corporate pressure, so it was with the local school. These economic and administrative transformations brought with them social and cultural changes as well. Although the case was one of the last examples of this kind, it was certainly one of the most bitterly contested.
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Domański, Jarosław. "The Analysis and Synthesis of Strategic Management Research in the Third Sector from Early 2000 Through to Mid-2009." Foundations of Management 3, no. 2 (January 1, 2011): 27–40. http://dx.doi.org/10.2478/v10238-012-0040-9.
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The Analysis and Synthesis of Strategic Management Research in the Third Sector from Early 2000 Through to Mid-2009The purpose of this paper is to analyse the contemporary literature on strategic management in non-profit organizations. The area at hand is divided into five categories: modern management and strategic management approaches/theories; analysis of the roles of externalities and internalities in the Third Sector; review of how strategic management has been applied for non-profit organizations; review of applications and enhanced identification of one or more strategies utilised by non-profit organizations; application of specific methods and tools in strategic management. Four dilemmas faced by modern management theory serve as a synthetic axis. First, how can the existing commercial management concepts and techniques be best adapted to the realities of the non-profit sector? Secondly, which of the established schools of strategic management is the most relevant one for non-profits? In fact, is it appropriate to look for a brand new school of thought? Thirdly, and this is again related to academic pursuits, what coherent theory can explain the efficiency of non-profit organizations. Fourthly, there is the dilemma what strategy to employ when faced with a choice between the willingness and the need to apply competitive strategies and the co-operative strategy in the third sector.
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Hartmann, G. K., A. Nölle, G. Dettmer, and E. Putz. "ADLATUS Interface CD für Schulen am Beispiel der Erdatmosphäre: Ein Pilotprojekt." Advances in Radio Science 1 (May 5, 2003): 313–19. http://dx.doi.org/10.5194/ars-1-313-2003.
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Abstract. The goal of the presented pilot project is the creation of a modular interactive online and offline interface on CD which can be used between schools, various information sources and the science community, i.e. actual, new research results should be made available for students from elementary schools to high schools in an uncomplicated – school and age specific – form. At the beginning this interface will be realised using as an example the existing knowledge about the Earth atmosphere followed by other topics like (drinking) water, energy, soil, and raw material etc. The interactive, interface concept “ADLATUS for schools", which is a further development of the scientific DUST-2 CD, however, complements and interrelates for the first time this information with a so called “local, school specific" part – about 20% of the CD storage space will be reserved for that – to be generated according to the “individual" school and environmental conditions in special co-operative teaching and learning teams. For the selected topic the ADLATUS CD will contain global and regional background information, examples for time series data, links, and software (freeware and shareware), especially for an interactive graphic representation of the information. The CD should be updated at least every second year. It will document the results of a direct dynamic interrelationship between the geo-science community, elementary schools and other school types. It will be beneficial for the future of both and other science domains that will follow.Ziel des hier vorgeschlagenen Pilotprojekts ist die Erstellung einer modular aufgebauten interaktiven online und offline Schnittstelle (Interface) auf CD, die Schulen mit verschiedenen Informationsquellen und der Wissenschaftsgemeinschaft verbinden kann und so aktuelle wissenschaftliche Forschungsergebnisse den Schülern von der Grundschule bis hin zum Gymnasium in möglichst einfacher, verständlicher und altersgemäßer Form vermittelt. Dieses Interface soll in einer ersten Stufe am Beispiel unseres Wissens über die Erdatmosphäre realisiert werden, gefolgt von den Themen (Trink)Wasser, Energie, Boden und Rohstoffe. Das interaktive Interface-Konzept “ADLATUS f¨ur Schulen", eine Weiterentwicklung der DUST-2 CD - vorwiegend für die Wissenschaftsgemeinde gedacht – ergänzt und verknüpft zum ersten Mal diese Informationen mit einem “schulspezifischen Lokalteil", für den etwa 20% des CD Speicherplatzes vorgesehen werden, und der von den einzelnen Schulen lehrplanspezifisch, lehrerspezifisch und ortspezifisch in Lehr- und Lernteams selbst “erzeugt" werden soll. Die ADLATUS CD wird zu dem ausgewählten Thema globale und regionale Hintergrundinformationen, Zeitreihendaten, Links, und Software (Shareware oder Freeware) enthalten, insbesondere zur interaktiven graphischen Darstellung der Informationen. Sie soll spätestens alle zwei Jahre auf den neuesten Stand gebracht werden. Sie wird die Ergebnisse einer direkten, dynamischen Wechselwirkung zwischen der Geo-Wissenschaftsgemeinschaft, den Grundschulen und anderen Schultypen dokumentieren und für die Zukunft beider nützlich sein – ebenso für die anderen nachfolgenden Wissenschafts- und Technikbereiche.
