Academic literature on the topic 'Early student leaving rate'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Early student leaving rate.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Early student leaving rate"
1
Xun, Hongmei, Bojun Zou, and Chenyu Duan. "Design of the Student Attendance Management System Based on the Internet of Things Technology." Mobile Information Systems 2022 (September 17, 2022): 1–13. http://dx.doi.org/10.1155/2022/1990530.
Full textAbstract:
The IoT refers to the linking of items to a network through message-generating devices; in the connection process, communication and information circulation are carried out through the information dissemination medium to realize intelligent identification, tracking, supervision, and other functions. Attendance management is a system for assessing employee attendance, including being late, leaving early, and asking for leave. Student attendance refers to the attendance rate of students in class. This article aimed to study the design and research of the student attendance management system based on the Internet of things technology, and use this system to accurately record students’ attendance and develop good habits for students. An effective attendance management company has been developed to enhance the collection of information for student management in universities, to keep track of teachers’ and students’ teaching attendance in real time, and to connect teachers and students in real time using computer technology. Access to the Android version of the software speeds up the collection and processing of information and can play an important role in improving the efficiency of personnel management. On the basis of analysing the operation logic of the attendance system, matching programs and the attendance system software are designed. The experimental results of this article show that the attendance rate of students with utilitarian personality is the highest, as high as 70%; the attendance rate of students with helpless personality is 13%; the attendance rate of students who follow the current personality accounted for 10%; and the attendance rate of nonmotivated students accounted for 7%. It can be seen from this that personality is an important factor affecting students’ attendance rate. The attendance rate of positive psychology with goals is the highest, and the attendance rate of students without clear goals is the lowest. The student attendance management system of the Internet of things technology has been applied in practical work, but with the continuous construction and development of the school, the continuous improvement of new software and hardware, and the emergence of new needs in practical work, the student attendance management system is easy to crash when processing a large amount of data at the same time.
2
Makovec, Danijela, and Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.
Full textAbstract:
Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in education as long as possible. We argue that Slovenia is successful in reducing ESL because of a wide-spread network of secondary schools, and measures that are directed in individualization, guidance and support for less successful students. In our estimation, one of the main reasons for the low rate of ESL in Slovenia is also the openness of vocational education system, that allows horizontal and vertical transitions. An area that needs additional attention from policy makers, concerns high-risk groups of students. There is also a need for teachers to develop additional inter-cultural and communication competencies, and schools should receive more funding for Slovenian language courses, working with the Roma, programs individualization for special needs students, extended schooling for students with special needs etc.
3
Hawke, Andrew, and Alan Hayes. "Beyond early intervention: An initial followup of children who participated in an early intervention program in a Queensland provincial city." Australasian Journal of Special Education 17, no. 2 (January 1993): 33–41. http://dx.doi.org/10.1017/s1030011200022892.
Full textAbstract:
This paper reports a follow-up study of the educational progress of three cohorts of students who left an early intervention program operating at a Special Education Developmental Unit (SEDU) in a large provincial city, in Queensland, during 1989, 1990 or 1991. The purpose of the research was to evaluate some aspects of the short to mediumterm efficacy of the program. The study aimed to: (a) identify parents’ perceptions of the services offered at the SEDU, (b) track students’ educational placements since leaving the SEDU, (c) evaluate parents’ and current teachers’ perceptions of students’ current educational placements, and (d) identify areas where SEDU services and other educational services could be improved. The results indicate that the early intervention program facilitated the development of children, and that the majority of parents viewed the SEDU services favourably; however, they were not as positive about their child’s rate of progress in the subsequent placement. Half the parents and teachers also reported that children needed more help, or much more help, at school. They identified a clear need for additional support services, in particular therapy programs, in schools. Despite the reported need for additional support services to schools, the study showed that the majority of students who left the SEDU were placed in regular education settings and were maintained in these regular schools. The paper concludes with a discussion of the implications for policy, practice and research.
4
Zhao, Mingtao, Gang Zhao, and Meihong Qu. "College Smart Classroom Attendance Management System Based on Internet of Things." Computational Intelligence and Neuroscience 2022 (July 5, 2022): 1–9. http://dx.doi.org/10.1155/2022/4953721.
