Academic literature on the topic 'DEIS schools'
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Journal articles on the topic "DEIS schools"
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Molloy, Grace, Lelia Murtagh, and Laura P. McAvinue. "An examination of the oral language competence of junior infant pupils attending DEIS and Non-DEIS schools." Irish Educational Studies 35, no. 2 (March 2, 2016): 213–31. http://dx.doi.org/10.1080/03323315.2016.1146159.
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Skerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (August 11, 2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.
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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.
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Cahill, Kevin. "What CLASS are you in? A study of social class, school choice and identity." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 26–30. http://dx.doi.org/10.33178/boolean.2011.6.
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My PhD investigates schools and communities as places constructed by ideas of social class, school choice, identity and comparisons between people as worthy and unworthy, deserving and undeserving. This thesis contributes to the social justice genre of social science research where equal educational opportunities are seen as an essential ingredient in a just society. I explore the tension between what may be termed here, for the purposes of clarity, the middle-class and the working-class in the context of an Irish urban second level school with DEIS status. DEIS stands for Delivering Equality of Opportunity in Schools and it is the designation given to schools where a significant proportion of students are from working-class backgrounds. One adult participant in this study informed me that “social class didn’t exist in Ireland, that it was an English thing”. You may make your own mind up but not before you ask some important questions:
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Callaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (February 2, 2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.
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Purpose – Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach – Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food environment for these 63 schools was assessed by mapping food businesses within 1 km of schools, using a Geographic Information System (GIS). Food businesses were categorised based on type of food sold. Findings – A total of 68.3 per cent of schools had a canteen, 52.5 per cent had a small food shop and 37.1 per cent had a vending machine. A total of 32.7 per cent of schools reported selling chips (French fries) in their canteen while 44.2 per cent of schools reported selling energy-dense nutrient-poor foods in their school shop. Of the schools surveyed, there was an average of 3.89 coffee shops and sandwich bars, 3.65 full service restaurants, 2.60 Asian and other “ethnic” restaurants, 4.03 fast food restaurants, 1.95 supermarkets, 6.71 local shops and 0.73 fruit and vegetable retailers within a 1 km radius of the post-primary schools. Findings are presented by geography (urban/rural), disadvantage (Delivering Equality of Opportunity in School (DEIS)/non DEIS), gender (girls/boys/mixed) and food policy in place at the school (yes/no). Practical implications – These data will facilitate schools working on the framework for Health Promoting Schools in Ireland. Social implications – This work can contribute to current discussions on restricting accessibility to certain foods and food premises for school children. Originality/value – The study explores the internal and external school food environment. GIS have been used to link the external food environment to specific schools thus allowing a comprehensive analysis of the schools’ food environment. To the authors knowledge, this is the first time that both environments are explored simultaneously.
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Cronin, Anthony Gerard, Aoibhinn Ni Shuilleabhain, Emily Lewanowski-Breen, and Christopher Kennedy. "Maths Sparks: Investigating the impact of outreach on pupil’s attitudes towards mathematics." MSOR Connections 15, no. 3 (April 30, 2017): 4. http://dx.doi.org/10.21100/msor.v15i3.535.
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In this article, we examine the impact of participating in a series of mathematics workshops on secondary-school pupils’ attitudes towards mathematics. A six-week program, entitled ‘Maths Sparks’, was run by a team of lecturers and students at a research-intensive university in the Republic of Ireland. The outreach series aimed to promote mathematics to pupils from schools designated as socio-economically disadvantaged (DEIS - Delivering Equality of Opportunity in Schools), who are less likely to study mathematics at higher level than their non-DEIS counterparts (Smyth et al. 2015). Sixty-two pupils participated in the research and data was generated through pre-post questionnaires based on the Fennema-Sherman (1976) framework of Attitudes to Mathematics. Findings suggest that while male students initially had more positive attitudes towards mathematics, there was a narrowing in this gender gap across several factors on the Fennema-Sherman scale as a result of participation in the programme. The most prominent of these features were: ‘Attitudes towards success in mathematics’ and ‘Motivation towards mathematics’. Findings suggest that the construct and delivery of this Mathematics outreach programme, involving undergraduate students and academic staff, may provide a useful structure in benefitting pupils’ attitudes towards mathematics and encouraging their study of the subject.
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Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.
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Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.
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Zhang, Dennis. "Report on the 2016 IEEE DEIS summer school, co-organized by Xi'an Jiaotong University (DEIS News)." IEEE Electrical Insulation Magazine 33, no. 4 (July 2017): 60–62. http://dx.doi.org/10.1109/mei.2017.7956634.
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Rana, Muhammad Ahsan. "Business as Usual: District Education Authorities in Punjab." Asian Journal of Management Cases 14, no. 2 (September 2017): 176–97. http://dx.doi.org/10.1177/0972820117713594.
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The recently established District Education Authorities (DEAs) are expected to improve governance of government schools in Punjab by decentralizing authority to local stakeholders. Presumably, grassroots-level elected representatives will oversee the performance of schools more effectively than has been the case so far. However, a critical assessment shows DEAs to be largely irrelevant to improving governance and quality of education in government schools. DEAs place all hope of improving education delivery solely on better supervision of the existing human, physical, and financial resources. Even if this were possible – and this is a big if – it is unclear as to how the DEAs will take teaching to new heights from its present low or how the DEAs will produce the money they will need for the various necessary improvements at the schools. There seems to be little forward thinking accompanying the establishment of the DEAs on how to respond to key issues, such as improving the teaching effort, generating resources for expansion and improvement of the school infrastructure, and targeting out-of-school children. The DEAs are expected to somewhat rearrange, but not disturb, business as usual on the educational landscape in Punjab.
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Murphy, Timothy R. N., and Mary Masterson. "Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School." Societies 12, no. 4 (August 7, 2022): 114. http://dx.doi.org/10.3390/soc12040114.
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This article explores the connection between teaching effectiveness and participation in teacher learning communities (TLCs) in the context of a second-level co-educational urban school. In particular, it examines the role of educational leadership in their development and concomitantly toward the enhancement of teaching and learning. Seven teachers contributed to the research across two existing TLCs at the site school. It emerged that relationships and respect amongst the participants are pivotal to their effectiveness. It also transpired that both learning communities that were the focus of this study are characterized by a democratic style of leadership. Such however was possibly largely on account of the leadership style that this study found to be present in the school. Particular importance was attached to the significance of “professional relationships” for effective TLCs. It is recognized that further research on the nature of these relationships in the context of a constantly developing and changing education system will be beneficial and of the concomitant leadership styles that will provide the optimum context for these relationships to flourish.
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Morshuis, Peter, Alun Vaughan, and Thomas Andritsch. "Report on DEIS summer school, june 2015 a breakthrough in nanodielectrics: PhD student revolution?" IEEE Electrical Insulation Magazine 32, no. 5 (September 2016): 50–51. http://dx.doi.org/10.1109/mei.2016.7552377.
Full textDissertations / Theses on the topic "DEIS schools"
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Johansson, Andreas, and Oliver Carlsén. "Klimatfrågan ur barns perspektiv : En litteraturstudie om elevers uppfattningar om klimatförändringen, dess orsaker, konsekvenser och åtgärder för att minska dess effekter." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43574.
