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1
Smilansky, Moshe, and Moshe Israelashvili. "Intellectual Fostering of the More Gifted among Socially Disadvantaged Adolescents." Gifted Education International 6, no. 2 (September 1989): 108–17. http://dx.doi.org/10.1177/026142948900600209.
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A new reality in the southern areas of Tel-Aviv was created by negative social mobility. As a result, the variance in pupils' qualifications within each class, at high schools, was enlarged. One implication was that teachers' ability to advance pupils, who were able to reach a high level of knowledge, was weakened. The project for fostering the more gifted among socially disadvantaged adolescents has four main components: (1) Mastery of Mathematics and English at the basic level required by the university; (2) developing excellence in selected areas, as a means to enhance self-esteem and become acquainted with advanced subject matters; (3) peer group, to support social matriculation; and (4) developing capacity for critical thinking. Identification of the gifted is made by La. test, teacher's evaluations and reported self motivation. The main goal of the project is to encourage pupils' willingness and capacity to continue in academically oriented high schools and universities. Aside from dilemmas about creating and maintaining such project, preliminary results of evaluation research are reported.
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Abdalla Yousif, Nagwa Babiker, and Shadia Abdel Rahim Mohammed. "The Risk for Boys from Poor Communities to Drop out from School: The Case of Khartoum, Sudan." Space and Culture, India 8, no. 1 (June 29, 2020): 187–97. http://dx.doi.org/10.20896/saci.v8i1.711.
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In the current world, poverty and education are interconnected. Low level of education is the cause of poverty, as extreme forms of poverty do not allow many children to get a good education. This study investigates the risk factors that significantly increase the likelihood of pupils dropping out of school in Khartoum, Sudan. To accomplish the research, two factors are selected, namely absenteeism and low performance of pupils from poor, disadvantaged communities. A comprehensive interviewing is used to collect the necessary primary data along with the Multidimensional Poverty Index (MPI) data. The life of pupils is characterised by multi-dimensional poverty apace with illiteracy, displacement and large family size, parents' engagement in low paid jobs. The pupils presented multiple reasons (related to poverty) for their absenteeism and low performance. The results indicate that pupils are not clear with their future perspectives whether to drop out of the school or to continue their studies. The study concludes that poverty is the main reason for absenteeism and low performance that increases the likelihood of pupils dropping out of school.
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Vámos, Ágnes, Gyongyi S. Foldesi, and Tamas Doczi. "Effects of Regional Inequalities on the Sporting Activity of School Pupils: The Hungarian Case." Physical Culture and Sport. Studies and Research 70, no. 1 (June 1, 2016): 18–27. http://dx.doi.org/10.1515/pcssr-2016-0011.
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AbstractIn this study, the sporting activity of Hungarian school pupils is investigated with a focus on regional differences. The objective of the paper is to answer the following questions: Are there regional differences in pupils’ sporting activity, and, if yes, what is their relationship with the socio-cultural background of the pupils and the infrastructural and staffing conditions of schools? Has the 2012 introduction of daily physical education had a different effect on pupils’ leisure-time sporting activity in disadvantaged and affluent regions? Can the trends in the sporting activity of pupils be characterized as convergent or divergent since the introduction of daily physical education? The paper is based on an extensive study that relies on the most comprehensive database on physical education in schools, the National Assessment of Basic Competencies (NABC). The present study statistically analyzed eighth-grade pupil and school data from the 2010 and 2014 NABC. The results present the regional differences in pupils’ participation in sporting activity, their recent modification, and the main reasons behind the changes. In conclusion, the authors state that social, economic, and cultural inequalities are not clearly reflected in the sporting activity of students; however, certain data still call attention to the need to examine regional differences.
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Pavlov, Ivan, and Katarína Krejčíková. "THE CONCEPT OF ANDRAGOGICAL VOCATIONAL CONSULTANCY FOR MARGINALIZED TEACHERS." CBU International Conference Proceedings 6 (September 27, 2018): 697–701. http://dx.doi.org/10.12955/cbup.v6.1235.
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The article describes a proposal for the concept of andragogical vocational consultancy for teachers at schools with a high number of pupils from socially disadvantaged environments. The teachers themselves show almost no interest in supporting a solution for complex pedagogical-educational problems. The concept of andragogical vocational consultancy complements other educational services through highly individualized and personalized support reflecting the specific needs of these marginalized teachers directly in school conditions.
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Calderón López, Margarita. "Self-generated Literacy Practices in Disadvantaged Environments in Chile." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 29. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.29.
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This study explores the role of literacy in disadvantaged environments and the interplay between self-generated literacy practices and their conceptualization of literacy in 7 to 10-year-old Chilean pupils from two different schools located in Santiago, Chile. The study was framed within a participatory approach focused on promoting the children’s agency and voice in the research. A range of second-level data materials were collected through interviews with parents, photographs and existing documents. Although at a resources-associated level the sociocultural context did not inhibit the emergence of literacy practices, the context did contribute to the children’s understanding of literacy. This study raises the need for considering how children’s understanding of literacy influence their involvement and learning about reading and writing as their experiences and perceptions have an important role in their learning process, particularly on how they develop their reading and writing practices. The findings implied that by raising the participants’ awareness of the relevance of everyday practices in relation with reading and writing, they are likelier to feel more comfortable and empowered towards their own literacy practices. Particularly, the empowerment of children coming from a disadvantaged background would give them more opportunities to support their learning. By making the children aware of the relevance of their own perceptions and practices, the pupils could gain in confidence, be agents of their learning processes, and have more resources to succeed on the demanding school environment.
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Markkanen, Pihla, Minna Anttila, and Maritta Välimäki. "Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils." International Journal of Environmental Research and Public Health 16, no. 19 (September 28, 2019): 3646. http://dx.doi.org/10.3390/ijerph16193646.
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It is not uncommon for teachers to face challenging behavioral issues in their classrooms, including disruptive, aggressive, or insulting behavior toward peers or adults. In this paper, we describe what knowledge, skills, and support is needed among teaching personnel to manage challenging situations with pupils. This study was carried out in one comprehensive school in Southwest Finland. Two focus group interviews were conducted with teaching personnel (schoolteachers and classroom assistants, N = 16). The participants also wrote short texts about challenging situations they had experienced. The qualitative data were analyzed with inductive content analysis. According to the results, the teaching personnel needed better knowledge about the factors affecting pupils’ behavior and about good practices to apply with pupils in challenging situations. Moreover, the personnel lacked the skills needed to anticipate and recognize pupils’ moods and signs of mental distress, and expressed the desire for support from mental health professionals. Teachers with adequate knowledge about the factors linked to behavioral issues are more capable of promoting environments conducive to positive interactions with their pupils, thereby limiting challenging situations. When developing education and support for teaching personnel, collaboration between education and mental health professionals is essential.
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Lavecchia, Adam M., Philip Oreopoulos, and Robert S. Brown. "Long-Run Effects from Comprehensive Student Support: Evidence from Pathways to Education." American Economic Review: Insights 2, no. 2 (June 1, 2020): 209–24. http://dx.doi.org/10.1257/aeri.20190114.
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Offering comprehensive education support services to disadvantaged students shows promise for improving academic attainment. We explore longer-term impacts of the Pathways to Education program, a set of coaching, tutoring, group activities, and financial incentives initially offered in 2001 to grade-nine students living in the largest public housing community in Toronto. Using a difference-in-difference methodology and matching school records to income tax data through age 28 for a sample of students living in public housing under similar circumstances, we find that Pathways eligibility increased adult annual earnings by 19 percent, employment by 14 percent, and reduced welfare receipt by more than 30 percent. (JEL I22, I23, I24, I26, I28, L31)
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Vasechko, Lubova. "Mentor – A Trustee for Disadvantaged Youth." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 424. http://dx.doi.org/10.17770/sie2015vol3.369.
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<p><em><span lang="EN-GB">The perception of oneself and the surrounding environment are developed during childhood. The behaviour of others directly influences the attitude towards oneself and decisions and observations about one`s value. One of the biggest deficiencies of institutional out-of-family care that significantly hinders the comprehensive development of children is the inability of children to form close bonds with adults. To come to a conclusion that you are not loved and worthless means the feel of deep disappointment. The child becomes shore that he has been deceived and abandoned. These thoughts evoke protests, depression, and insecurity. Due to these misconceptions the socioemotional development of children is hindered. The main goal of the mentor programme is to provide an emotional support and promote the well-being of the young people not having felt a real family environment and care. Youth mentoring in Latvia is a comparatively new concept, and there are only few non-governmental organisations providing this kind of support for young people in the high-risk group. It should be mentioned that there has not been a theoretical study about mentoring so far. </span></em></p><p> </p>
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Holtom, Duncan. "Narrowing the Gap: Lessons from RAISE Ten Years On." Cylchgrawn Addysg Cymru / Wales Journal of Education 19, no. 2 (November 1, 2017): 118–42. http://dx.doi.org/10.16922/wje.19.2.7.