Full textAbstract:
Since entering the information age, educational informatization reform has become the inevitable trend of the development of colleges and universities. The traditional education management methods, especially the classroom attendance methods, not only need to rely on a large number of manpower for data collection and analysis but also cannot dynamically monitor students’ attendance and low efficiency. The development of Internet of things technology provides technical support for the informatization reform of education management in colleges and universities and makes the classroom attendance management in colleges and universities have a new development direction. In this study, a college smart classroom attendance management system based on RFID technology and face recognition technology is constructed under the architecture of the Internet of things, and the corresponding simulation experiments are carried out. The experimental results show that the smart classroom attendance management system based on RFID technology can accurately identify the absence and substitution of students and has the advantages of fast response and low cost. However, its recognition is easily affected by obstructions, which requires students to place identification cards uniformly. The smart classroom attendance management system based on face recognition technology can accurately record and identify the situation of students entering and leaving the classroom and identify the situations of being late and leaving early, absenteeism, and substitute classes. The experimental results are basically consistent with the sample results, and the error rate is low. However, the system is easily affected by environmental light, students’ sitting posture, expression, and other factors, so it cannot be recognized. Generally speaking, both can meet the needs of classroom attendance in colleges and universities and have high accuracy and efficiency.
5
Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.
Full textAbstract:
Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
6
Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.
Full textAbstract:
Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
7
Salvà, Francesca, Carme Pinya, Nuria Álvarez, and Aina Calvo. "Dropout prevention in Secondary VET from different learning spaces: A social discussion experience." International Journal for Research in Vocational Education and Training 6, no. 2 (August 29, 2019): 153–73. http://dx.doi.org/10.13152/ijrvet.6.2.3.
Full textAbstract:
Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the video-recorded content of participants’ contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement.Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.
8
Borș, Octavia. "Prioritățile Strategiei privind părăsirea timpurie a școlii problematizate în relație cu evoluția participării școlare în 2008–2018." Revista Calitatea Vieții 31, no. 2 (2020): 115–35. http://dx.doi.org/10.46841/rcv.2020.02.02.
Full textAbstract:
2020 is the last year of the Romanian, sectorial strategies implementation for education and training, which were designed to meet the targets set by Europe 2020. The strategy aiming to reduce early school leaving in Romania includes measures that were supposed to reduce the indicator to 11.3%, by 2020. However, in 2018, after three years after the strategy was published, the early school leaving rate decreased by only 2.7 p.p., reaching 16.4% (Eurostat, 2019). Although the progress is important, the rate is decreasing too slowly, compared to the proposed target. In preparation for the strategy’s impact studies, which should explain the rate`s slow decrease, the article aims to (a) analyze and discuss the evolution of the school participation rate and early school leaving rate during 2008–2018; (b) to analyze and discuss the importance given to family related factors in the strategy aiming to reduce early school leaving. Keywords: early school leaving; school participation; expected years of schooling; economic crisis; governmental strategies.
9
Peterson, Virginia M. "Predictors of academic success in first semester baccalaureate nursing students." Social Behavior and Personality: an international journal 37, no. 3 (April 1, 2009): 411–17. http://dx.doi.org/10.2224/sbp.2009.37.3.411.
Full textAbstract:
Recently the number of students graduating from nursing programs has been insufficient to replace nurses leaving the workforce. The attrition rate for students entering baccalaureate nursing education programs is approximately 30%, with most (82.3%), leaving in their first semester of study (Morgan, 2001). Schools of nursing need to establish ways to decrease student attrition from programs. This study was an attempt to determine whether self-esteem, self-efficacy, and environmental variables are predictors of student attrition in first-semester baccalaureate nursing students, using a descriptive correlational design to explore the relationship between these variables in a non-probability convenience sample of 66 first semester baccalaureate nursing students. No statistically significant relationship between self-esteem, self-efficacy, or environmental variables and student attrition was revealed.
10
Kanina, Inguna. "PROMOTION OF YOUTH INVOLVEMENT FOR EARLY SCHOOL LEAVING PREVENTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 243. http://dx.doi.org/10.17770/sie2020vol4.4958.
Full textAbstract:
Among the main challenges of contemporary education system are raising the motivation to study, strengthening the bond between the student and the school and prevention of early school leaving. In Latvia as well as in the rest of Europe the percentage of early school leavers still remains high. According to Eurostat data the percentage of students having left school early in Latvia reached 8% in 2018. Moreover the Baltic Social studies stated that altogether 26% of schools have faced the problem of early school leavers. Among the main factors reported as the reason for early school leaving are lack of motivation and risks related to school environment. Using the competency-based learning model new educational goals have been set, as follows, namely methodically moving towards the desired future profession, active involvement in the community, cooperation and developing of the feeling of patriotism. Lielvarde municipality in cooperation with the Ministry of Education and Science has launched a project aimed to gain a better understanding of students’ emotional and mental state, plans for the future as well as raising awareness of possible ways to get support during difficult times. The method used in the research were questionnaires. In the research there were involved students from all schools of Lielvārde district starting with age 13. The main goal of the research is to create a sustainable action plan, in order to gain more involvement from students. The results of research reveal students’ attitude towards studying, their future job options as well as the awareness of possibilities to use support systems in their lives.