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The climate issue has become more relevant in the last decade with international alarm reports being exposed in various media. Today's social discussions are characterized by this complex subject, and our way of life affects the climate both for us and for future generations. Therefore, it is important that our children are given the opportunity to make decisions concerning the climate. The school has an important role in conveying knowledge and answer the primary school students' conceptions of climate change and its causes. The purpose of this literature study is to present primary school students' conceptions towards causes, concequenses and actions regarding the on going climate change, and their information sources, according to current research. Findings from this study may be useful for teachers so that they could be able to meet common misconceptions among the students. The material we have reviewed consists of 14 scientific studies from different parts of the world, to get a broad picture of what conceptions students can have about climate change. The results show that students have good knowledge of certain aspects of the climate issue, for example, that carbon dioxide emissions are a contributing factor to the increasing greenhouse effect and global warming, but at the same time there are many misconceptions about what the greenhouse effect, global warming and climate change entails. The students showed many conceptions about how we can reduce the on going climate change, but the willingness to implement these actions was low if they had to change their way of life.
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Collberg, Ulrika, and Annelie Ekman. "NÄTMOBBNING OCH DESS PÅVERKAN PÅ ELEVERS HÄLSA : -UR ETT SKOLSKÖTERSKEPERSPEKTIV." Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8087.
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Bakgrund: Internetanvändandet erbjuder en arena för social interaktion men kan innebära en risk att bli utsatt för nätmobbning. Flera barn och ungdomar beskriver negativa emotionella och psykiska effekter till följd av nätmobbning. I skolsköterskans yrkesansvar ingår att arbeta förebyggande och hälsofrämjande samt att verka för en god fysisk, psykisk och social skolmiljö. Syfte: Syftet med studien var att beskriva skolsköterskors erfarenheter av hur nätmobbning påverkar elevers hälsa i mellan- och högstadiet. Metod: Data insamlades genom kvalitativa intervjuer med sju skolsköterskor. Data analyserades med induktiv ansats och kvalitativ innehållsanalys enligt Graneheim och Lundman (2004). Resultat: I analysen framkom att nätmobbning på olika sätt bryter ner elevers välbefinnande. Detta genom att den tär på eleverna, påverkar självbilden, orsakar självdestruktivt beteende och skapar stress. Den kan även påverka utsatta elevers sociala relationer genom att den skapar bristande tillit, utanförskap och i att de uppvisar utåtagerande beteende. Slutsats: Skolsköterskornas erfarenheter stämmer väl överens med tidigare forskningsresultat där barn och ungdomar beskriver hur de påverkats av nätmobbning. Nätmobbning påverkar ibland inte bara den utsatta eleven utan kan även uppfattas som en kollektiv kränkning mot en hel grupp eller familj. Enligt författarna kan nätmobbning ses som en riskfaktor som kan påverka elevers känsla av sammanhang och därmed påverka deras hälsa negativt.Background: The use of internet offers an arena for social interaction but can imply a risk of being subjected for cyberbullying. Several children and youth describe negative emotional and psychological effects as a cause of cyberbullying. It is a part of the school nurse responsibility to work proactive and health- promoting with physical, psychological and social environment in the school.Aim: The purpose of the study was to describe school nurses experience of how cyberbullying affects health of pupils in intermediate- and senior level.Method: Data collection was made by qualitative interviews with seven school nurses. Data was analyzed using an inductive approach to a qualitative content analysis according to Graneheim and Lundman (2004).Results: The analysis showed that cyberbullying has a deteriorating effect on pupil’s wellbeing in various ways. It drains the pupils mentally, affects the self-esteem, causes self destructive behavior and creates stress. It can also affect exposed pupils social relationship by the way it causes degraded self confidence, alienation and acting out behavior.Conclusion: The school nurses experience matches the results from earlier research studies where children and youth describe how they are affected by cyberbullying. Cyberbullying may sometimes affect not only the exposed pupil but also be regarded as a collective insult against a whole group or family. According to the authors, cyberbullying may be seen as a risk factor which can affect the pupil’s sense of coherence and thus affect their health in a negative way.
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Rubio, i. Serrano Laura. "La cultura moral dels centres educatius: via institucional de l'educació moral." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/670538.
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La tesis que lleva por título "La cultura moral deIs centres educatius: via institucional de l'educació moral" se integra en la línea investigadora del GREM -Grup de Recerca d'educació Moral- de la Universidad de Barcelona que pretende dar respuesta a la cuestión de cómo nos educamos moralmente en el seno de la institución escolar.
La investigación concreta su interés en el conjunto del centro educativo, en todos los elementos que componen su organización, dinámica y funcionamiento y lo dotan de valor formativo propio. La hipótesis de fondo es que la escuela, en su totalidad -en su propuesta y práctica institucionales-también educa moralmente. En este marco, la cultura moral así entendida representa el sistema de prácticas morales que un centro educativo ha diseñado, adaptado y lleva a cabo, la cantidad y cualidad de las cuales influencia en la formación de la personalidad moral de sus alumnos y alumnas.
Los objetivos de la investigación se dividen en objetivos teóricos y prácticos. En primer lugar, hemos trabajado por fundamentar teóricamente los conceptos próximos al núcleo de la investigación -clima y cultura en las organizaciones-, también por elaborar y presentar un propio concepto de cultura moral de los centros educativos. A nivel práctico, los objetivos de la investigación hacen referencia a describir la cultura moral de los centros educativos, describir sus perfiles de valor, evaluar la cultura moral de los centros educativos a través de medidas objetivas, medir la cultura moral a través de la opinión de los maestros y maestras del centro y, finalmente, retornar la información a los centros e impulsar procesos de reflexión, evaluación interna y formación por parte de sus profesionales.
La parte empírica de la investigación se fundamenta en el trabajo de campo realizado en diferentes escuelas -de educación infantil, primaria y secundaria.
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Ferrer, Esteban Gerard. "Autonomia de centre, segregació escolar i mercats en educació. Una anàlisi internacional dels efectes de l’autonomia en l’equitat i l’eficàcia dels sistemes educatius." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/285744.
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L’agenda de nombroses reformes educatives dutes a terme arreu del món, les quals han convergit en el concepte-paraigües de la ‘nova gestió pública’, s’ha articulat al voltant de propostes per adreçar la gestió pública de l’educació cap a models basats en el mercat, com ara els quasi-mercats educatius o l’aliança pública-privada (PPP). Es tracta de propostes que combinen mecanismes de mercat amb sistemes més o menys intensos de control i de regulació pública. Aquestes reformes posen l’èmfasi en la reorganització administrativa del sistema públic d’educació per augmentar-ne l’eficiència, fomentant la participació de les famílies en l’elecció de centre i incentivant la competència entre els centres educatius. L’autoregulació i l’autonomia escolar esdevenen estratègies perquè els centres articulin una oferta diversificada que els permeti trobar una posició en el mercat, gestionin els seus propis recursos i puguin competir amb altres centres escolars, amb l’objectiu últim de respondre d’un mode eficient a les demandes específiques dels estudiants i de les seves famílies. L’autonomia esdevé doncs una peça clau per fomentar un millor encaix entre l’oferta i la demanda educativa.