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Breaking the link between poverty and poor educational attainment has been a long- standing goal of the Welsh Government. Progress has been made, but a large gap remains in Wales. This paper revisits RAISE, the Welsh Government's first major funding programme aimed at closing the gap. It considers the impact of RAISE upon pupils and schools and the lessons for contemporary interventions like the Pupil Deprivation Grant in Wales and Pupil Premium in England. The paper concludes that given the challenges many schools in disadvantaged areas face, integrating additional funding for schools (like that provided by the Pupil Deprivation Grant) with support and challenge, through programmes like School Challenge Cymru, and area- based programmes, like the proposed Children's Zones, is needed to maximise the impact of additional funding.
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Vīgante, Rasma. "Description of the Interim Peculiarities of Mental Developmental and Learning Disturbances." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 244. http://dx.doi.org/10.17770/sie2012vol2.138.
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More and more pupils with special needs, including those with learning disturbances and simple mental developmental disturbances, are attending general comprehensive educational institution. It is often difficult in practice to define clearly and differentiate these two kinds of disturbances, especially in borderline cases or in the interim stage because then the features and manifestations of learning disturbances and simple mental developmental disturbances partly overlap and change. The novelty of the article is the analysis of the interim peculiarities and manifestations of these two disturbances which will allow teachers to understand better the main learning difficulties of such pupils and to choose the corresponding kinds of pedagogical support and methods as well as the correction and compensation possibilities.
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MacVicar, Sonya, and Pamela Kirkpatrick. "The effectiveness and maternal satisfaction of breast-feeding support for women from disadvantaged groups: a comprehensive systematic review." JBI Database of Systematic Reviews and Implementation Reports 12, no. 6 (June 2014): 420–76. http://dx.doi.org/10.11124/jbisrir-2014-1561.
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Lamanauskas, Vincentas, and Dalia Augienė. "TRAINING OF LEARNERS’ SCIENTIFIC RESEARCH ACTIVITY ABILITIES AND INTEREST IN COMPREHENSIVE SCHOOL: THE ANALYSIS AND PROGNOSIS OF THE SITUATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 3 (May 1, 2008): 6–28. http://dx.doi.org/10.48127/gu-nse/08.5.06b.
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The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners’ demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children’s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn’t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise: • Is it possible to teach every child to perform research activity? • What to do if a pupil wants to take up scientific research activity but school can’t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)? • How to integrate effectively scientific research elements into teaching content? Research object is training of pupils’ scientific research activity abilities and interest in comprehensive schools. Research purpose is to describe current situation of organizing and performing scientific research, to define essential factors encouraging and disturbing the pupils’ interest in scientific research activity, to determine essential peculiarities of teachers’ competence in the sphere of organizing and performing scientific research activity. Expert inquiry was applied in the research. The kind of expert inquiry is “Delphi research” which foresees expert questioning for several times (stages). The research was carried out from March to May 2008. From the group preliminary formed from 45 experts, 30 took part in the research. Experts were communicated with using e-mail. The first data analysis round was followed by the preparation of the second stage questionnaire, which consisted of closed type questions. Second stage data have been processed employing mathematical statistics. The third stage questionnaire has been prepared according to the second stage generalised results. Generalizing the results, the following conclusion can be made: • Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now; • Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils’ motivation, shortage of material and financial resources, etc. • According to experts, the majority of pupils are more or less interested in scientific research activity, however in a greater part of schools there are no favourable conditions. More than two thirds of experts have evaluated the current teaching process as not very appropriate for scientific research activity and teachers’ competence in the formation and development of pupils’ scientific research abilities in the training process has been evaluated as average; • It is stated, that factors disturbing pupils’ interest in scientific research activity in the teaching process are: a) lack of teachers’ motivation, b) pupils’ orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils’ scientific research work, e) insufficient teachers’ preparation for scientific research work. • It is stated, that essential encouraging factors in the pupils’ interest in scientific research activity are such: a) teacher’s personality and activity, b) pupils’ curiosity, their wish to develop knowledge, to show themselves, c) pupil’s abilities, d) different teaching subjects’ pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists. • It is stated, that for positive development of scientific research activity influence should have: a) giving priorities to young scientist competition winners entering high schools, b) balance and reduction of the amount of teaching material, c) more effective cooperation of schools and scientists, d) the raise of teachers’ qualification, improvement of pedagogical and psychological preparation and so on. The majority of experts think that in the nearest 5 years there won’t occur any essential changes in this sphere: situation in the development of scientific research activity will improve a little, teachers’ competence will slightly rise. Key words: scientific research activity, comprehensive school, science education, career.
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Skuy, Mervyn, Mandy Taylor, Shelley O'Carroll, Peter Fridjhon, and Lesley Rosenthal. "Performance of Black and White South African Children on the Wechsler Intelligence Scale for Children—Revised and the Kaufman Assessment Battery." Psychological Reports 86, no. 3 (June 2000): 727–37. http://dx.doi.org/10.2466/pr0.2000.86.3.727.
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The validity of traditional intelligence tests for cultural groups that differ from those for whom the tests were normed has come under scrutiny. This is particularly the case for the previously disadvantaged black majority in South Africa. The Kaufman Assessment Battery for Children (K–ABC) is reportedly a relatively nondiscriminatory test of intellectual functioning. This study compared the performance of 21 black and 35 white third-grade South African children on the K–ABC and the Wechsler Intelligence Scale–Revised (WISC–R) at two schools for children with learning problems. While the WISC–R Verbal and Full Scale IQ of black children were significantly lower than that of whites, there was no significant difference between these groups on the K–ABC. Teachers' ratings for white and black pupils were acceptably concordant with students' performance on the K–ABC but not on the WISC–R. Support is provided for the usefulness of the K–ABC as a relatively nondiscriminatory alternative to the WISC–R for South African children.
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Johnson, Claire. "Learning to program with Game Maker." International Journal of Computer Science Education in Schools 1, no. 2 (May 11, 2017): 17. http://dx.doi.org/10.21585/ijcses.v1i2.5.
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Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting.  The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context.  The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using Game Maker may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education.Â
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Meckes, Lorena, and Martín Bascopé. "Uneven Distribution of Novice Teachers in the Chilean Primary School System." education policy analysis archives 20 (September 30, 2012): 30. http://dx.doi.org/10.14507/epaa.v20n30.2012.
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This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level—perhaps below the minimum that will be required—have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere.
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Oreopoulos, Philip. "What Limits College Success? A Review and Further Analysis of Holzer and Baum’s Making College Work." Journal of Economic Literature 59, no. 2 (June 1, 2021): 546–73. http://dx.doi.org/10.1257/jel.20191614.
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Harry J. Holzer and Sandy Baum’s recent book, Making College Work: Pathways to Success for Disadvantaged Students, provides an excellent up-to-date review of higher education. My review first summarizes its key themes: (i) who gains from college and why, (ii) mismatch and the need for more structure, (iii) problems with remediation, (iv) financial barriers, and (v) the promise of comprehensive support. I then critique the book’s proposed solutions using some of my own qualitative and quantitative data. Some recommendations are worth considering, while others are too expensive or unlikely to make a meaningful difference without addressing the underlying lack of preparedness and motivation of college students. I argue that making mandatory some existing services, such as application assistance and advice, proactive tutoring and advising, and greater career transition support, has the most immediate potential. (JEL I22, I23, I24)
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Thomas, Laura. "How can we use strategies to encourage engagement, alongside the explicit teaching of vocabulary, in order to support disadvantaged, SEND pupils to improve their descriptive writing?" English in Education 54, no. 3 (July 2, 2020): 285–98. http://dx.doi.org/10.1080/04250494.2020.1794810.
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Mihailovs, Ivans Jānis, and Aira Aija Krūmina. "IS THE REPEAT A YEAR PRACTICE EFFECTIVE IN LATVIAN BASIC EDUCATION?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 332–41. http://dx.doi.org/10.17770/sie2018vol1.3149.
