Academic literature on the topic 'Douglas School (N.Z.)'

AbstractLet ℋ be a complex separable Hilbert space and ℒ(ℋ) denote the collection of bounded linear operators on ℋ. An operator A in ℒ(ℋ) is said to be strongly irreducible, if , the commutant of A, has no non-trivial idempotent. An operator A in ℒ(ℋ) is said to be a Cowen-Douglas operator, if there exists Ω, a connected open subset of C, and n, a positive integer, such that(a)Ω ⊂ σ(A) = ﹛z ∈ C | A – z not invertible﹜;(b)ran(A – z) = ℋ, for z in Ω;(c)Vz∈Ω ker(A – z) = ℋ and(d)dim ker(A – z) = n for z in Ω.In the paper, we give a similarity classification of strongly irreducible Cowen-Douglas operators by using the K0-group of the commutant algebra as an invariant.

Abstract In the article “Evaluation of Nutrient Deficiency and Micronutrient Toxicity Symptoms in Florists’ Hydrangea”, by Douglas A. Bailey and P. Allen Hammer (J. Amer. Soc. Hort. Sci. 113(3):363–367, May 1988), the following corrections should be noted: 1) In Table 3, percent dry weight of N for the –N treatment should read “1.40”, not “4.40”; 2) the significance levels in footnote z of Table 3 should read “0.05 ≥ α ≥ 0.01 (*), at 0.01 ≥ α > 0.001 (**), or at α ≤ 0.001 (***)”; 3) Tables 4 and 5 are numbered incorrectly—they should be switched; and 4) the significance levels in footnote z of the renumbered Table 5 should read “0.01 ≥ α > 0.001 (**) or at α ≤ 0.001 (***)”.

At present the main purpose of school integration is the pursuit of dialogue and ways of ensuring integration which concerns both disabled learners and the ones who do not exhibit special educational needs. In this paper, the is-sue will be incorporated into the framework of teaching foreign languages to disabled pupils attending public schools. The present author will depict L2 teaching goals in relation to education shared by pupils with and without specific learning difficulties as well as to problems with implementing the idea of integration in foreign language classroom. These questions will be discussed with reference to the opinions of gleaned from public school teachers with experience in working with disabled learners.

Background: Primary school period is a dynamic and growing period. So, school nutrition intervention promotes children’s nutritional status, thereby improving the overall health status of a country as they are the nation's biggest investment. The objective of this study is to compare the nutritional status based on anthropometry among primary school children with and without a school feeding program. Methods: A comparative cross-sectional study using simple random sampling to select 194 primary school children aged 6-13 years enrolled in two primary schools with (N=97) and without (N=97) school nutrition intervention in two upazilas in Rajbari district, Bangladesh. Data were collected from respondents with the assistance of guardians and teachers. Anthropometric data (height, weight, MUAC, body mass index for age Z score, height for age Z score, weight for age Z score,) were measured by anthro-plus software and overall data were analyzed by SPSS version 25. Results: Of the total 194 respondents, the prevalence of stunting 9.3%, underweight 20.8%, thinness 27.8%, overweight 8.2%, and obesity 1.5% were observed. The prevalence of stunting 5.2%, underweight 21%, thinness 33%, and overweight 2.1% were found among the SFP group whereas 13.4% stunting, 20.5% underweight, 22.7% thinness, 14.4% overweight, and 3.1% obesity were found among without SFP group. The mean BMI-for-age Z scores were significantly lower (p=0.001) in the SFP group than in without SFP group. Socio-demographic characteristics may overrule this effect. Conclusions: Findings suggest that determining the dietary pattern, and clinical signs and improving socio-demographic conditions may improve the nutritional status of the children with the school feeding program.

Matura is an important high-stakes examination present in the Polish education system since the late 18th century. It is taken on completion of high school and is compulsory for those who want to apply for higher education. As a result of an examination reform, in 2005 the exam took on a new form. Since then it has been a professional, external, standardised assessment used for the analysis of school and student performance, and – most importantly – in lieu of university entrance exams. The article looks at the evolution of the foreign language component of the Matura exam over the last six decades: from an internal test prepared by local authorities and by schools, assessed arbitrarily by the test-takers’ teachers, to a professional examination prepared by expert institutions in compliance with quality standards and assessed by trained markers according to elaborate grading criteria. The paper follows the changes occurring in the assessment starting from 1960 up to 2023, when another examination reform brought about new modifications in the foreign language exam.

An increasing number of immigrant students pose new challenges for the Polish school. The immigrant groups consist of foreign children, but also Polish children who migrate with their parents. Their adaptation to a new place and integration are not always easy. These children do not only need professional support from the school and its staff, but also from Polish students. The key to succeeding in this complex process is to learn the language and culture of the country of settlement. Acquisition of this knowledge is conditioned by a motivation to face the Other, the language and culture. The purpose of the paper is to explore the role of motivation to learn the new language and culture of the country of settlement. In particular, we focus on determinants of motivation in the context of language learning and problems immigrant and refugee students are faced with in a new country. We also present the JES-PL Method which aims to support the development of language and communication skills within an immigrant family in the context of school language education (JES).