No obstant això, en un sistema en què la gestió dels processos està descentralitzada, es poden generar disfuncions derivades d’interessos divergents i d’una manca de coherència entre els objectius que persegueixen els agents escolars i les funcions delegades pel principal – autoritats educatives i famílies. Enfront de la pressió dels processos d’elecció escolar, els centres poden desviar-se de la seva missió principal quan utilitzen els marges d’autonomia per buscar estratègicament una posició en el mercat. Els centres poden fer un ús de la seva autonomia que els permeti atraure un perfil socialment homogeni d’alumnes, que a la vegada afavoreixi la gestió dels processos pedagògics i organitzatius interns. Aquestes desviacions es poden originar arrel de l’asimetria informativa inherent a la distància entre principal i agència, la qual esdevé un incentiu advers perquè els agents actuïn de forma oportunista amb un mínim risc de ser penalitzats. Un ús dels recursos que no persegueixi la maximització dels aprenentatges, o bé que la persegueixi encara que això suposi adoptar comportaments que vulnerin alguns dels principis distributius dels béns educatius bàsics, pot tenir conseqüències en termes de segregació escolar i, a la vegada, pot suposar una vulneració del principi d’igualtat d’oportunitats educatives.
Aquesta investigació parteix d’un marc teòric que defineix l’autonomia escolar com una estratègia d’auto-posicionament en sistemes orientats al mercat que pot derivar en efectes no desitjats en matèria de segregació escolar i d’igualtat de oportunitats educatives. A través d’una anàlisi internacional realitzada amb les cinc edicions de l’estudi PISA de l’OCDE (2000-2012) s’estimen, mitjançant tècniques economètriques, els efectes de diferents dimensions de l’autonomia en la composició social dels centres i en l’eficàcia dels sistemes educatius, en funció de la seva configuració i del seu grau de disfunció. Concretament, es demostra empíricament que 1) els nivells de segregació escolar estan associats a uns majors marges d’autonomia, tant en l’admissió escolar com en la gestió dels processos (personal i oferta); 2) les pràctiques d’agrupació dels estudiants per nivells, les quals ofereixen condicions desiguals d’ensenyament i d’aprenentatge, estan associades amb nivells més alts d’autonomia en matèria pedagògica; aquesta probabilitat augmenta en la mesura que els centres concentren estudiants immigrants o amb un estatus social baix; i 3) les reformes d’autonomia escolar perjudiquen als resultats dels estudiants en països amb sistemes escolars orientats al mercat – competència entre centres i titularitat privada –, mentre que els afavoreix en països amb nivells menors de segregació escolar.The agenda of numerous educational reforms around the world, which can be brought together under the umbrella concept of the ‘new public management’, has been articulated around proposals to direct public education towards market-based models such as quasi-markets in education or public-private partnerships. Such proposals combine market-based mechanisms with systems which are more or less publicly controlled or regulated. These reforms emphasize the administrative reorganization of the public education system to increase its efficiency, encouraging family participation in the choice of school and fostering competition between schools. As such, autonomy and self-regulation become a strategy for schools to articulate a diversified offer that allows them to position themselves in the market, to manage their own resources, and to compete with other schools, with the ultimate goal of efficiently responding to the specific demands of students and their families. School autonomy thus becomes key in education policy to promote a better fit between the educational offer and demand. However, in a system where school management is decentralised, deviations may arise from divergent interests and lack of consistency between the objectives pursued by the agents and the functions delegated by the principal – education authorities and families. Faced with the pressure of school choice, schools may move away from their primary mission when using the margins of autonomy to find a strategic position in the market. Schools can use these margins to attract a socially homogenous profile of students, which in turn may be seen as a way to facilitate the school internal management and organisation. Such deviations can occur due to the asymmetry of information inherent in the distance between principal and agency, becoming an adverse incentive for agents to act opportunistically with a minimal risk of being penalized. The use of resources which is in detriment to the objective of maximising learning, or that maybe marginally favours it but violates the distributive principles of educational goods, may have consequences in terms of school segregation and, in turn, could be considered a breach of the principle of equal educational opportunities. This research is based on a theoretical framework that defines school autonomy as a strategy of self-positioning in market-oriented systems, which can lead to undesirable effects in terms of school segregation and equal educational opportunities. Through cross-national analyses conducted with the five sequential OECD PISA studies (2000-2012), the effects of different dimensions of autonomy on school composition and the effectiveness of educational systems, depending on the configuration of education systems and the level of dysfunction, are estimated. We demonstrate empirically that: 1) school segregation is associated with greater margins of school autonomy, both in school admission and school management (staff and educational offer); 2) the within-school practice of grouping students by ability, which provides unequal conditions of teaching and learning, is associated with higher levels of autonomy in educational matters. This probability increases to the extent that schools concentrate immigrant students or those with low social status; and 3) school autonomy reforms seem to damage student outcomes in countries with market-oriented systems – competition between schools and private ownership – while favouring performance in countries with lower levels of school segregation.
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Westberg, Johannes. "Förskolepedagogikens framväxt : Pedagogisk förändring och dess förutsättningar, ca 1835-1945." Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8639.
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This dissertation contributes to the study of educational change and the conditions thereof. During the second half of the 19th and first half of the 20th centuries, Swedish early care and education (ECE) programs underwent a comprehensive transformation as formal instruction was supplanted by early childhood education. My analysis of this transformation utilizes a comparatively long time-frame, an organizational historical perspective, and archival material from 44 ECE societies. It focuses on three types of ECE programs: infant schools, day nurseries, and kindergartens. Since philanthropic societies organized such programs, this study’s results are also of interest to the history of philanthropy. Early childhood education was established through a selection and adaptation process in which existing ECE programs were closed or changed as new ones were established. My investigation demonstrates that this occurred on the basis of the conditions in which individual ECE programs operated. Factors that stand out in this regard are the debate concerning infant schools, the funding of ECE programs, and the expansion of the mandatory elementary education system, together with changes in the dissemination of ideas about education and the establishment of municipal regulations. How these conditions contributed to educational change constitutes the substance of the dissertation. The results of this dissertation deepen our knowledge of the finances of ECE programs, their organizational niche, and their relations with municipal authorities. This study questions the significance for educational change within these programs that has been attributed to the growth of a romantic conception of childhood. It provides a new picture of the role of the kindergarten movement in this regard and ascribes to day nurseries a previously unobserved role in educational change. This dissertation thereby contributes to a revision of recurrent assumptions concerning educational change and of the connection between such change and general societal or ideological structures.
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Karlsson, Madeleine, and Huokko Elina Olsen. "Stödsamtal: Skolkuratorers hantverk : En kvalitativ studie om stödsamtal och dess utformning." Thesis, Högskolan Dalarna, Socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29646.
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Studier visar att stödsamtalet kan ses som otydligt och tycks sakna en bestämd utformning. Syftet med denna studie var därför att undersöka vad stödsamtal innebär för skolkuratorer som arbetar på högstadium samt hur de tillämpar stödsamtal i praktiken. Studiens insamlade data baseras på kvalitativa intervjuer med sex skolkuratorer. Det insamlade datamaterialet analyserades mot bakgrund av en teoretisk tolkningsram bestående av perspektiv på stödsamtal, samtalsfärdigheter samt verktyg och metoder tillämpbara i samtal. Datamaterialet analyserades även mot tidigare forskning. Studiens resultat visar att stödsamtal ses som otydligt och icke-behandlande samt att stödsamtalet uppfattas som ett hantverk. Stödsamtalet ses även som flexibelt och utformningen anpassas utifrån elevens behov och dennes situation. Framträdande var vikten av en samtalsstruktur, allians med eleven samt skolkuratorns förhållningssätt i stödsamtalet. Studiens resultat påvisar även att motiverande samtal är en metod som används samt att skolkuratorerna tillämpar ett integrerat arbetssätt i stödsamtalet.The aim of this study was to examine what counselling means to school counselors who work at lower secondary schools and how they use counselling in their practice. The collected data is based on qualitative interviews with six school counselors. The data was analyzed towards a theoretical framework consisting of perspectives of counselling, counselling skills as well as tools and methods which can be used in conversations. The data was also analyzed towards previous research. The result shows that counselling is seen as unclear, a non-treatment method and counselling apprehends as a handicraft. The counselling is flexible and the design can be adapted to the pupils needs and situation. It’s important with a structure in conversations, the alliance with the pupil and the school counselors approach in counselling. The result also shows that motivational interviewing is used and that the school counselors is using an integrated work procedure in counselling.