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Each country has pupils, who are not able to meet certain educational requirements (according, their health, behavior, social or other problems). One of the solutions of these problems is the repeat a year. The number of pupils remaining for the second year at the same grade in Latvia is 1% of total number of pupils. However, in Latvia have not been taken researches of the repeat a year on basic education, its causes and the activities of educational institutions. Therefore, it is not clear whether the repeat a year is effective in Latvia?The article presents the results of a comprehensive repeat a year survey, conducted in 2016, covering 70 Latvian educational institutions that implement basic education programs. The purpose of the research is to determine the causes of repeat a year phenomenon and the activities of educational institutions to prevent it in basic education in Latvia, ascertaining whether the repeat a year is effective in solving learning and behavioral problems of pupils.Methods of research – questionnaires and interviews with directors of educational institutions and other responsible persons (vice-directors of educational institutions, support staff – social pedagogues, speech therapists, etc.), who daily work with pupils remaining for the second year at the same grade.The survey has made it clear that the repeat a year is effective if the educational institution identifies its possible causes as quickly as possible and implements targeted and planned activities to prevent and implement it (including involving municipality and other specialists), as well as the interest of the pupil and their parents is cooperation in solving problems.
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Robitaille, Éric, and Marie-Claude Paquette. "Development of a Method to Locate Deserts and Food Swamps Following the Experience of a Region in Quebec, Canada." International Journal of Environmental Research and Public Health 17, no. 10 (May 12, 2020): 3359. http://dx.doi.org/10.3390/ijerph17103359.
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Unhealthy eating and food insecurity are recognized risk factors for chronic diseases. Collective and environmental factors, such as geographic access to food condition food choices. The objective of this study was to map food deserts and food swamps in Gaspesie, a region of Quebec (Canada), using geographical information systems (GIS) and field validation. Eleven sectors (5 rural and 6 urban) where 5% of the Gaspesie population lives were considered food deserts. Eight sectors (all rural) constituting 4.5% of the population were considered food swamps. Nearly 88% (3/8) of food swamps were located in disadvantaged and very disadvantaged areas. The Gaspesie region is already actively involved in changing environments to make them conducive to healthy eating for all. The mapping of food deserts can support intersectoral collaboration on food security. Food swamp mapping will make it possible to more accurately characterize the existing food environment in the region. Both indicators will be useful in raising awareness and mobilizing partners for a comprehensive strategy to improve the food environment that is not only based on the food desert indicator alone but also takes into account the presence of food swamps.
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Voitkane, Vita. "QUALITY OF INCLUSIVE EDUCATION, OBSTACLES AND NECESSARY PEDAGOGICAL SOLUTIONS IN WORKING WITH PUPILS WITH AUTISM IN ITALY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 190. http://dx.doi.org/10.17770/sie2018vol1.3344.
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Nowadays are increasingly encountered children diagnosed with autism, but there are still serious problems of inclusion of these children in the comprehensive general education system. This is due to various factors. The author of this study many years is working in the schools of special education in Rome, so in the year 2010 started research on inclusion of pupils with autism into the Italian schools. The idea is to transmit the author's knowledge and experience further in Latvia, where inclusion of such pupils into general education schools is still at an early stage because of a lack of both human resources and financial resources, as well in regard of experience and clear understanding about organization and management of this inclusion process. Here in this article is described the purpose of the study to explore the experience of people linked with the special pedagogy in Italy, attitudes, thoughts on the inclusion process quality of pupils with autism in schools, obstacles and solutions needed by methodological instructions. It will complement the already existing knowledge and give the opportunity to learn from the gained experience.The study is built on research activities and there are used both theoretical and empirical methods, such as scientific literature research, analysis and interview with 4 individuals who are in close contact with the pupils with autism. The qualitative data resulting from interview are processed with the software AQUAD Six. The results obtained from the interview indicate that there are serious difficulties of inclusion of the pupil x with autism in the school because the teachers and support staff are not professionally prepared for it.
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Fuchs, Douglas, and Lynn S. Fuchs. "Evaluation of the Adaptive Learning Environments Model." Exceptional Children 55, no. 2 (October 1988): 115–27. http://dx.doi.org/10.1177/001440298805500203.
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Perhaps the most multifaceted and visible ongoing program to integrate handicapped pupils and remedial and compensatory education students in general eduation is the Adaptive Learning Environments Model (ALEM). Despite frequent expression of support for the effectiveness of the ALEM, none has been based on an independent, systematic, and comprehensive review of empirical evidence. The purpose of this article is to present such a critique. An evaluation of empirical evidence published in journal articles and a book chapter through 1986 indicated insufficient cause to view the ALEM as a successful, large-scale, full-time mainstreaming program. Implications of this finding are discussed in terms of the desirability of a proposed merger between special and general education.
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Rosian, Katharina. "VP14 Screening Recommendations For Socioeconomic Disadvantages In Pregnancy." International Journal of Technology Assessment in Health Care 33, S1 (2017): 152. http://dx.doi.org/10.1017/s0266462317003087.
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INTRODUCTION:In 2015, 18.3 percent of the Austrian population were at risk of poverty and social exclusion - about 211,000 (20 percent) women aged 20–39 years were affected. International studies report that poverty may lead to an increased risk of complications and pathologies during pregnancy. Further, children who grow up in poverty often have poorer long-term health outcomes.METHODS:In order to identify recent guidelines (2011-2016) a comprehensive handsearch was conducted in the guideline databases National Guideline Clearinghouse (NGC) and Guidelines International Network (GIN). Moreover, a handsearch for systematic reviews and primary studies was conducted in PubMed.RESULTS:Two guidelines, the British National Institute for Health and Clinical Excellence (NICE) Guideline “Pregnancy and Complex Social Factors”, as well as the Australian Health Ministers' Advisory Council (AHMAC) Guideline “Antenatal Care”, address socioeconomic disadvantages of women during antenatal care. The recommendation of the AHMAC is that pregnancy care should be offered to all pregnant women. In addition, an individual approach will help to pay particular attention to socioeconomic factors and to incorporate them in routine examinations. NICE recommends in its guideline, affected women should be supported in order to ensure adequate prenatal care. NICE also defines criteria which are used to identify pregnant women who are in greater need of support. The only identified study developed and tested a tool for the identification of patients affected by poverty. The authors of this Canadian pilot study concluded that the defined questions helped to identify socioeconomically disadvantaged persons during anamnesis without stigmatizing.CONCLUSIONS:Due to the proven link between poverty and health risks, special attention must be paid to socioeconomically disadvantaged pregnant women. Research on non-stigmatizing instruments, which can identify vulnerable women, is of great importance. In addition to social policy measures, it is necessary to ensure that low-threshold services are available for socioeconomic disadvantaged women and their children.
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Isaev, E. I., S. G. Kosaretsky, and A. M. Mikhailova. "Western European experience of overcoming school failure and input from this experience in Russian education." Современная зарубежная психология 8, no. 1 (2019): 7–16. http://dx.doi.org/10.17759/jmfp.2019080101.
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The article raises the problem of the relation between the educational success of students and social and socio-economic characteristics of their families. Children from socially disadvantaged families exhibit lower levels of psychological well-being and self-efficacy. In the future, this fact might negatively affect self-esteem and career aspirations of the younger generation. On the basis of this interlink the education policy, school implemented specif-ic projects and programs, addressing school failure, are elaborated. Feasibility of implementing this approach in Russian conditions is recognized by national psycho-pedagogical science and practice, so the appropriate tools are being developed and tested. The article examines the phenomenon of academic resilience as an ability of pupils to demonstrate high performance despite external limiting circumstances. The article explores the ways and means of overcoming the school failure: 1) providing additional resources to schools, with high concentration of children from families with low socio-economic status; 2) establishment of counselling centers and professional teams, working with such families; 3) professional development of school teachers; 4) edition of the relevant educational and methodical literature, 5) distribution of programs that support learning; 6) provision of conditions for the students to accumulate positive experience in overcoming learning difficulties, formation of their self-confidence, 7) imple-menting of special programs for slow learners, using digital technology, 8) engagement of learners in extramural activities
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Behtoui, Alireza, and Isabella Strömberg. "Compensatory School Effects and Social Capital." Social Sciences 9, no. 11 (October 29, 2020): 193. http://dx.doi.org/10.3390/socsci9110193.
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The aim of this study is to explore whether and how school-based social capital (SSC) may increase or reduce inequalities in the academic achievement and well-being of students from different backgrounds (class, gender, and ethnicity). SSC here refers to those qualities of social relationships and the degree of interconnectedness between students, teachers, and parents that can support the educational attainment and social adjustment of young people. As the results of our ethnographic studies indicate, there is a significant association between SSC and school composition—i.e., the class and ethnic background of students in a school. The association indicates the stratification effect of social capital in schools as a predominant pattern. In a school with students from higher socio-economic backgrounds, we observed more qualified and motivated teachers, an intensive parental involvement, and, consequently, more constructive and friendly relationships among students. In contrast, in a school located in a disadvantaged area, the social relations were quite the reverse. We then found a third category. In a school with children from lower social class backgrounds placed in an immigrant-dense area, highly committed school staff were able to create an emotional closeness and trust between them, the pupils, and their parents. School-based social capital in this context introduced a sense of solidarity and created a pro-educational climate.