Dissertations / Theses on the topic "Early student leaving rate"
1
Narvaez, Trejo Oscar Manuel. "An exploration into student early leaving at a university language department in Mexico : voicing students’ critical insights on institutional practices." Thesis, University of Kent, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445727.
Full text
2
Calvagna, Isabella [Verfasser], and Thomas [Akademischer Betreuer] Eckert. "Raising the quality of education in Europe by reducing the rate of early school leaving through international cooperation / Isabella Calvagna. Betreuer: Thomas Eckert." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/1110749120/34.
Full text
3
Kalašová, Renata. "Předčasné odchody žáků ze střední školy." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-434802.
Full textAbstract:
The main topic of this dissertation is the phenomenon of premature exits from high-school studies which more often end by the really finish of studies. The problem is bigger that it seems to be and it is not only the problem just for education but it is the problem for the whole society with connetions to the economic, psychology, sociology and other areas. The term of this disseration is not only to determine the premature exits from high schools, their reasons and connections but to determine the pupil's personality from the evolutionary psychology view. The parts of this dissertation are also my own experiences and special arrangements to stop the premature exits from abroad. In the theoretical part I take the extract not only from the professional literature but my other sources are professional magazines, the National Education Institute and the Education Law. The practical part is based on the empirical research which is divided into few parts. It uses the quantitative research made by the data from the school register, and it is added of questionnaire for pedagogues, headmasters and new coming students. From the research we know that the premature exits mostly apply to the apprentices. It depends mostly on the disinterest in the course of study. In this part I connected the research with the...
4
VÍTKOVÁ, Petra. "Hodnota vzdělání v kontextu hodnot studentů SOŠ a SOU Písek." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-381074.
Full textAbstract:
This thesis deals with the topics of value orientation, value of education and reasons for early-quits schools both generally and particularly focused on SOŠ and SOU Písek. The theoretical part defines basic terms such as value, and value orientation of adolescents and determinants which influence the youth´s values. Furthermore, the thesis describes the system of higher secondary education in the Czech Republic and selected EU countries. It introduces the strategy of education policy to year 2020 and depicts the present situation at SOŠ and SOU Písek. The matter of concentration is occurrence of early-quits schools in the Czech Republic in comparison with selected EU countries. Moreover, the thesis presents findings of some Czech as well as international researches. The practical part goes into the empiric research which is focused on values of education and practical reasons of early-quits school at SOŠ and SOU Písek. The research particularly investigates the fact whether these students find education important and what the practical reasons of early-quits are at this school.
Books on the topic "Early student leaving rate"
1
McBride, Louise. A comparative analysis of early school leaving in secondary schools managed by the Irish Sisters of Charity in the West Dublin area. Dublin: University College Dublin, 1997.
Find full text
2
Stuewer, Roger H. European and Nuclear Disintegration. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827870.003.0002.
Full textAbstract:
The horrific carnage on both sides of the conflict in the Great War of 1914–18 and the harsh postwar treaties transformed the face of Europe. Nuclear physics was also transformed, shortly before Rutherford left Manchester for Cambridge in early 1919, by his discovery of artificial nuclear disintegration, that alpha particles can disintegrate the nitrogen nucleus. He pursued his discovery at the Cavendish with his former Manchester student James Chadwick, who along with Charles Ellis and many others had been interned during the war in former racehorse stables in Ruhleben on the western outskirts of Berlin. Rutherford explained his discovery by assuming that an incident alpha particle expels a proton orbiting about a central core in the nitrogen nucleus, leaving a residual nucleus of lower atomic number.
3
Rovira, Mónica García-Salmones. Natural Rights in Albert the Great. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805878.003.0008.
Full textAbstract:
Paying careful attention to his use of language, this chapter introduces Albert the Great’s contribution to natural rights into the scholarly debate between subjective and objective rights. Teacher of Thomas Aquinas, Albert’s work on ius naturale has been overshadowed in many aspects by the significance and impact of his student’s. However, Albert’s early appearance on the stage of empirical sciences as a student of nature has been widely recognized. Eclectic in his use of sources, Albert would generously use Stoic writings, and would become as well a first-rate commentator of Aristotle’s works. As a theologian, Albert’s Augustinian influences cannot be neglected. The text examined here, De bono (1242), constitutes an early and thorough elaboration of an original doctrine of natural right and, importantly, of natural rights.
Book chapters on the topic "Early student leaving rate"
1
Gomendio, Montse. "Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise." In Improving a Country’s Education, 175–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_9.
Full textAbstract:
AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.