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Rahmqvist, Samuel, and Karolina Bergman. "Vem är gud över skolan? : En studie av Plymouthbrödernas lära och dess yttringar i Laboraskolan." Thesis, Linköpings universitet, Avdelningen för kulturvetenskaper, KVA, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113767.
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Efter den senaste tidens debatter om Laboraskolan så har vi i denna uppsats valt att fördjupa oss i skolan och det samfund som driver den. Laboraskolan är en grund- och gymnasieskola belägen i Hylte kommun, det som gör den speciell är att den drivs av det religiösa samfundet Plymouthbröderna. Plymouthbröderna är ett litet samfund som kallats för bland annat “sekternas sekt” och som håller sig frånvända från det omgivande samhället. Trots detta fick skolan år 2007 efter flera tvister och vad som kallats en “administrativ cirkus” tillåtelse att starta sin skola. Efter starten har Skolinspektionen granskat skolan i flertalet omgångar och skolan har i dessa granskningar fått mycket kritik. I denna uppsats så fördjupar vi oss i dessa granskningar och främst i de återkommande problemen gällande främst allsidighet och saklighet, motverkande av traditionella könsroller och studie och yrkesvägledning. När vi fördjupat oss i Brödernas lära och vad som ingår i denna försöker vi sedan analysera om det kan finnas några samband mellan denne och de problem som påvisats i Skolinspektionens granskningar. Det visar sig att det inte är helt lätt att besvara frågan då det är många olika röster som hörs i frågan och som också motsätter varandra. Att det är ett slutet samfund som startat en skola och som sedan granskats för problem som kan tänkas ha med läran att göra står dock klart, men det finns också en bild av en skola med en god studiemiljö och elever med höga studieresultat.
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Sebbin, Wibke. "Arbetsterapeutiska interventioner och dess effekter, för barn med koncentrationssvårigheter vid skolaktiviteter : En litteraturstudie." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för rehabilitering, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20762.
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Examensarbetets syfte var att beskriva den aktuella forskningen kring vilka arbetsterapeutiska interventioner som används för barn med koncentrationssvårigheter vid skolaktiviteter. En litteraturstudie genomfördes för att få en aktuell överblick över vilken forskning och kunskap om arbetsterapeutiska interventioner som finns. Litteratursökningen genomfördes i digitala databaser och resultatet baserades på åtta vetenskapliga artiklar från åren 2007 till 2012. Resultatet beskriver arbetsterapeutiska interventioner för barn mellan fem och sexton år med och utan någon diagnos. Interventionerna bygger på olika teoretiska angreppssätt. Interventionernas effekt mättes med hjälp av olika instrument som till stor del fokuserade på kroppsfunktion. Interventioner som beskrevs var; användning av viktväst, stabilitetsboll och en speciell sittdyna i klassrummet, samt olika strategier, anpassningar av aktivitet, fysisk och social miljö i skolan. Effekten av interventionerna varierade i de olika studierna och det verkade finnas ett samband mellan deltagarnas grad av svårigheter, interventionens utformning och/eller kontexten av interventionen.The project aimed to describe the current research of school-based occupational therapy interventions for children with attention difficulties. A literature study was conducted to provide a description of existing research and knowledge about interventions for occupational therapists. The literature study was carried out in digital data bases and consisted of eight scientific articles from year 2007 to 2012. The result describes school-based interventions for children who were between five and sixteen years old, with and without any diagnosis. The interventions based on different approaches. The effectiveness of the interventions was measured by different instruments which mostly focused on body functions. The interventions which are described was; weighted vest, stability ball, Disc’o’sit cushion, various strategies and adjustments of the activity, physical and social environment. The effect of the interventions varied in the different studies and there seemed to be a correlation between participants' degree of difficulty, the design and/or the context of interventions.
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Prieto, Villanueva Jesús-Àngel. "La lluita pel reconeixement dels oficis artístics i l'Escola Massana de Barcelona. El cas dels esmalts, la ceràmica i la joieria." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461175.
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Amb aquest títol -La lluita pel reconeixement dels oficis artístics i l’Escola Massana de Barcelona. El cas dels esmalts, la ceràmica i la joieria.- nosaltres hem volgut reflexionar sobre els processos de reconeixement aplicat als oficis artístics. Dins de la sociologia de l’art s’han estudiat aquests processos (Bowness, Heinich, Furió, Peist) aplicats a artistes, i on s’ha emprat una certa metodologia que ha intentat objectivar com funciona la reputació i la valoració dels diferents autors. Aquesta metodologia comporta la descripció dels diferents moments de reconeixement, quines instàncies o actors participen, essent de importància cabdal els anomenats gatekeepers (Mauger), aquells que obren o tanquen portes al mercat, a la valoració crítica, als museus.
En el cas dels oficis artístics (i aquesta és una novetat en l’enfoc: tractar el reconeixement no lligat només a autors) apareix un nou element que és el procés d’artification (Heinich, Shapiro), que és aquella transformació per la qual una determinada activitat és considerada art (i a l’inrevés). Sembla obvi que els mons de l’art i l’artesania (Becker) tenen uns límits difosos, i que comporten una llarga discussió històrica (Shiner), i justament la fluctuació d’aquests límits ens parla dels mecanismes d’artification. El segle XX a Barcelona és un bon camp d’anàlisi per veure com diferents oficis artístics han transitat des d’un alt reconeixement fins a un quasi oblit, tot essent significatius els diferents moments històrics.
Cóm són aquests moments? Quins aspectes varen facilitar aquest reconeixement? Aquest reconeixement va ser equivalent al del camp artístic? Quines sinergies es van activar? Quins oficis van protagonitzar aquestes interrelacions? Va canviar això el reconeixement dels oficis, o només d'alguns? Va variar la posició dels diversos llenguatges artístics? Les connexions entre aquests mons, s'han consolidat? En aquesta lluita pel reconeixement, quin ha estat el balanç final a les darreries del s. XX?
Aportem també la inclusió del paper dels centres formatius en els processos de reconeixement, en aquest cas amb un protagonisme clar de l’Escola Massana de Barcelona que va protagonitzar durant aquest segle un lideratge en el camp de l’esmalt (Miquel Soldevila), la ceràmica (Josep Llorens Artigas) i la joieria (Manuel Capdevila).