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Tomokawa, Sachi, Takashi Asakura, Sammy M. Njenga, Doris Wairimu Njomo, Rie Takeuch, Takeshi Akiyama, Haruki Kazama, et al. "Examining the appropriateness and reliability of the strategy of the Kenyan Comprehensive School Health Program." Global Health Promotion 27, no. 4 (May 30, 2020): 78–87. http://dx.doi.org/10.1177/1757975920917976.
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The Kenyan government established the Kenyan Comprehensive School Health Program (KCSHP) on the basis of Kenyan National School Health Policy. A KCSHP pilot project was carried out in eight primary schools in Mbita Sub-County of Homa Bay County in the Nyanza Region from 2012 to 2017. This pilot project provided health facilities and support for evaluation with a school health checklist, and organized teacher training on health education, a child health club, and school-based health check-ups. The present study aimed to examine the appropriateness and reliability of the strategy of the second KCSHP pilot project in Kenya. We analyzed data from self-administered questionnaires targeted at pupils in seventh-grade in the eight primary schools. The questionnaire consisted of questions on health-related knowledge, attitudes and practices, self-evaluated physical and mental health status, self-awareness of health control, subjective happiness, recognition on the importance of learning about health in school, absenteeism, and sense of school belongingness. The project contributed to improving health-related knowledge, attitudes and practices, self-evaluated health status, sense of school belongingness, recognition on the importance of learning about health in school, self-awareness of health control, and absenteeism. On the contrary, subjective happiness did not improve significantly.
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Mundagowa, Paddington Tinashe, Elizabeth Marian Chadambuka, Pugie Tawanda Chimberengwa, and Fadzai Naomi Mukora-Mutseyekwa. "Barriers and facilitators to exclusive breastfeeding practices in a disadvantaged community in southern Zimbabwe: A maternal perspective." World Nutrition 12, no. 1 (March 31, 2021): 73–91. http://dx.doi.org/10.26596/wn.202112173-91.
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Background: Despite the well-documented significance of EBF in developing countries, many poor communities still present with the highest percentage of disease burden resulting from suboptimal breastfeeding.
Objectives: To identify the maternal perception on barriers and facilitators to EBF in Gwanda District, Zimbabwe.
Methods: Five focused group discussions were conducted using 40 purposively-selected mothers while eight in-depth key informant interviews were also conducted. The qualitative data collected were analyzed using thematic network analysis. The themes were used in interpreting the perceived barriers and facilitators of EBF.
Results: The study identified individual, socio-cultural, health service-related and environmental factors as the basic themes influencing maternal infant feeding choice. These were grouped into two organizing themes, namely, barriers and facilitators of EBF which were summarized into one global theme: EBF intention. Facilitating factors were maternal autonomy, self-efficacy, knowledge of EBF definition, maternal diet, support and sourcing information from healthcare workers. Poor infant feeding practices, affordability of alternative infant feeding options, ritualistic/symbolic infant preparations, family conflicts, increased workload and hot climate were barriers to EBF.
Conclusion: To increase in uptake of EBF in the study area required comprehensive multiple stakeholder interventions incorporating the mothers, influential family members, religion and traditional advisors, and healthcare workers.
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Zhang, Xiaohu, Limin Mao, Peter Aggleton, Jun Zhang, Jun Jing, Jia Cui, Rui Zhao, Jiehui Ren, and John de Wit. "Factors associated with women’s entry into the sex industry: findings from interviews conducted with female sex workers in Chinese detention centres." Sexual Health 12, no. 6 (2015): 541. http://dx.doi.org/10.1071/sh14009.
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Background: To date, limited research has been conducted to identify the personal and contextual factors that contribute to women’s entry into the sex industry in China. Methods: The reasons for and factors associated with voluntary entry into the sex industry were explored through in-depth interviews conducted with 38 Chinese women who were held in detention centres for selling sex. Results: Women’s personal accounts reveal that entry into sex work is influenced by life aspirations, family responsibilities and social connections, which facilitate mobility to a new urban environment in which they encounter opportunities and challenges. Findings highlight the complex interactions between individual and contextual factors in relation to women’s entry into sex work. Conclusions: In a rapidly developing country such as China, entry into sex work may appeal to women of low socioeconomic status, particularly young women who have recently migrated to urban areas. For members of this mobile and relatively disadvantaged population, comprehensive social services and support are urgently needed.
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Wright, Beverly, Robert D. Bullard, and Ebony C. Turner. "Making the best of a worst case scenario: Creating job opportunities for workers in underserved communities through health and safety training in the Deep South." International Oil Spill Conference Proceedings 2017, no. 1 (May 1, 2017): 2017295. http://dx.doi.org/10.7901/2169-3358-2017.1.000295.
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When the 2010 Gulf oil spill reached the shores of Louisiana, The Dillard University Deep South Center for Environmental Justice, part of a New Orleans based HBCU, jumped into the oil spill response to support workers and communities impacted by oil, many of whom were still recovering from Hurricane Katrina. Dillard, an NIEHS Worker Training Program (WTP) grantee, provided expert trainers to deliver 40-hour HAZWOPER, 10 hour refresher courses and awareness training to early response workers in the Gulf. In addition to supporting the training needs of workers from around the country gathering in the Gulf, Dillard utilized a unique training program to train workers in Louisiana's underserved communities in the health, safety and life-skills needed to support spill clean-up in their own back yards. The Environmental Career Worker Training Program (ECWTP), funded by NIEHS, focuses on delivering comprehensive training to increase the number of disadvantaged and underrepresented minority workers in areas such as environmental restoration, construction, hazardous materials/waste handling, and emergency response. Dillard's successful track record in placing ECWTP participants in safe jobs led them to focus on training ECWTP participants in the skills and safety awareness needed to support the oil spill cleanup. Through this unique training program, Dillard had a cohort of ECWTP graduates receive work in the response. Dillard's model program highlights how health and safety training can both support national disaster response and provide local jobs to willing, but underserved, community members during a disaster.
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Banda Chitsamatanga, Bellita, and Wayne Malinga. "Coronavirus (COVID-19) and women in higher education in a South African University : Academic and social implications." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 10, no. 1 (March 1, 2021): 7–34. http://dx.doi.org/10.31920/2634-3622/2021/v10n1a1.
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History and present realities have presented a dual diachronic relationship between women in higher education and gender inequality. In quintessence, women are and continue to be faced by gendered disparities and practices by institutions of higher learning, coupled with the overarching demand of academic work vis-à-vis family responsibilities. The advent of the novel coronavirus disease (COVID-19) has presented new and continuing academic and social implications for women in academia. This paper adopted a mixed methods approach. Data collection was done using in-depth interviews and survey questionnaires with a sample of 30 respondents, ranging from different academic positions such as lecturer to professor. The paper observed that women face difficulties in balancing work and family responsibilities. Moreover, the adoption of online learning and other digital platforms during the pandemic has its own shortcomings, given the lack of resources and financial support that affect their historically disadvantaged institutions. This has negatively impacted the academic and administrative work of women in academia. The paper recommended that universities and other stakeholders need a comprehensive approach through capacity-building programmes and mentoring to overcome the obstacles and pave the way for the support of women academics to carry out their duties during and after this difficult COVID-19 crisis.
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Худолій, О. М., and О. В. Іващенко. "Information support learning and development of motor abilities of children and adolescents (for example, gymnastics)." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 26, 2013): 3–18. http://dx.doi.org/10.17309/tmfv.2013.4.1031.
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Analysis of the literature showed that the problem of introducing automation technologies of information processing and the creation of a database on the physical condition of children and adolescents is important. The purpose of research — to develop an application to inform the process of learning motor actions and the development of motor abilities of children and adolescents.Research methods. To achieve the objectives have been used in the analysis of literature as a philosophical and scientific methods of research, such as: the dialectical method (the systems principle, the principle of causality); systematic approach; modeling; synthesis, analysis, synthesis; pedagogical experiment; methods of mathematical planning of the experiment; testing.The results of the study. The results show that the proposed Plan matrix factorial experiment the chosen step of varying factors is sufficient to study the effects of different modes of physical exercises to develop strength and efficiency of the education of children and adolescents.The new algorithm is information support for teaching motor actions of children and adolescents, which is different from conventional approaches. In contrast to the application of comprehensive monitoring of the physical condition of pupils of 1—11 classes, an algorithm based on a computer simulation of the process of learning and development of motor abilities in children and adolescents.Conclusions. An algorithm for calculating regulatory load for young gymnasts 7—13 years. Based on an algorithm created a pilot program complex information support for teaching motor actions and the development of motor abilities in children and adolescents.