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Susilowati, Erna, and Rita Mei Dwi V. "Pengaruh Terapi Bermain Pada Anak Usia Prasekolah Terhadap Kehilangan Kontrol Dalam Hospitalisasi Di Ruang Anak Rsud Ngudi Waluyo Wlingi." Jurnal Ilmu Kesehatan 3, no. 2 (June 13, 2017): 55. http://dx.doi.org/10.32831/jik.v3i2.58.
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At child in age pre school at first times taken care in hospital, they experienced hospitalization stress. They experience lost control (ancient) and trouble in interaction with environment (nurse, friend and next door patient). The feeling can arouse from to face something new and have never experienced it before, feel balmy and not save. Playing activities as usual have to be Limited, routinely they done daily at home, they can not conduct it at hospital. They way to minimize hospitalization stress with arrangement of environment and perform activity like game. Hence researcher perform a research concerning “Influence of Play Therapy at child in Age of Preschool to Lost Control in Hospitalization “. This research target was to know the influence of play therapy at child in age of pre used school to lost control in hospitalization in child room of RSUD Ngudi Waluyo Wlingi Blitar. Research design pre experiment the types was pre post test design. Its population was all children in age of pre school that experiencing taken care in hospital in child room of RSUD Ngudi Waluyo Wlingi Blitar (25 children age of pre school). Sample taken counted 24 respondents. Use purposive sampling. Appliance and data collecting used observation with checklist. Data analyzed including editing, coding, scoring, tabulating. Research result with 24 respondents, reaction of lost control in hospitalization before giving of play therapy got value 3-4 (62,5%) counted is children in bad category. Value 5-7 (37,5%) counted 9 children with enough category. Reaction of lost control in hospitalization after giving play therapy got value 8-10 (100%) in good category. From research result can be concluded that change of reaction of control at child in age pre school in hospitalization before and after play therapy in child room RSUD Ngudi Waluyo Wlingi Blitar give influence to lost control in hospitalization so that child become co- operative to the therapy treatment of healing.; Key word : Play therapy, lost control (hospitalization process),Child in age of pre school
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FELIX, USCHI. "The web as a vehicle for constructivist approaches in language teaching." ReCALL 14, no. 1 (May 2002): 2–15. http://dx.doi.org/10.1017/s0958344002000216.
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The central question in this paper is whether Web technology has the potential to add value to face-to-face language teaching in the form of activities that cannot be realized fully in a traditional classroom. While arguments will be presented for and against e-learning, our conclusion is that the latest human-machine interfaces offer an environment for interactive learning that can foster the acquisition of communicative skills. The paper argues that one of the great strengths of the Web is the potential to engage students in creative information gap activities and real experiential learning in the form of meaningful, process-oriented projects in authentic settings. Evidence will be drawn from three sources:[bull ] The current literature on new learning approaches.[bull ] The latest best-practice applications, such as Webquests, Voice Chat, MOOs and innovative co-operative ventures.[bull ] The findings of two large research studies by the author on students’ perceptions of Web-based language learning in school and tertiary settings.The paper emphasises the importance of creating connectivity rather than content.
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Oluwasanmi, Adenike Folake, Martin Robert Thornton, Hisham Saleh Khalil, and Paul Anthony Tierney. "Effect of tonsillectomy on recurrent sore throats in adults: patients' perspectives." Journal of Laryngology & Otology 120, no. 2 (February 2006): 1–5. http://dx.doi.org/10.1017/s0022215105002197.
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The aim of this study was to quantify the effect of tonsillectomy on the incidence of sore throats and its co-morbidity in adult patients. One hundred and nineteen adult patients were sent a standard questionnaire regarding their symptoms in the 12 months preceding and following their tonsillectomy. Outcome measures included the incidence of sore throats, total number of days with sore throat, amount of time taken off work or school, and number of visits to the general practitioner (GP). In addition, patients were asked to indicate the duration of their symptoms and whether or not they found the tonsillectomy effective in curing their sore throats.Sixty-six patients (55.5 per cent) returned completed questionnaires. The age of the patients ranged from 16 to 39 years. The mean duration of symptoms was 8.3 years. On average, patients had 8.1 different sore throat episodes, 42 sore throat days, 21.4 days of sore throat related absence from work or school, and 5.9 visits to the GP in the 12 months before their operation. For the 12 months after surgery, these reduced to 0.9 episodes, four days, 2.2 days and 0.6 visits, respectively. This reduction was very significant (p < 0.001, Wilcoxon signed rank test).After their surgery, more than half the patients achieved complete resolution of all the measured parameters mentioned above. Most of the remaining patients achieved at least 50 per cent resolution. Only three patients (4.8 per cent) achieved less than 50 per cent resolution. Ninety-five per cent of the patients found the operation effective in curing their sore throats and were glad they had had surgery.In conclusion, retrospective questionnaire data must be interpreted with some caution, but this study suggests that tonsillectomy is effective in reducing the incidence, duration and co-morbidity of recurrent sore throats in adults; this must be balanced against the post-operative problems in a minority of patients.