Les conclusions ens portaran a parlar de les consagracions creuades (professors i escoles), reconeixements endogàmics (l’esmalt), sostres de vidre (la ceràmica) i la recerca d’un reconeixement específic (la joieria) que potser obre un mecanisme nou pels oficis artístics en general. Mostrem també el paper que el paradigma de l’art contemporani (Heinich) ha tingut i té en els processos de valoració, que estan afectant no només els anomenats “bells oficis” sinó de retruc les pràctiques reconegudes de la pintura i l’escultura.In – “The struggle for recognition of crafts and Escola Massana in Barcelona. The enamels, ceramics and jewellery case” - we have tried to reflect on the process of recognition applied to the crafts. These processes have been studied within the sociology of art (Bowness, Heinich, Furió, Peist) applied to artists, trying to use a methodology that tries to take an objective approach on how the reputation and commercial value operates on different authors. This methodology involves the description of the different moments of recognition, which involved actors or instances, being of paramount importance so-called gatekeepers (Mauger), those that open or close doors on the market in the write-up, museums. In the case of crafts (and this is a novelty in the approach: social recognition not only linked to an author) a new element is the process of artification (Heinich, Shapiro), which is why a particular activity is considered art (and vice versa). It seems obvious that the worlds of art and crafts (Becker) have vague limits and poses a long historical discussion (Shiner), these limits and their fluctuation explains artification mechanisms. The 20th century in Barcelona is a good field of analysis to see how different artistic trades have traversed from high consideration to almost oblivion, while the different historical moments are significant. How are these moments of social recognition? Which aspects have helped to provide consideration? Was this recognition equivalent to that of the artistic field? What synergies were activated? What trades did these interrelations carry out? Did this change the recognition of all trades or just some of them? Did the position of various artistic languages vary? The connections between these worlds have been consolidated? In this fight for recognition, what has been the final balance at the end of the s. XX? We also provide the inclusion of the role of the training centers in the processes of recognition, in this case with a clear role of the Escola Massana of Barcelona that carried out during this century a leadership in the field of enamel (Miquel Soldevila), ceramics (Josep Llorens Artigas) and jewellery (Manuel Capdevila). The findings will lead to the crossed consecrations (teachers and schools) endogamous awards (enamel), glass ceilings (ceramics) and a search for a specific recognition (jewellery) which may open a new mechanism for artistic trades in general. We show the role that the paradigm of contemporary art (Heinich) has had and has in the process of assessment. This role affects not only the so-called "Fine Arts" but also the reputed practices of painting and sculpture.
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Persson, Johanna. "Idrottsundervisning i särskolan - lärarnas erfarenheter och dess betydelse för elevernas inlärningsmiljö." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30130.
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I denna studie undersöks om det finns skillnader mellan lärare som har specialpedagogisk utbildning jämfört med lärare som inte har denna sortens utbildning. Hur påverkar detta elevernas inlärningsmiljö? Kort sagt: ”Lärarnas erfarenheter och dess betydelse för elevernas inlärningsmiljö.”Den studie som jag arbetat efter är Assarsons (2007) studie om kompetens att möta alla elever och den teori som jag använt är praxistriangeln som passar in till lärarnas personliga erfarenhet kopplat till överförd kunskap till andra människor, som i detta fall är eleverna. Empirin består av observationer av idrottslektioner och intervjuer av undervisande lärare. 13 lektioner observerades och fyra lärare från fyra olika skolor intervjuades. De lärare som medverkade i undersökningen arbetade i årskurserna 7-9 på särskolan och två av lärarna har specialpedagogisk utbildning medan de andra två saknade denna utbildning. Tre av lärarna är även behöriga idrottslärare och den fjärde är inte behörig idrottslärare. Vid observationstillfällena lades det fokus på lärarnas engagemang, hur lektionen var planerad och responsen från eleverna gällande lektionsvalet. Vid intervjuerna med lärarna fokuserades det på deras tidigare erfarenheter såsom utbildning och idrottslig bakgrund. Resultatet visar att de lärare som har bakgrund inom en viss sport visar mer engagemang för eleverna när de undervisar i just den sporten. Gällande utbildningsbakgrunden finns det likheter mellan de behöriga lärarna när det kommer till planering och undervisning. Jämfört med de andra lärarna som inte har specialpedagogisk utbildning så har de behöriga lärarna mer tanke bakom planeringen med extra övningar till de elever som inte behärskar alla övningar.In this study the differences between teachers who have special education compared to the teachers who does not have special education are being examined. How is this affecting the students learning environment? Shortly said: “Teachers’ experiences and its meaning to the students learning environment.”I have worked with Assarsons (2007) studie about the competence to meet every student and I have also worked with theory about praxis triangle. This triangle is about teachers personal experiences connected to transmitted knowledge to others, in this case the students. The collection of the empiricism I used observations of PE lessons and I interviewed the teachers. Altogether I observed 13 lectures and interviewed four teachers at four different schools. The participating teachers are working in year 7-9 in special school and two of the teachers have special education while the other two does not have any special education. Three of the participating teachers are authorized physical education teachers while the fourth teacher is not an authorized physical education teacher. While observing the lectures I focused on the teacher’s participation, how the lectures were planned and the response from the students. During the interviews I focused on the questions about their past experiences such as sports and education. To summarize, the teachers who had a background in sport showed more involvement during lectures. According to the education background there are similarities between the authorized teachers when it comes to lecture planning and education. Compared to the teachers who did not have a Special teaching qualification, the authorized teachers had more thought about planning extra exercises for the students who not master all exercises.
Books on the topic "DEIS schools"
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School effectiveness: The key ingredients of schools with heart. Springfield, Ill., U.S.A: Thomas, 1988.
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Oliva, Peter F. Supervision for today's schools. 7th ed. New York: Wiley, 2004.
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Oliva, Peter F. Supervision for today's schools. 5th ed. New York: Longman, 1997.
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Supervision for today's schools. 4th ed. New York: Longman, 1993.
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George, Pawlas, ed. Supervision for today's schools. 6th ed. New York: Wiley, 2001.
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Supervision for today's schools. 3rd ed. New York: Longman, 1989.
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Commission, Montreal Catholic School. Historical and statistical sketch of the schools controlled by the Catholic School Commission of Montreal. Montreal: [s.n.], 1994.
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Society, National, ed. Values for Church schools. London: National Society, 1998.
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Merino, Rafael. Itineraris de formació i inserció laboral dels joves a Catalunya. Barcelona: Fundació Jaume Bofill, 2007.
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Institut d'Estudis Metropolitans de Barcelona. Inventari de centres i activitats de formació en el camp dels ensenyaments artístics a la província de Barcelona. [Barcelona]: Diputació de Barcelona, Àrea d'Educació, 1998.
Find full textBook chapters on the topic "DEIS schools"
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Delamont, Sara. "Debs, Dollies, Swots and Weeds: Classroom Styles at St Luke's." In British Public Schools, 65–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-4.
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Parola, Alberto, Elena Liliana Vitti, Margherita Maria Sacco, and Ilio Trafeli. "Educational Robotics: From Structured Game to Curricular Activity in Lower Secondary Schools." In Makers at School, Educational Robotics and Innovative Learning Environments, 223–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_29.