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Tam, May, and Chung Yan Ip. "Experience and coping of employment risks in Hong Kong." International Journal of Sociology and Social Policy 37, no. 3/4 (April 11, 2017): 166–85. http://dx.doi.org/10.1108/ijssp-08-2015-0088.
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Purpose The purpose of this paper is to use the case of Hong Kong to assess the equalisation and individualization claim of the risk society approach to studying experience and coping of employment risks. Design/methodology/approach Two types of survey data are used: quarterly official surveys from the year of 1993 to 2008 and a cross-sectional territory-wide representative telephone survey conducted in 2009. Findings The findings show that contrary to the equalisation claim, experiences of employment risks have continued to concentrate on disadvantaged groups: unskilled manual workers and those with education levels below lower secondary school had continuously fared worse than professionals, managers and university degree holders. These disadvantaged groups were also not particularly proactive in adopting either capital-based or work-related coping methods when they encountered unemployment. Research limitations/implications The lack of trend data to examine the use of different coping means is one of the main drawbacks of the current study. The study carries important theoretical implications. Practical implications Policy implications for the government to provide more comprehensive and proactive employment-related support measures and further expansion of university education. Originality/value This paper examines the case of Hong Kong so as to extend the empirical assessment of the risk society approach beyond the Anglo-Saxon context to mature Asian economies. The study further shows that we need to go beyond the secular trend globalisation which the risk society theory emphasises. Historical factors and business-government-labour power relations are critical factors that shape the policies and institutions of labour market regulations and welfare provision in the local context
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Hail, Yvonne, and Ronald McQuaid. "The Concept of Fairness in Relation to Women Transport Users." Sustainability 13, no. 5 (March 8, 2021): 2919. http://dx.doi.org/10.3390/su13052919.
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This paper discusses the concept of ‘fairness’ in transport, specifically regarding women using public transport, future autonomous vehicle taxis or bicycle sharing. Women generally have varying and complex mobility patterns compared to men and suffer disproportionate fairness issues when using transport. Different concepts of fairness are explored, including: equality of opportunity, equity and justice (including procedural, social and distributional justice). While each of these concepts has different implications for women using transport, it is also recognized that fairness principles should apply to all people (regardless of sex, gender or other characteristics). Analysis of the different forms of mobility, as represented by public transport, autonomous vehicles and bicycle sharing, illustrate a variety of specific fairness issues. Factors such as safety and security, cost, physical design of infrastructure and vehicles, and characteristics such as low-income or childcare responsibilities arise in each case. The three cases also indicate a range of both horizonal fairness factors (similar people being treated similarly) and vertical fairness factors (such as more disadvantaged people receiving greater support). Further research is required into setting frameworks for a more comprehensive inclusion of, and balance between, different concepts of fairness and their interactions in both transport policy and practice.
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Leasa, Marleny, John Rafafy Batlolona, and Melvie Talakua. "ELEMENTARY STUDENTS’ CREATIVE THINKING SKILLS IN SCIENCE IN THE MALUKU ISLANDS, INDONESIA." Creativity Studies 14, no. 1 (March 4, 2021): 74–89. http://dx.doi.org/10.3846/cs.2021.11244.
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Learning that encourages the development of students’ creative thinking needs to be maximized since the level of primary education, including in the disadvantaged, outermost, and frontier regions that is referred to 3T areas (terdepan, terluar, tertinggal) in Indonesia is still categorized as underdeveloped that requires special attention. The main objective of this research was to diagnose students’ creative thinking skills for four components including fluency, flexibility, originality, and elaboration on students in the islands. The study was conducted on 161 students sitting in fourth grade from 6 elementary schools. The unique thing why this research was conducted because the research location was one of the Maluku Islands, which has abundant sea, air and land in terms of natural resources and is one of the areas that borders directly with Australia, so it can be predicted students’ creative thinking skills will be good. However, the analysis results report that students’ creative thinking skills were still very low and thus require comprehensive learning improvement to improve students’ creative thinking skills. It was hoped that good creative thinking skills of students will support better regional development in the future.
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Chu, Lingyi, and Ruta Ziaunienė. "CROSS-CULTURAL TRANSITION CARE IN LITHUANIAN SCHOOLS: SCHOOL PSYCHOLOGISTS' PERSPECTIVES." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 550–66. http://dx.doi.org/10.15503/jecs2021.2.550.566.
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Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross-Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support—yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context.
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Haw, Sally, Dorothy Currie, Douglas Eadie, Jamie Pearce, Andy MacGregor, Martine Stead, Amanda Amos, et al. "The impact of the point-of-sale tobacco display ban on young people in Scotland: before-and-after study." Public Health Research 8, no. 1 (January 2020): 1–118. http://dx.doi.org/10.3310/phr08010.
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Background Tobacco displays at point of sale have been shown to increase young people’s pro-smoking attitudes, susceptibility to smoking and smoking initiation. In Scotland, legislation that prohibited tobacco point-of-sale displays was implemented in large stores (i.e. those > 280 m2) in April 2013 and in small retailers in April 2015. Objective To assess the impact of the point-of-sale tobacco display ban on young people’s exposure to tobacco advertising, their attitudes to smoking and smoking susceptibility, and their risk of smoking initiation. Design Multimodal before-and-after study design using mixed methods to collect data at baseline (2013) and then longitudinally for 4 years. Setting Four main study communities in the central belt of mainland Scotland, UK, purposively selected to reflect two levels of urbanity (urban vs. small town) and two levels of deprivation (high vs. medium/low). Four matched communities. Participants In the main study communities, 94 tobacco retail outlets. All Secondary 2 (aged 13 years) and Secondary 4 (aged 15 years) pupils in 2013 and 2014 together with all Secondary 1 to Secondary 6 (aged 12–17 years) pupils in 2015–17. This included 6612 pupils who completed 14,344 questionnaires over 5 years. Three hundred and eighty-two participants in 80 focus groups who were recruited from Secondary 2 and Secondary 4 in 2013–17. In matched communities, 24 retail panel members in 2013–17. Main outcome measures Tobacco product and tobacco storage visibility, density of retail outlets (the number of retailers in a pre-defined area such as a residential neighbourhood), tobacco product exposure, brand awareness, perceived accessibility of tobacco, pro-smoking attitudes, pro-smoking norms, smoking susceptibility and smoking initiation. Data platform and methods The study had four components – a mapping and spatial analysis of retail outlets; a tobacco marketing audit, including retail panel interviews in matched communities; school surveys; and focus group discussions with secondary school pupils. Limitations The study was based on a small number of communities and did not include communities in remote areas. Results Compliance with the point-of-sale legislation in Scotland was high. This led to a large reduction in the visibility of tobacco products in retail outlets. However, when the results were stratified by socioeconomic status, declines in retailer density, weighted by total product visibility, were restricted to the least disadvantaged tertile of participants. Nevertheless, the implementation of the legislation was associated with a reduction in risk of both smoking susceptibility and smoking initiation in young people, as well as a reduction in the perceived accessibility of tobacco and in pro-smoking attitudes after both the partial and the comprehensive bans were introduced. Conclusions The Scottish point-of-sale legislation has been successful in reducing the overall visibility of tobacco products and is associated with improvements in attitudinal and behavioural outcomes in young people. However, cues that tobacco is for sale are still highly visible, particularly in retail outlets in areas of deprivation. In addition, the increase in retailer density that was observed after 2015 increased inequalities in product visibility. There was also evidence that the emergence of e-cigarettes may have disrupted the full impact of the legislation. Future work Our research indicates that further research is needed to examine the longitudinal relationships between tobacco outlet availability and product visibility inequalities; and the impact of e-cigarettes and standardised packaging on smoking initiation and prevalence. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 1. See the NIHR Journals Library website for further project information.
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Taylor, Selina, Alice Cairns, and Beverley Glass. "Developing an Ear Health Intervention for Rural Community Pharmacy: Application of the PRECEDE-PROCEED Model." International Journal of Environmental Research and Public Health 18, no. 12 (June 15, 2021): 6456. http://dx.doi.org/10.3390/ijerph18126456.