Izvleček Izhodišča: V šoli otroci preživijo velik del dneva, zato ima šola pomembno vlogo pri zdravju otrok in mladostnikov pa tudi pri sodelovanju z zdravstvenimi službami. Namen: Ugotoviti stališče ravnateljev o pomenu, smotrnosti in o možnosti umestitve šolske medicinske sestre v osnovne šole. Preiskovanci in metode: Podatki so zbrani s strukturiranim anketnim vprašalnikom. Vzorec zajema 55,6 % (n = 266) celotne populacije ravnateljev osnovnih šol. Uporabljena je deskriptivna statistika. Soodvisnost je analizirana z multiplo regresijsko in dimenzije odvisne spremenljivke s faktorsko analizo. Rezultati: Na osnovnih šolah najpogosteje ukrepajo zaradi akutnega bolezenskega stanja (PV = 3,48), psihosomatskih (PV = 3,42) in kroničnih bolezni (PV = 3,22) (lestvica 1-6). Ravnatelji prepoznavajo potrebo po nalogah šolske medicinske sestre iz promocije zdravja in zdravstvenih storitev, saj je 11 od 13 predlogov dobilo v povprečju oceno nad 4 (lestvica 1-5). Najprimernejšo umestitev šolske medicinske sestre vidijo deloma v zdravstvenem domu, deloma v šoli (60,2 %); najprimernejši delodajalec je zdravstveni dom (59,4 %). Mnenja se ne razlikujejo glede na velikost šole in vključitev v mrežo Zdravih šol. Ravnatelji s šol, v katerih je telesnih poškodb učencev več, izražajo značilno večjo potrebo po šolski medicinski sestri (b = 0,208, p < 0,014), kar velja tudi za ravnatelje z mnenjem, da je usposabljanje učiteljev za prepoznavanje in ukrepanje ob zdravstvenih težavah v odgovornosti zdravstvenega doma (b = 0,270, p < 0,000). Zaključki: Ravnatelji menijo, da se v šolah srečujejo z zdravstvenimi težavami učencev, a učitelji za ukrepanje nimajo dovolj znanja niti kompetenc. Pozitivno prepoznavajo umestitev šolske medicinske sestre v šolo.

The American youth-led movement for gun violence prevention (YMGVP) that emerged after the 2018 shooting at Marjory Stoneman Douglas High School in Parkland, Florida, has received tremendous media attention. To assess the potential effect of this coverage on readers’ efficacy, we conduct a two-wave population-based survey experiment on members of Generation Z, the Millennial generation, and Generation X that frames the movement as a success or failure in terms of achieving its political goals. Results show that emphasis framing impacts readers’ perceptions of the movement’s likely success in line with the manipulation. Furthermore, framing the YMGVP as unsuccessful suppresses readers’ own external and collective efficacy regardless of generation. Subjects’ support for gun control moderates the effect of treatment, such that individuals low in support express a decline in internal and information efficacy when presented with the success framing. Thus, we extend the effects of news framing beyond attitudes toward the subjects of reporting to readers’ own perceptions of themselves as capable of political action.

The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.

In 2006, David Bellamy proved that if X is a pseudo-circle in the complex plane which separates 0 from infinity, and if n epsilon Z+, then the preimage of X under z zn is also a pseudo-circle [1]. He ended his paper with two questions. The first question asks whether the preimage under z zn of a hereditarily indecomposable continuum which is irreducible with respect to separating 0 from infinity is necessarily hereditarily indecomposable. The second questions asks whether the preimage under z zn of a continuum which properly contains a pseudo-circle can ever be hereditarily indecomposable. In this paper, the author provides affirmative answers to both questions. In addition, the author explores the behavior of other properties of continua, when taking their preimage under z zn, and gives various examples of interesting continua which can be constructed using this technique
acase@tulane.edu

Considering the importance of the family in bringing up and preparing a child for school education, there is a need for research to learn about the values and skills shaped in the family home that will help the child in a successful school start and in adapting to the classroom environment. The theoretical considerations contained in the article on the upbringing of a child in the family and preparation for school were obtained on the basis of a literature review on the subject. Empirical data from the research was obtained using the diagnostic survey method using a proprietary research tool with a four-point Likert scale, i.e. a survey addressed to parents of first-grade pupils attending several primary schools in the Biała Podlaska poviat (N = 91). The conducted research shows that in some children there were observed difficulties in establishing contacts, which can be assumed as a consequence of learning in a remote or hybrid form. Most parents are aware that they are responsible for bringing up a child and preparing him/ her for the role of a pupil.