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Gorsky, Martin. "The Gloucestershire Extension of Medical Services Scheme: An Experiment in the Integration of Health Services in Britain before the NHS." Medical History 50, no. 4 (October 1, 2006): 491–512. http://dx.doi.org/10.1017/s0025727300010309.
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One of the animating beliefs of British health service reformers in the first half of the twentieth century was that delivery would improve if greater co-ordination was imposed over disparate providers. The fundamental divisions were between the voluntary, public and private sectors. Voluntary provision predominantly meant acute care hospitals, but also included a range of other therapeutic and clinical services. The public sector delivered general practitioner (GP) services to insured workers through the state national health insurance (NHI) scheme, while the remit of local government covered environmental health, isolation and general hospitals and a wide range of personal services addressing tuberculosis, venereal diseases, mental illness, and maternity and child welfare. Finally, the private sector provided nursing homes and GP attendance at commercial rates. Within each area there were tendencies towards independent rather than co-operative working. Voluntary hospitals often lacked any mechanism for conferring with neighbouring institutions and the competitive logic of fund-raising enforced an individualistic ethic. In the public sector health responsibilities were dispersed across various agencies: local authority health committees, advised by the county or borough Medical Officer of Health (MOH), oversaw sanitation, hospitals and personal health services; education committees were responsible for the School Medical Service (SMS), whose remit was the compulsory medical inspection and treatment of elementary schoolchildren; the Poor Law provided institutional care either in workhouses or separate infirmaries, although after the 1929 Local Government Act the boards of guardians were broken up; their powers were then transferred to the public assistance committees of local authorities, however these remained distinct from health committees. GP services accessed through the state NHI system were overseen by local insurance committees separate from local government. Private practice co-existed with NHI and doctors tended to prioritize fee-paying rather than panel patients.
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Bahaj, AbuBakr, Luke Blunden, Christopher Kanani, Patrick James, Isaac Kiva, Zoë Matthews, Heather Price, Hildah Essendi, Jane Falkingham, and Gerard George. "The Impact of an Electrical Mini-grid on the Development of a Rural Community in Kenya." Energies 12, no. 5 (February 26, 2019): 778. http://dx.doi.org/10.3390/en12050778.
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Electrical mini-grids can provide electrification to rural communities far from the national network. However the benefits of such schemes are disputed. We observed changes in two matched trading-centres in Makueni County, Kenya, neither of which were initially electrified. During the study a solar photovoltaic mini-grid scheme (13.5 kWp) was constructed in one of the trading-centres. After electrification there were relative increases in the number of businesses and business income. Comparing the households in the areas around the trading centres, perceived wealth increased more around the electrified trading centre. Qualitative interviews indicated improvements in service provision by the local school and health centre. The co-operative set up to run the mini-grid was free to set its own kWh tariff and chose to reduce it to a level that covers operating costs and would recover 70% of the initial investment interest-free. However, the tariff finally agreed is higher than the national grid tariff, which would be difficult to achieve if the mini-grid was not owned by and run for the benefit of the local community. Overall, we found that the mini-grid had a positive effect over background development, recovered some of its cost and charged a higher tariff than the national rate.
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Jůzl, M., and M. Štefl. "The effect of leaf area index on potatoes yield in soils contaminated by some heavy metals." Plant, Soil and Environment 48, No. 7 (December 21, 2011): 298–306. http://dx.doi.org/10.17221/4369-pse.
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A method of growth analysis was used to evaluate the yield results in experiments conducted during years 1999–2001 on School co-operative farm in Žabčice. In sequential terms of sampling from two potato varieties with different duration of growing season, the effect of leaf area index (L, LAI), on yield of tubers in soils contaminated by cadmium, arsine and beryllium, was evaluated. From a growers view the phytotoxic influence on development of assimilatory apparatus and yields during the growth of a very-early variety Rosara and a medium-early Korela were evaluated. These varieties were grown under field conditions in soils contaminated by graded levels of cadmium, arsenic and beryllium. The yields of tubers were positively influenced by duration of growing season and increased of leaf area index during three experimental years. On the contrary, graded levels of heavy metals had negative influence on both chosen varieties. The highest phytotoxic influence was recorded of arsine and the lowest of cadmium. Significant influence of arsenic and beryllium on size of leaf area index in the highest applied variants was found. The influence of experimental years on tuber yields was also statistically significant.