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AbstractMany attempts have been made to introduce robotics into curricular activities, although these have largely been occasional and discontinuous experiences. These experiments are often organized to teach specific know-how, enormously devaluating the technology’s potential. Furthermore, they might be placed in the hands of experts who are not on the school’s staff, and who conduct the entire project mostly without the involvement of teachers. Our research project is directed at lower secondary schools. Our aim is to try to move past the dictates of “teaching robotics” towards the less controversial vision of “teaching with robotics”. Following the lead of Datteri and Zecca (Metodi e tecnologie per l’uso educativo e didattico dei robot. Mondo digitale 75, editorial (2018)) we propose robots as a mediation instrument for normal learning and for transversal competencies in the school setting. The proposed research is a three-year program within the host school’s normal curricular subjects and timetable, in which our approach facilitates the learning process. The topics extend beyond coding, robotics, and STEAM in general, and aim to improve experiences in liberal arts subjects such as language, literature, and geohistory.
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Sell, Madlen. "School Shooting." In Anatomie des Amoklaufs, 101–94. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33104-7_6.
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ZusammenfassungQuantitative Erhebungen verzeichnen eine kontinuierliche Häufigkeitszunahme von angedrohten oder tatsächlich ausgeführten School Shootings weltweit seit Mitte der 1970er-Jahre. Mit einer Fallzahl von weniger als zehn School Shootings pro Jahr weltweit handelt es sich jedoch auch weiterhin um ein extrem seltenes Phänomen, dessen Häufigkeit in einem starken Gegensatz zu dem medialen Interesse an derartigen Gewalttaten steht. Um ein Vielfaches häufiger als tatsächlich ausgeführte School Shootings sind allerdings angedrohte oder angekündigte Taten.
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Sell, Madlen. "Vergleichende Diskussion und Perspektiven der Forschung." In Anatomie des Amoklaufs, 195–208. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33104-7_7.
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ZusammenfassungZiel der vorliegenden Untersuchung war es, dem Ursprung des Amokphänomens auf den Grund zu gehen, um einerseits einen Beitrag zum Verständnis des klassischen Amoklaufs zu leisten und andererseits zu helfen, School Shootings besser zu verstehen. Im Zentrum stand die Frage, ob School Shooting als schulgebundene Unterform des Amoklaufs betrachtet werden kann oder ob es sich um ein eigenständiges Phänomen handelt.
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Marchart, Oliver. "Die Diskursanalyse der Essex School." In Ordnungen des Politischen, 57–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17259-6_4.
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Simon, Bernadette Clarissa. "Sophie Scholl." In Psychologie des Guten und Bösen, 153–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-58742-3_13.
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Geimer, Alexander. "Empirisch begründete Theoriegenerierung der Chicago School." In Die Herausforderungen des Films, 141–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-18352-3_7.
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Luscombe, David. "Philosophy and Philosophers in the Schools of the Twelfth Century." In Vocabulaire des écoles et des méthodes d'enseignement au moyen âge, 73–85. Turnhout: Brepols Publishers, 1992. http://dx.doi.org/10.1484/m.civi-eb.4.00086.
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Grzeszyk, André. "Tödliche Bilder – Strategien der Selbstinszenierung von school shootern." In Vermittlungskulturen des Amoklaufs, 105–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16602-1_7.
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Sell, Madlen. "Begriffsdefinitionen." In Anatomie des Amoklaufs, 7–19. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33104-7_3.
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ZusammenfassungDas folgende Kapitel widmet sich den Begriffen Amok, Pseudo-Amok und School Shooting, die für die vorliegende Untersuchung definiert und voneinander abgegrenzt werden sollen. Insbesondere der Amokbegriff wird im alltäglichen Sprachgebrauch, in zeitgenössischen Medienberichten, aber auch in Fachpublikationen häufig unscharf verwendet und auch für relativ junge Phänomene gebraucht, die auf den ersten Blick wenig mit der klassischen Erscheinungsform des Amoklaufs gemeinsam haben. In der deutschsprachigen Fachliteratur hat sich deshalb in den letzten Jahren zunehmend der Begriff School Shooting zur Beschreibung schwerer zielgerichteter Gewalttaten an Schulen etabliert. Schulamok und School Shooting werden aber häufig weiterhin synonym verwendet.
Conference papers on the topic "DEIS schools"
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.
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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Bally, Alexandra. "Le plagiat comme pratique informationnelle : le rôle méconnu des professeurs-documentalistes et bibliothécaires dans la formation des étudiants pré-universitaires." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9930.
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Internet researches and copy-pastes are nowadays widespread information practices in the school context of high school and university entrance. This article focuses on the role and pedagogical mission of high school teachers-librarians and university librarians in the french pre-university institutional educational framework concerning specifically the notion of plagiarism. The analysis of the first results depicts us that the expertise of teachers-librarians and librarians is not generalized to all students, not being able to fully contribute to the expectations of their ethical informational curriculum (respect of copyright and prevention of plagiarism). We will give some clues to explain the gap between the ambitious prescriptive framework of high school, university entrance, and the actions of library-teachers and librarians.
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Torsney, Benjamin. "A Onetime Mind-Set Intervention Using Refutation Texts in an Irish DEIS School." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575074.
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Barioglio, Caterina, and Daniele Campobenedetto. "Doctor Jekyll and Architect Hyde: Investigating the Double Nature of Architectural Teachers Within Polytechnic Schools." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.19.
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Since the foundation of polytechnic schools, design has been a critical feature of polytechnic culture, which aims at transforming the world. Herbert Simon (1969, 111) identified the main task of engineering schools in changing the existing situations into a different state with desirable features: Historically and traditionally, it has been the task of the science disciplines to teach about natural things: how they are and how they work. It has been the task of engineering schools to teach about artificial l things: how to make artefacts that have desired properties and how to design. Engineers are not the only professional designers. Everyone designs who devises courses of action aimed at changing existing situations into preferred ones. […] Design, so construed, is the core of all professional training; it is the principal mark that distinguishes the professions from the sciences. Although the concept of design is a site of common ground for poly-technic schools, how it is used and conceived of within the training of architects and engineers has been under discussion since the birth of the first engineering schools in France and Germany. Thus, this work is intended to look at the different epistemological assumptions held by the polytechnic institutions as a way to recognize common ground and differences among approaches to conceiving the design action in training and roles that teachers assume. In order to provide some interpretative elements to tackle these issues, this work is an analysis of different critical moments in the history of schools of architecture and engineering: the years from the French Revolution until the foundation of the Ecole des Beaux-Arts, and passing through the Bauhaus experience.
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Jackson, John M., Catherine K. Skokan, and David R. Muñoz. "Humanitarian Engineering: Groundwater Investigation for St. Denis Secondary School, Makondo, Uganda." In Symposium on the Application of Geophysics to Engineering and Environmental Problems 2009. Environment and Engineering Geophysical Society, 2009. http://dx.doi.org/10.4133/1.3176790.
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Bernard, Rachel E. "RISKS AND REWARDS OF DOING DEI WORK IN GRAD SCHOOL." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-354501.
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Quintella, Ivvy Pedrosa Cavalcante Pessôa. "A concepção da forma urbana na escola francesa de urbanismo: rupturas e continuidades." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6252.