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Unaddressed hearing loss affects an estimated 466 million people worldwide, costing over $750 billion globally, with rural communities being particularly disadvantaged, due to the greater inequity in access to healthcare services. This mixed-methods study aimed to use the PRECEDE-PROCEED model to develop and pilot a rural community pharmacy-based ear health service, LISTEN UP (Locally Integrated Screening and Testing Ear aNd aUral Program). The PRECEDE process involved an assessment of the predisposing, reinforcing and enabling constructs to support practice change through a scoping review, stakeholder surveys and interviews and consultation with governing bodies and regulatory authorities. The PROCEED segment structured the evaluation of the service pilot and informed planned implementation, process, impact and outcome evaluation. The pilot study conducted in February 2021 included 20 participants, with the most common ear complaints presented being pain, pressure or blockage. All these participants reported high levels of satisfaction with the service, would recommend the service to others and would attend the pharmacy first before seeing a GP for future ear complaints. The PRECEDE-PROCEED model provides a comprehensive model to guide the design of the LISTEN UP program, an innovative model, expanding services offered by rural community pharmacies, with preliminary results demonstrating high consumer satisfaction.
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Jůvová, Alena, Tomáš Čech, and Ondřej Duda. "Education for Entrepreneurship – A Challenge for School Practice." Acta Educationis Generalis 7, no. 3 (December 20, 2017): 63–75. http://dx.doi.org/10.1515/atd-2017-0024.
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Abstract Introduction: Education for Entrepreneurship can be seen as one of the contemporary themes of current school and out-of-school education and has also become one of the priority topics of the European Union’s education policy. In this article, we focus on the definition of entrepreneurial education and the context of the terms liminality and in-betweenness that are closely related to entrepreneurship. In the theoretical part, we focus on broader context and complexity of entrepreneurial education and characterize the competence as a sense of initiative and entrepreneurship (Malach, 2008). All defined terms are related to the implementation of entrepreneurial education in the process of school education. Purpose: The aim of the article is to analyse the ways and methods of applying the main ideas of entrepreneurial education in school education. We concentrated on finding the context and characteristics of innovative methods and strategies through which the objectives of entrepreneurial education are achieved. Methods: To describe and understand the phenomenon of entrepreneurial education, the qualitative content analysis of the examples of good practices was used in this article. We developed codes in relation to the causes, conditions, opportunities and environment of entrepreneurial education. Conclusions: The aim was to determine the degree of implementation of entrepreneurial education/skills in the learning process in schools. By using the Content Analysis method, we determined the following questions: 1. What is entrepreneurial education? 2. What are the aims of education for entrepreneurship? 3. Why do we learn entrepreneurship? 4. Who and where teaches entrepreneurship? 5. How to learn entrepreneurship? Four main categories have been identified for the analysis of the complex concept of entrepreneurial education: Category 1: The roles of teachers and pupils in entrepreneurial education Category 2: Teaching methods and activities of pupils Category 3: The diversity of the aims of entrepreneurial education Category 4: Competences for entrepreneurship At the end of the article, we summarize the content analysis of the phenomenon of entrepreneurial education. There is a complexity of issues, goals, methods and social relationships that lead pupils/people to qualitative transmissions for/to create an excellent life. It involves preparing the pupil for practical everyday life, developing self-efficacy, self-confidence, independence, and support for critical thinking, flexibility, creativity, risk taking and problem-solving abilities. In addition, we provide an overview of inspirational methods and effective strategies used by entrepreneurs in entrepreneurial education. Given that entrepreneurial education is a comprehensive discipline, a sufficient team of people needs to be provided to put its ideas into practice. In this education, both the whole society and individuals such as teachers, social educators, parents, family, pupils/students, environment outside school, inside school/class find the place and purpose. The KEY TOPICS to turn ideas of entrepreneurial education into action are discussed in the conclusion of the article.
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S. Shapovalova, Inna, Anastasia V. Kisilenko, Sergey D. Lebedev, Svetlana V. Hashaeva, and Irina S. Zavodyan. "ECONOMIC STRATEGIES OF RUSSIAN YOUTH." Humanities & Social Sciences Reviews 7, no. 5 (October 24, 2019): 797–801. http://dx.doi.org/10.18510/hssr.2019.75100.
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Purpose: The article presents the results of the Russian study devoted to the determination of economic dispositions and strategies of modern youth.
Methodology: Exploring the risks in the field of socialization strategies of youth, in 2018 the International Center for Social Strategies of Youth of the Belgorod State National Research University conducted global research of youth social strategies for the first time. Measurements were taken in the field of 11 strategies: economic, educational, migration, labor, social, spiritual and moral, leisure, political, self-preserving, family, and communicative. The research object was the youth of the Russian province (N = 2500), distributed by gender, age and three main quotas: pupils, students, and working youth. The study was supported by a federal grant from the Russian Fundamental Science Foundation.
Result: As a result of the study, the problem field of managing the economic behavior of youth has been identified, the perimeter of which includes the lack of entrepreneurial initiative from youth in the area where they live, the inability to get advice and financial support in this area.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of Economic Strategies of Russian Youth is presented in a comprehensive and complete manner.
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Ганиева, Альбина, and Albina Ganieva. "Problems of children´s social tourism in Crimea." Service & Tourism: Current Challenges 9, no. 1 (March 11, 2015): 78–56. http://dx.doi.org/10.12737/7922.
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In this article the authors present concept of shared children´s tourism and children´s social tourism, considered systemic problems in the functioning of children´s sanatorium and health institutions of the Crimea. First, the authors provided a retrospective analysis of the formation and the scope of children´s social tourism in Crimea how the economic transformation is conducted in provision of social support for children´s health in a command and market economic systems. Substantiated are the factors affecting the crisis state of institutions of child health improvement: the processes of privatization of property of children´s health institutions, lack of budget financing of government programs to improve the health of children from socially disadvantaged groups, the decline in the quality of children´s health. The article highlights directions of the long-term prospects for the development of children´s health resorts of Crimea related to the development of children´s tourism in the tourism industry in Russia. As in the federal programme of support for rehabilitation of children argued, there should be the establishment of the state order for recreation system and financial support for children´s health institutions. The authors note trends in the development of children´s health centers of Crimea in the following directions: wider specialization, existing health centers, taking into account changes in the structure of child populations, comprehensive treatment. To create control systems of functioning and development for the recreational and tourist complex, which are formed within the administrative-territorial formations, there should be introduced the following elements: resource componentsof recreational potential (natural, human, financial, material, technological, informational), organizational and legal support of the form of ownership in the recreation and tourism complex, including the relationship arising in the course of ownership, management, exchange of different categories of resources, state regulation of processes in the system of children´s health institutions.
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Nannini, Maria, Mario Biggeri, and Giovanni Putoto. "Financial protection and coping strategies in rural Uganda: an impact evaluation of community-based zero-interest healthcare loans." Health Policy and Planning 36, no. 7 (June 23, 2021): 1090–102. http://dx.doi.org/10.1093/heapol/czab073.
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Abstract In low- and middle-income countries, catastrophic health expenditures and economic hardship constitute a common risk for households’ welfare. Community health financing (CHF) represents a viable option to improve financial protection, but robust impact evaluations are needed to advance the debate concerning universal health coverage in informal settings. This study aims at assessing the impact of a CHF pilot programme and, specifically, of the initial phase involving zero-interest loans on health expenditures and coping strategies in a rural district of Uganda. The analysis relies on a panel household survey performed before and after the intervention and complemented by qualitative data obtained from structured focus group discussions. Exploiting an instrumental variable approach, we measured the causal effect of the intervention, and the main findings were then integrated with qualitative evidence on the heterogeneity of the programme’s impact across different household categories. We found that the intervention of zero-interest healthcare loans is effective in improving financial protection and longer-term welfare. Community perceptions suggested that the population excluded from the scheme is disadvantaged when facing unpredictable health costs. Among the enrolled members, the poorest seem to receive a greater benefit from the intervention. Overall, our study provides support for the positive role of community-based mechanisms to progress towards universal coverage and offers policy-relevant insights to timely design comprehensive health financing reforms.
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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body." Social Inclusion 9, no. 3 (September 16, 2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.
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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrative interviews (Rosenthal, 2018) with schoolteachers at three comprehensive schools in East and West Germany, which were selected because comprehensive schools in Germany see themselves as a more equal‐opportunity form of education. The article begins by identifying four types of teacher action orientations in addressing the social differences of schoolchildren. Unexpectedly, only a few teachers exhibited a socially conscious inclination to act—for example, by providing targeted support to schoolchildren from socially disadvantaged households. In the second step, by comparing teacher biographies, school environments, and historical imprints, the article attempts to identify certain conditions under which teachers perceive themselves as responsible for addressing social differences among students. Beyond illustrating the interplay of biographical experiences and school culture, the study’s east–west contextualization opens up a new perspective for examining the lingering implications of the German half‐day schooling model even after the introduction of all‐day schooling in 2003. One possible conclusion is that the transformation of the German school system from a half‐day to an all‐day model has not taken the tasks of teachers into account, which, as this article points out, would be important in making them aware of schoolchildren’s different social backgrounds and their effects on achievement.