Many studies have shown the trend that students’ conceptualisations of scientific phenomena are limited to the ontological category of objects. The ontological category of processes, on the other hand, is not developed enough to build valid scientific mental models (Chi , 2005; Ferrari and Chi, 1998; Vosniadou, 1991). A correct conceptualisation of any scientific concept results from a proper understanding of object properties and processes involving these objects. Moreover, Pata and Sarapuu (2003) have raised the problem that the traditional way to teach science is usually focused on the ontological category of objects. The active-learning idea, coming from constructivism, predicts that virtual manipulations improve deeper learning (Evans and Gibbons, 2007). With interactive activities, learners are the main actors of their own construction of scientific concepts. According to this approach, deeper conceptualisation will be enhanced when manipulations are possible. In the context of web-based learning, some manipulatives, which are defined as movable representations or movable objects on the computer screen (Moyer et al., 2002), can be used to create interactivity. This study investigates the students’ ontological understanding in a virtual learning environment and the effect of manipulatives on the students’ construction of ontological conceptions. More precisely, this work attempts to answer the following research questions: (1) What is the learners’ understanding about ontological category of objects comparing to ontological category of processes? (2) How do manipulatives and non-manipulatives help learners to conceptualise through ontological categories? A process-based virtual learning environment, “Cell World” (http://bio.edu.ee/models/fr/), was applied by 59 French students of junior year of high school in sciences (aged 16-17). The sample consisted of students from three average level French schools. The results presented in this paper were drawn from a pilot survey using the model translation of “Cell World”. In this model, students can move each manipulative from the store (on the left of the screen) to the area of animations where non-manipulatives are (on the right of the screen). If the selected manipulative is incorrect, learners receive a feedback which instructs them to drag the correct manipulative in order to continue the translation process. If the manipulative is correct, the animation continues so that students can observe interaction processes involving directly manipulatives (e.g. interaction between tRNA and mRNA) and/or only non-manipulatives (e.g. the fixing process of ribosome onto mRNA molecule). For leading students to use the environment correctly, a worksheet containing instructions was developed. Moreover, the worksheet also consisted of ten questions to investigate students’ understanding about ontological categories of objects (four questions) and processes (six questions). The questions about processes lead students to think in term of emergent interactions between objects. Questions about objects lead students to use factual knowledge about the properties of molecules. These questions involve also either manipulatives or non-manipulatives to investigate the role of interactivity on students’ conceptions. In order to obtain results about learners’ understanding of ontological categories, students were grouped according to their results about the two categories of questions, objects and processes: 43 students out of 59 expressed a high level of objects’ understanding – they obtained at least two-third of maximum points, whereas only 29 students expressed a high level of processes’ understanding. The Wilcoxon signed-ranks test also revealed significant differences (Z=-3.803, P<0.001) between the answers of the two categories of questions (objects and processes): 45 students demonstrated better performances concerning questions about objects than about processes, 13 answered better about objects and one was equal in both categories. Thus, the results provide evidence that the ontological category of processes is significantly less constructed and understood than the objects’ category. For studying the role of manipulatives on the student’s ontological categories of objects and processes, a Wilcoxon signed-ranks test was used. The test compared questions about objects involving manipulatives and questions about non-manipulatives: 45 students obtained better results about manipulable molecules, 10 students about non-manipulable and only 4 learners performed with non-manipulable as well as manipulable molecules (Z=-3.868, P<0.001). Another Wilcoxon signed-ranks test was used to compare students’ answers about processes when manipulatives or non-manipulatives were available in theses processes: 47 students obtained better results concerning category of processes when these processes involved manipulable molecules. Seven students performed better when processes involved non-manipulable molecule and 5 learners got the same results for manipulable and non-manipulable molecules (Z=-5.070, P<0.001). Thus, the great majority of the students showed better understanding in both ontological categories – objects and processes, when manipulatives were involved. In conclusion, these outcomes confirm precedent works: the ontological category of processes is not developed enough to build valid scientific mental models. Thus, the main challenge for teaching scientific phenomena is to lead learners to think through ontological category of processes. One possibility to help students to improve understanding in both ontological categories is to introduce manipulatives at most crucial aspects of a scientific model. -References: -Chi, M. T. H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161–199. -Evans, C., Gibbons N. J. (2007). The interactivity effect in multimedia learning. Computers & Education, 49, 1147–1160. -Ferrari, M. & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20(10), 1231-1256. -Moyer, P. S., & Bolyard, J. J. (2002). Exploring Representation in the Middle Grades: Investigations in Geometry with Virtual Manipulatives. The Australian Mathematics Teacher, 58(1), 19-25. -Pata, K. & Sarapuu, T. (2003). Framework for scaffolding the development of problem representationsby collaborative design. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of CSCL’ 2003 Conference. Kluwer Academic Publishers, Dordrecht, 189-198. -Vosniadou, S. (1991). Conceptual development in astronomy. In S. M. Glynn & e. al. (Eds.), The Psychology of Learning Science. Hillsdale, N.J.: Lawrence Erlbaum Associates Publishers, 149-177.