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Até recentemente, a historiografia do urbanismo dedicada ao século XX privilegiou seu enfoque no relato do
modernismo funcionalista propagado pelos C.I.A.M. Obscureceu-se a contribuição da “Escola francesa de
urbanismo”, malgrado sua posição de destaque na constituição do campo disciplinar. Essa escola irá
perpetuar a maior parte dos princípios compositivos da arte urbana, mas diante de novos desafios: conjugálos
às demandas da modernidade e à cientificidade disciplinar. Este estudo propõe-se a observar as
estratégias de concepção da forma nos planos urbanísticos dessa escola, buscando identificar as rupturas e
continuidades com a tradição. Na presente comunicação, buscou-se discutir o salto que marcou a projeção
dos atores da Escola Francesa para além da École des Beaux-arts, consolidando-os como urbanistas de
renome internacional. Foram apresentados e discutidos os três projetos que inauguraram o sucesso dessa
escola em concursos internacionais de urbanismo: Barcelona, por Léon Jaussey; Anvers, por Henri Prost;
Camberra, por Alfred Agache. Until recently, the history of urbanism devoted to the nineteenth century focused on functionalist modernism
propagated by C.I.A.M. These contributions darkened the "French school of urban planning", despite its
prominent position in the constitution of the disciplinary field. This school will perpetuate most of the
compositional principles of urban art, but facing new challenges: conjugating them to the demands of
modernity and disciplinary scientific. This study aims to observe the design strategies on the urban plans of
this school, seeking to identify the ruptures and continuities with the tradition. In this communication, we
attempted to discuss the moment that marked the projection of the actors of the French School in addition to
the École des Beaux Arts, consolidating them as internationally renowned urban planners. They were
presented and discussed three projects that inaugurated the success of this school in international urban
planning competitions: Barcelona, by Léon Jaussey; Anvers, by Henri Prost; Canberra by Alfred Agache.
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DU BOIS, Philippe, and Emmanuel ROBIN. "DEVISSAGE DE LA FORME DE SEIFERT ENTIERE DES GERMES DE COURBE PLANE A DEUX BRANCHES." In Proceedings of the 2005 Marseille Singularity School and Conference. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707499_0020.
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Sunardi, Sunardi, and Swasto Imam Teguh. "Inclusion Education Profile at Daar El Salam (DES) School Bogor Regency, West Java." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.19.
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Martínez, Anna, Claudia Rueda, Jordi Gordon, and Juan José Ospina. "Estratègies per a la regeneració sostenible d’assentaments turístics a la costa mediterrània." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Instituto de Arte Americano. Universidad de Buenos Aires, 2013. http://dx.doi.org/10.5821/siiu.5970.
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La comunicació presenta el procés d’anàlisi del litoral mediterrani català que s’ha portat a terme en el marc
del projecte de recerca I+D+i “Estratègies per a la Regeneració Sostenible d'Assentaments Turístics a la
costa Mediterrània” pels membres del grup IAM de l’Escola d’Arquitectura la Salle, URL. Aquest projecte té
com a objectiu establir directrius d'actuació urbana i arquitectònica per a la regeneració sostenible de
poblacions costaneres de la Mediterrània. La hipòtesis que es proposa és la intervenció sobre elements
arquitectònics o urbans concrets perquè actuïn com a impulsors de la transformació urbana i territorial al seu
entorn. Per això s’establiran una sèrie de pautes per a la seva regeneració des de criteris de sostenibilitat.
Aquesta comunicació presenta la primera fase, que consisteix en la representació d’un mapa tipològic del
territori, sobre el que es detecten els diferents objectes d’estudi, i en la definició del procés metodològic
d’aproximació urbanística i arquitectònica a cada un dels casos. The paper presents the analysis process of the Catalan Mediterranean coast that has been carried out within the research project I+D+i "Strategies for Sustainable Regeneration of Tourism Settlements in the
Mediterranean coast" by members of the IAM of the School of Architecture La Salle URL.
It aims to establish urban and architectural guidelines for a sustainable regeneration of coastal towns in the Mediterranean.
The hypothesis proposed is to develop a proposal for intervention in specific urban and architectural elements to act as drivers of change in the urban and regional environment. We therefore establish a series of guidelines for regeneration from sustainability criteria.
This paper presents the first phase, which consists in representing a typological map of the territory on which detects the different objects of study, and the
definition of the methodological process of
urban planning and architectural approach to
each case.
Reports on the topic "DEIS schools"
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Borgès Da Silva, Roxane. COVID-19 : Comprendre et agir sur l’acceptabilité sociale des mesures de santé publique. CIRANO, May 2022. http://dx.doi.org/10.54932/izck1391.
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As of May 14, masks will no longer be required to be worn in indoor public places such as businesses, schools and daycares. It will continue to be required in public transportation, hospitals, medical clinics and CHSLDs. A survey conducted by the Institut national de santé publique du Québec from April 15 to 27 shows that two-thirds of respondents still intend to continue wearing the mask. But in reality, how will Quebecers react? What will be their motivations? How can we ensure that they make informed choices based on their circumstances and the objective risk factors they - and those around them - face? And how do we avoid the ostracization of those who will continue to wear the mask? Research inspired by experimental economics provides insight into the role that awareness and improved knowledge of the real risks associated with COVID-19 can play in people's intentions and reactions following the implementation - or removal - of various measures. This short text presents the results of two experimental studies conducted in the specific context of the reopening of schools in September 2020. These studies allow us to draw two main conclusions about the social acceptability of health measures and individual choices in the face of the pandemic: It is essential to provide valid, accurate, and simple sources of information to inform and reassure the population about the risks of developing COVID-19, without causing "cognitive overload." Simple awareness tools, clear and evidence-based information can have an impact on people's perceptions and choices when it comes to their health or that of their loved ones.
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Torre, Costanza. Considérations clés : Mobiliser les « personnes en déplacement » pour promouvoir l’acceptation du vaccin contre la COVID-19 en Italie. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.023.
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La présente note stratégique relative aux considérations clés énonce les perceptions, la compréhension et les expériences de la vaccination contre la COVID-19 parmi les « personnes en déplacement » en Italie. Pour un nombre croissant de ces personnes, l’Italie est considérée comme une destination de transit pour atteindre d’autres pays européens. Les considérations exposées dans cette note stratégique sont pertinentes pour les pays situés le long des routes migratoires de la Méditerranée orientale et centrale. Les décideurs de l’UE ont exprimé leur inquiétude quant à la vulnérabilité des populations mobiles – un groupe qui comprend les réfugiés, les demandeurs d’asile et des migrants sans papiers – en ce qui concerne la COVID-19. En raison de l’extrême mobilité de ces populations, associée à la frayeur vis-à-vis des autorités de l’État, les experts en santé publique ont relié les communautés à un risque accru de transmission de la COVID-19 à l’intérieur et au-delà des frontières nationales. Pourtant, les mêmes facteurs reliant les populations mobiles à la transmission de la COVID-19 rendent également ces personnes difficiles à atteindre par le biais de campagnes de vaccination menées par l’État. Cette note stratégique met en évidence les complexités de cette situation humanitaire et fournit des conseils concernant les approches de vaccination qui tiennent compte des vulnérabilités et des priorités spécifiques des populations. Cette note stratégique s’appuie sur des recherches menées le long de la frontière alpine italienne en 2021. Elle a été rédigée pour la SSHAP par Costanza Torre (LSE) en collaboration avec Elizabeth Storer (LSE) et Sara Vallerani (Université de Rome III). En outre, des contributions et des commentaires ont été fournis par Megan Schmidt-Sane (IDS), Eloisa Franchi (Université Paris Saclay – Université de Pavie), et le Professeur Federico Federici (UCL). La responsabilité inhérente à cette note stratégique revient à la SSHAP. La recherche a été financée par le biais du Fonds du G7 (COVG7210058) destiné au programme de reprise après la COVID-19 de l'Académie Britannique. La recherche était basée au Firoz Lalji Institute for Africa, London School of Economics. La responsabilité inhérente à cette note stratégique revient à la SSHAP.