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Karimi, Nazgol, David Crawford, Rachelle Opie, Ralph Maddison, Stella O’Connell, Peter Shane Hamblin, Ashley Huixian Ng, Cheryl Steele, Bodil Rasmussen, and Kylie Ball. "EatSmart, a Web-Based and Mobile Healthy Eating Intervention for Disadvantaged People With Type 2 Diabetes: Protocol for a Pilot Mixed Methods Intervention Study." JMIR Research Protocols 9, no. 11 (November 6, 2020): e19488. http://dx.doi.org/10.2196/19488.
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Background People of low socioeconomic position (SEP) are disproportionately affected by type 2 diabetes (T2D), partly due to unhealthy eating patterns that contribute to inadequate disease self-management and prognosis. Digital technologies have the potential to provide a suitable medium to facilitate diabetes education, support self-management, and address some of the barriers to healthy eating, such as lack of nutritional knowledge or shopping or cooking skills, in this target group. Objective This study aims to test the feasibility, appeal, and potential effectiveness of EatSmart, a 12-week, evidence-based, theoretically grounded, fully automated web-based and mobile-delivered healthy eating behavior change program to help disadvantaged people living with T2D to eat healthily on a budget and improve diabetes self-management. Methods EatSmart is a mixed methods (quantitative and qualitative) pre-post design pilot study. Sixty socioeconomically disadvantaged people with T2D aged 18 to 75 years will be recruited. Participants will complete self-reported baseline assessments of their basic demographic and clinical data, dietary intake, dietary self-efficacy, and barriers to healthy eating. They will be provided with login access to the EatSmart web program, which includes six progressive skill-based modules covering healthy eating planning; smart food budgeting and shopping; time-saving meal strategies, healthy cooking methods, modifying recipes; and a final reinforcement and summary module. Over the 3-month intervention, participants will also receive 3 text messages weekly, encouraging them to review goals, continue to engage with different components of the EatSmart web program, and eat healthily. Participants will undertake follow-up assessments directly following the intervention 3 months post baseline and again after a 6-month postintervention follow-up period (9 months post baseline). Feasibility will be evaluated using the number of participants recruited and retained and objective indicators of engagement with the website. Program appeal and potential effects on primary and secondary outcomes will be assessed via the same surveys used at baseline, with additional questions asking about experience with and perceptions of the program. In-depth qualitative interviews will also be conducted 6 months post intervention to provide deeper insight into experiences with EatSmart and a more comprehensive description of the program’s appeal. Results The EatSmart website has been developed, and all participants have viewed the modules as of May 2020. Results are expected to be submitted for publication in December 2020. Conclusions This study will provide data to address the currently limited evidence regarding whether disadvantaged populations with T2D may benefit from digitally delivered behavior change programs that facilitate eating healthily on a budget. Trial Registration Australian New Zealand Clinical Trials Registry, ACTRN12619001111167; https://anzctr.org.au/Trial/Registration/TrialReview.aspx?ACTRN=12619001111167 International Registered Report Identifier (IRRID) DERR1-10.2196/19488
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Binda, Jacek, Aleksander Sapiński, and Jolanta Pochopień. "The importance of social economy practice for the development of social capital of local self-governments in the perspective of labour market security." Journal of Scientific Papers "Social development and Security" 9, no. 6 (December 28, 2019): 3–10. http://dx.doi.org/10.33445/sds.2019.9.6.1.
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The development of local communities, the future of the Republic of Poland is a matter requiring the integration of hands, hearts and minds, a sense of rights and obligations of all citizens. With this awareness and the need for action to rebuild ties in local communities, the General Meeting of the Beskidy Association of Ecological Production and Tourism BEST PROEKO in 2014 adopted a resolution on statutory actions to counteract the spreading social pathology and social exclusion of the unemployed and disadvantaged people, which resulted in the creation of the first Social Integration Centre in the district of Żywiec in Jeleśnia. It is a coherent, integrated and coherent measure that fits into the Development Strategy of the Silesian Voivodeship "Śląskie 2020+" in the area of social economy and fulfils the mission to create a necessary platform for cooperation for local partnership in order to improve the quality of life of persons in need of comprehensive support on the way to return to decent living and to social and professional activity. The Beskidzki Congress of Social Economy had the task of bottom-up evaluation of the activity of social economy entities of the Polish Social Economy and analysis of conditions and needs in terms of legal and organizational changes to improve their functioning in a coherent and integrated local partnership in the space of socio-economic life of the inhabitants of the Podbeskidzie region.
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Kakar, Faiz, Fabrizio Bassani, C. J. Romer, and S. W. A. Gunn. "The Consequence of Land Mines on Public Health." Prehospital and Disaster Medicine 11, no. 1 (March 1996): 2–10. http://dx.doi.org/10.1017/s1049023x00042278.
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AbstractAn estimated 110 million land mines scattered in 64 countries continue to terrorize people and destroy human lives long after wars and fighting have ceased. Despite efforts to clear these devices, their numbers continue to increase and their presence, constitutes a substantial threat to public health in the affected countries. Direct consequences include both the physical and emotional injuries from the impact, flying debris, and structural collapse associated with their detonation. Indirect consequences include increases in the incidence of waterborne diseases, diarrhea, malnutrition, infectious diseases, and spread of the human immunodeficiency virus associated with the increased use of blood. Those at highest risk of these latter consequences are mostly the disadvantaged poor, especially children. Psychiatric disorders, such as post-traumatic stress disorder, occur in those not directly injured as well as those physically wounded by the explosion.Besides efforts to ban production, stockpiling and export of land mines, a comprehensive and integrated health program aimed at the prevention, treatment, and rehabilitation of those injured directly or indirectly by land mines is needed urgently. Strategies should include mine-awareness programs, enhanced transport of those directly injured, training the villagers in first aid, augmenting the capacity and quality of treatment facilities, improving the psychological support and treatment capabilities, development of rehabilitation programs, and the institution and enhancement of public-health programs directed at the indirect consequences associated with the presence of land mines.Land mines constitute a major public-health problem in the world that must be addressed.
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KVASNYTSIA, Oksana. "FINANCIAL PROVISION OFHOUSEHOLD FOOD SECURITY." WORLD OF FINANCE, no. 4(53) (2017): 35–45. http://dx.doi.org/10.35774/sf2017.04.035.
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Introduction. The issue of providing humanity with food rightly holds one of the leading places in the hierarchy of global problems. Food safety of a country is an indispensable condition and guarantees its sovereignty and independence, ensuring its sustainable social and economic development, population’s high level and quality oflife and reproduction ofhuman capital. The purpose of the article is to assess the state of food security of Ukraine, the definition of the role of households in ensuring food security and the justification of directions for improving financial leverage in the context of the implementation of Ukraine’s agricultural and food potential. Main results of the study. For Ukraine, the problem of ensuring food security is of particular importance, which is conditioned by the current state of development of the domestic agricultural and industrial complex, the increase of production in which is carried out mainly by an extensive way. The most important conditions for achieving food security are: the potential physical availability of food for every person; economic opportunity of purchasing food by all social groups of the population, including disadvantaged ones, which is achieved by raising the standard of living or implementing the necessary measures of social security; consumption of high quality products in quantities sufficient forrational nutrition. In order to increase the food security financial support, it is necessary to improve the financial component of the comprehensive food security mechanism, which aims at ensuring the application of economic instruments and creating conditions for attracting monetary resources for the functioning ofthe food security system through the creation of amulti-channel financing system. Conclusions. Therefore, the main directions of improving the financial system for the purpose of ensuring food security ofthe country are: availability of financial and credit support to agricultural producers; introduction of innovations in agricultural production; regulation of conditions for foreign and domestic food trade through a system of tariff and non-tariff instruments; systemic measures to strengthen and extend the life expectancyofthe population, wages and salaryincrease.
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Bartlett, Will. "The effectiveness of vocational education in promoting equity and occupational mobility amongst young people." Ekonomski anali 54, no. 180 (2009): 7–39. http://dx.doi.org/10.2298/eka0980007b.