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Enria, Luisa. Ethnographie citoyenne dans la réponse aux épidémies : orientation pour l’établissement de réseaux de chercheurs. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.032.
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Cette orientation décrit les étapes de conception et de mise en œuvre d’une recherche ethnographique dirigée par les citoyens. Elle explique ce qu’est l’ethnographie citoyenne et définit ensuite ce qui doit être considéré tout au long du processus de travail avec les réseaux de chercheurs citoyens, du recrutement, de la formation et du soutien à la collecte et à l'analyse de données ethnographiques, et comment transformer les connaissances qu'ils acquièrent pour soutenir la préparation et les interventions en cas d'épidémie. Il fournit également des suggestions de ressources supplémentaires pour soutenir le processus. L'orientation s’adressent aux spécialistes en sciences sociales qui souhaitent intégrer les approches ethnographiques dirigées par les citoyens dans leurs recherches, ainsi qu'aux praticiens qui travaillent sur l'engagement communautaire ou sur d'autres réponses aux épidémies, qui cherchent à utiliser les connaissances des sciences sociales dans leurs opérations. L'orientation a été rédigée pour la SSHAP par Luisa Enria (London School of Hygiene & Tropical Medicine). La SSHAP en assume la responsabilité.
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Vallerani, Sara, Elizabeth Storer, and Costanza Torre. Considerazioni chiave: equità e partecipazione nella promozione della vaccinazione per il covid-19 tra le persone razzializzate e senza documenti. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.025.
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Questo documento espone alcune considerazioni a proposito della promozione dei vaccini per il SARS-CoV-2 e delle strategie per garantirne un’equa distribuzione tra gli immigrati senza documenti residenti in Italia e, in particolare, a Roma. Quanto emerge dal caso italiano può essere in parte applicabile ad altri contesti in cui la somministrazione del vaccino è stata legata al dispositivo del “passaporto vaccinale”, ovvero il certificato COVID digitale dell'UE, in Italia Green Pass. Nell’organizzazione della campagna vaccinale alcune categorie sociali sono state identificate come “difficili da raggiungere” (hard to reach) e per cui è necessario immaginare interventi specifici.1 In questo testo si sceglie di parlare di persone razzializzate e illegalizzate poiché senza documenti per riferirsi a persone immigrate che non hanno cittadinanza, permesso di soggiorno e status di rifugiato. Questo documento esplora il contesto quotidiano delle vite delle persone illegalizzate e come l’esperienza della pandemia di COVID-19 abbia esacerbato le difficoltà che queste persone incontrano, 23 mettendo in luce il collegamento tra le vulnerabilità, consolidate ed emergenti, con la percezione dei vaccini. Si suggerisce come l’orientamento e la percezione dei vaccini si inseriscano all’interno dei contesti di vita delle persone, in cui molto spesso la priorità è data al sostentamento economico. In molti casi, l’accettazione della vaccinazione è motivata dalla necessità di continuare ad avere un lavoro retribuito piuttosto che a una preoccupazione connessa alla salute o a una fiducia nei confronti delle istituzioni sanitarie. Il seguente documento si pone l’obiettivo di esaminare come i vaccini possano essere distribuiti in modo equo e capace di aumentare la fiducia e i processi di inclusione nella società post-pandemica. Il testo si basa principalmente sulla ricerca etnografica e le testimonianze raccolte attraverso interviste e osservazioni con persone razzializzate e illegalizzate nella città di Roma, insieme a rappresentanti della società civile e operatori socio-sanitari tra dicembre 2021 e gennaio 2022. Questo documento è stato sviluppato per SSHAP da Sara Vallerani (Università di Roma Tre), Elizabeth Storer (LSE) e Costanza Torre (LSE). È stato revisionato da Santiago Ripoll (IDS, Università del Sussex), con ulteriori revisioni da parte di Paolo Ruspini (Università Roma Tre) ed Eloisa Franchi (Université Paris Saclay, Università di Pavia). La ricerca è stata finanziata dalla British Academy COVID-19 Recovery: G7 Fund (COVG7210058). La ricerca si è svolta presso il Firoz Lalji Institute for Africa, London School of Economics. La sintesi è di responsabilità di SSHAP.
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Health hazard evaluation report: HETA-97-0189-2668, Valley High School, West Des Moines, Iowa. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, December 1997. http://dx.doi.org/10.26616/nioshheta9701892668.
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National report 2009-2019 - Rural NEET in Montenegro. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrme.2020.12.
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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Montenegro. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2011 and 2019, the youth population aged 15 to 29 years has been decreasing in Montenegro. Youth unemployment in rural areas is more noticeable, even though the youth unemployment rate is higher in cities. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications and young people in the category of early school leavers in rural areas between 2011-2019. Finally, the proportion of NEETs in Montenegro is higher in rural areas, compared to urban regions, thus revealing territorial inequalities in access to employment and education opportunities.
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National report 2009-2019 - Rural NEET in Portugal. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrpt.2020.12.
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This report outlines in detail the situation of rural youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Portugal. To do this, the report portrays indicators of: youth population; youth em-ployment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopts the degree of urbanisation as a central criterion, thereby enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Portugal. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Portugal is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial in-equalities in access to employment and education opportunities.
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National report 2009-2019 - Rural NEET in Spain. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nres.2020.12.
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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Spain. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.In the last ten years (2009 - 2019) a significant portion of the Spanish youth population has migrated from rural areas to cities and towns. This migration trend could be explained by the economic crisis which impacted upon Spain from 2008 onwards. Data shown in this report makes visible the vulnerability of rural NEET youth to these downturns from 2009 to 2013. In line with this, Early-school leaving (ESLET) and unemployment rates in rural areas were more pronounced in 2013 and the following years for rural youth in comparison with youth living in urban areas and towns. However, in the last two years (2017-2019) there has been a sharp decrease in these indicators placing youth living rural areas, on average, in line with the rest (i.e., an average NEET youth rate in Spain 15% versus 16% for rural areas).
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National report 2009-2019 - Rural NEET in Bulgaria. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.ndbg.2020.12.
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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Bulgaria. To do this, the report utilised indicators of: youth population; you-th employment and unemployment; education; and, NEETs distribution. The characteri-sation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the indi-cators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Bulgaria. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strate-gy. Finally, the proportion of NEETs in Bulgaria is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial inequalities in access to employment and education opportunities
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National report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.
Full textAbstract:
This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Germany. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characte-risation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that the rural youth population aged 15 to 24 years significantly increa-sed between 2009 and 2012 and then decreased slightly until 2019. The youth employment rate in Germany is generally increasing, and is at all times significantly higher in rural areas than in cities, towns and suburbs. The reverse trend applies to youth unemployment, which generally decreased in the observed period and which is at all times lowest in rural areas. A look at educational attainment levels showed a slight decline in rural areas of low educated persons between 2009 and 2019, while the proportion of rural youth with medium and high education slightly increased. At the same time, the proportion of early school leavers in rural areas after an increase until 2011, fell sharply and reached the 2009 level again by 2019. Be-ing 9% in 2019, it remains, at least in rural areas, slightly below the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Germany is lower in rural areas in all age classes and as a whole decreased significantly from 2009 to 2019.