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This paper reviews current knowledge about the impact of vocational education and training on the labor market outcomes for young people in advanced market economies, and asks whether the results can be extrapolated to countries in the Western Balkans and the EU neighborhood. It draws four main policy conclusions. First, in transition countries, specialized vocational education should not be replaced by streaming or tracking within comprehensive school systems or integrated into general education programmes. Abandoning effective vocational schooling may worsen the labor market outcomes for the less able and disadvantaged young people. Inadequate vocational school systems should be strengthened, while ensuring effective pathways to higher levels of education. Second, while apprenticeship systems enable lower ability students and minorities to access the labor market, they may lock women into traditional female occupations. Well-organized and resourced school-based vocational education may be preferred by women who feel they could benefit from them, and may furthermore reduce school drop-out rates. Third, occupational mobility can be improved by effective school-based vocational education. If returns to such education are sufficiently high, they can incentives mobility. While for developed economies there is little difference in rates of return between general and vocational education, in transition economies, returns to vocational education are higher than returns to general education. Fourth, while occupational mobility is needed for countries undergoing structural change, it should be noted that too much mobility can also be harmful to the skill retention, especially for women. Special attention should therefore be given to providing complementary opportunities for retraining and for lifelong learning to all workers, but especially to women, to encourage and support the desired degree of mobility in the labor market.
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Nowak, Beata Maria, and Martin Kaleja. "Reorientations on the educational integration of Roma children in the Czech Republic." Family Forum 10 (January 13, 2021): 145–57. http://dx.doi.org/10.25167/ff/2826.
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The article is set in the social context of the Roma in the Czech Republic. The subject of the analyzes are inter alia, the phenomenon of school segregation, systemic errors in the field of educational diagnosis and education of Roma children as apart of educational programs for students with intellectual disabilities. The aim of the article is an attempt to identify the routine with inclusion of Roma children in general education in the Czech Republic. The primary research method is the document analysis - optional legal documents, official school teaching documents and statistical summaries. Observational studies show that in inclusive education, on the one hand, there is an orientation on mastering Czech language by Roma children in both speech and writing, and on the other hand, a tendency to differential diagnosis. The Ministry of Education, Youth and Sports has taken action to equip teachers with the knowledge of the native language of their Roma students and knowledge of the Roma socio-cultural bases, which allows to avoid misunderstandings and ethnic conflicts. However, concerns are raised by the high turnover of Roma children not completing compulsory schooling, their low participation in pre-school education as well as educating a large percentage of Roma children in educational programs for students with intellectual disabilities (the phenomenon of misdiagnosis and applications for transfer from mainstream education to the area of special education). A great support for the integration educational policy pursued in the Czech Republic towards Roma students attending universities, projects are neurological research and development projects by scientific centers, identifying the needs and indicating the possibilities of including Roma children in the mainstream of general education. The research analyzes carried out begin to require an urgent solution with social integration of the Roma courses in the Czech Republic, based on the current educational policy of the European Union towards Roma pupils and students. In this regard, it is necessary to set priorities by the Czech Ministry of Education and to make basic decisions with a focus on comprehensive support for Roma children in their development and education that includes them in the mainstream education.
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Mavrov, Momchil. "INTERNATIONAL PROTECTION OF THE RIGHT OF EQUAL ACCESS TO HEALTH CARE OF PEOPLE WITH DISABILITIES." Knowledge International Journal 28, no. 6 (December 10, 2018): 2057–61. http://dx.doi.org/10.35120/kij28062057m.
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The right to equal access to health care is a fundamental irrevocable right for every person which should be guaranteed in every legal system. It is clear from the established international standards in the field of health that the right of access to healthcare guarantees universal access on an equal basis to really available quality and acceptable health services and health facilities. According to the World Health Organization, access to health services also includes health promotion and disease prevention. In regard to people with disabilities and disadvantaged people, ensuring effective access to healthcare is extremely important, in mind their vulnerability and increased need for moral, social and financial support. The international community has always paid serious attention to the protection of the fundamental rights and freedoms of people with disabilities, especially their health care rights. Evidence for this positive policy is the many legal acts adopted within the United Nations system and within the European Union.The most important of these acts are the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the International Convention on the Elimination of All Forms of Racial Discrimination, the Convention on the Elimination of All Forms of Discrimination against Women, the Convention on the Rights of the Child, the Convention on the Rights of Persons with Disabilities, all adopted by the United Nations, as well as the Charter of Fundamental Rights of the European Union, the European Disability Strategy and other European acts. The listed legal instruments proclaim the right of every person to the highest attainable standard of health and as an element of it is protected and the right to equal access to quality health care for all persons.At the same time with creating an appropriate legal framework to protect the health rights of people with disabilities, specialized bodies have been set up within the United Nations system and within the European Union to monitor and control the implementation of international treaties. This approach of the international community deserves support, as only the introduction of comprehensive and adequate measures could provide for a sufficiently high level of protection of the rights of persons with disabilities, who as full citizens of society should have equal and appropriate conditions for full exercising their subjective health rights, without discrimination on the basis of their disability.
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Septiyarini, Dwi. "POTENTIAL MANAGEMENT OF VILLAGE FUNDS ACCORDING TO LAW THE NUMBER 6 OF 2014 ON THE VILLAGE IN WEST KALIMANTAN PROVINCE." JURNAL BORNEO AKCAYA 4, no. 1 (June 30, 2017): 24–37. http://dx.doi.org/10.51266/borneoakcaya.v4i1.77.
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The purpose of this study is to provide a comprehensive understanding about the village funding management of which is covering the governing substance regulations, potential problems and solutions as well. Data and analysis is addresed based on result of Focus Group Discussions (FGD) involving related stakeholders. Likewise, literature review is arranged by studying the relevant laws and regulations of the village funding management. Meanwhile FGD is conducted to obtain primary data which is relevant to the issue. As the result of discussion, it can be known that there are some main issues in managing the village funding in West Kalimantan Province. From the results of the discussions, there are several aspects of the problem of fund management in the Province of West Kalimantan, which includes the human resources aspects, namely the existence of limited human resources competencies in the village either to the village, village apparatus or Village Consultative Agency (BPD), from the aspect of regulation The proportion of allocated village funds in the form of empowerment activities with allocations of 30% and development activities of 70% resulted in village heads and Village Consultative Bodies (BPD) having difficulties and doubts combining the use of village funds with ADD, in terms of APBDes funding, especially with respect to honorarium or village income, village apparatus and BPD sourced from village funds, District Government still has not followed up the Regulation of Minister of Village, Development of Disadvantaged Area and Transmigration of RI Number 1 Year 2015 About Guideline of Right of Rights Origins and Authorities And the socio-cultural aspects of different socio-cultural aspects and village developments throughout Indonesia leaving some major problems for observers, intellectuals and village fund managers, namely the suitability of the policy of use and allocation of village funds as regulated by the Village Law Socio-cultural conditions and village development respectively, the use of village funds to support sustainable village development and conflict management at the village level related to the use of village funds for development and empowerment.
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Meadows, Graham N., Ante Prodan, Scott Patten, Frances Shawyer, Sarah Francis, Joanne Enticott, Sebastian Rosenberg, Jo-An Atkinson, Ellie Fossey, and Ritsuko Kakuma. "Resolving the paradox of increased mental health expenditure and stable prevalence." Australian & New Zealand Journal of Psychiatry 53, no. 9 (June 25, 2019): 844–50. http://dx.doi.org/10.1177/0004867419857821.
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A doubling of Australian expenditure on mental health services over two decades, inflation-adjusted, has reduced prevalence of neither psychological distress nor mental disorders. Low rates of help-seeking, and inadequate and inequitable delivery of effective care may explain this partially, but not fully. Focusing on depressive disorders, drawing initially on ideas from the work of philosopher and socio-cultural critic Ivan Illich, we use evidence-based medicine statistics and simulation modelling approaches to develop testable hypotheses as to how iatrogenic influences on the course of depression may help explain this seeming paradox. Combined psychological treatment and antidepressant medication may be available, and beneficial, for depressed people in socioeconomically advantaged areas. But more Australians with depression live in disadvantaged areas where antidepressant medication provision without formal psychotherapy is more typical; there also are urban/non-urban disparities. Depressed people often engage in self-help strategies consistent with psychological treatments, probably often with some benefit to these people. We propose then, if people are encouraged to rely heavily on antidepressant medication only, and if they consequently reduce spontaneous self-help activity, that the benefits of the antidepressant medication may be more than offset by reductions in beneficial effects as a consequence of reduced self-help activity. While in advantaged areas, more comprehensive service delivery may result in observed prevalence lower than it would be without services, in less well-serviced areas, observed prevalence may be higher than it would otherwise be. Overall, then, we see no change. If the hypotheses receive support from the proposed research, then implications for service prioritisation and delivery could include a case for wider application of recovery-oriented practice. Critically, it would strengthen the case for action to correct inequities in the delivery of psychological treatments for depression in Australia so that combined psychological therapy and antidepressant medication, accessible and administered within an empowering framework, should be a nationally implemented standard.