2
Raghuram, Parvati, and Gunjan Sondhi. "The Entangled Infrastructures of International Student Migration: Lessons from Covid-19." In Migration and Pandemics, 167–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81210-2_9.
Full textAbstract:
AbstractThe impact of Covid-19 on international student mobility has been noted by policy makers and the media ever since the global lockdowns started in early 2020. However, most of the concerns focus on what the drop in student mobility means for the finances of the countries and educational institutions to which students would have moved; there has been little exploration of the students’ own experiences of Covid-19. This chapter explores the entangled education, migration, and finance infrastructures that shape international student migration and how they failed the students during the pandemic. It draws on questionnaires and interviews conducted with international student migrants from a range of countries and who are registered to study in the UK to point to how migration policies, consular services, educational institutions, and travel industry all affected students. It points to how these components are entangled, and that their failure during the pandemic led to particular forms of immobility and mobility, leaving many students stuck in uncertain and precarious situations. The chapter ends by suggesting that reading the pandemic as an acute unprecedented event is important but inadequate. It is also a window into the everyday failures that the entangled infrastructures of international student mobility posed before Covid-19, how these came to be and who benefited from these infrastructures.
3
Marschark, Marc, Harry G. Lang, and John A. Albertini. "Reading, Writing, and Literacy." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0013.
Full textAbstract:
Language is an essential component of normal development and a means for discovering the world. As we have seen, however, deaf children frequently do not have full access to communication until they have passed the most important ages for language acquisition. Parents and educators of young deaf students thus often struggle to find a balance between fostering effective early communication skills, which research has shown is usually best achieved through sign language, and the provision of English skills needed for literacy and academic success. Despite decades of concerted effort, most deaf children progress at only a fraction of the rate of hearing peers in learning to read. Current data indicate that, on average, 18-year-old deaf students leaving high school have reached only a fourth to sixth grade level in reading skills. Only about 3 percent of those 18 year olds read at the same level as the average 18- year-old hearing reader, and more than 30 percent of deaf students leave school functionally illiterate (Traxler, 2000; Kelly, 1995; Waters & Doehring, 1990). At the same time, there are clearly many deaf adults and children who are excellent readers and excellent writers. How can we account for these differences? What are the implications for educators developing English curricula for deaf students? To answer these questions, we first need to consider what is meant by literacy—that is, what is it we are asking students to acquire? Then, we have to understand how deaf students read, at both descriptive and procedural levels. In this chap ter, we consider only literacy relating to print materials (reading and writing); other possibilities will be considered in chapter 9. But is the question whether deaf students read well enough to fulfill the needs and expectations of their teachers? Is it important to know how well various subgroups of deaf learners read compared to each other? Or, do we want to know how well deaf students read, as a group, compared to hearing students of the same age?
4
Jonsson, Jan O., Elina Kilpi-Jakonen, and Frida Rudolphi. "Ethnic Differences in Early School-leaving." In Unequal Attainments. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265741.003.0004.
Full textAbstract:
In this chapter we study the differences between ethnic groups in early school-leaving in six of the countries: England and Wales, Finland, France, the Netherlands, Sweden, and the USA. We find sizeable gross differences in early school-leaving between the majority group and some, but far from all, ethnic minority groups, mainly to the disadvantage of minorities. Most differences disappear when we compare those with similar social origins, however, and once we also control for educational performance (grades, or test results) a substantially important disadvantage remains for only one minority group out of the 42 we study. In particular, except for those from the Middle East, Asian minority groups have very high continuation rates into upper secondary education. There is little evidence to suggest that there is any intrinsic or cultural ethnic disadvantage that discourages minority students from staying on in school, or that discrimination or unfair treatment pushes them out.
5
Craig, Errol. "Early Pioneers." In The Itch, 121–34. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780192848406.003.0007.
Full textAbstract:
The medical establishment only very belatedly came to accept that scabies is directly caused by the itch mite, Sarcoptes scabiei. The father of French dermatology, Jean-Louis Alibert, in the early nineteenth century, encouraged his pupils to further explore the nature of scabies in Hôpital Saint-Louis, in Paris. In 1834 the Corsican medical student, Simon Francois Renucci repeatedly isolated scabies mites from patients with The Itch to an audience of the distinguished Parisian faculty. The esteemed Austrian dermatologist Ferdinand von Hebra further characterized scabies in his 1844 treatise, leaving no serious doubt that the itch mite was the true cause of scabies. This chapter includes a look at the more modern medical history of scabies and discusses the work of Alibert, Renucci, and von Hebra.
6
Livesay, Daniel. "Abolition, Revolution, and Migration, 1788–1793." In Children of Uncertain Fortune. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469634432.003.0005.
Full textAbstract:
This chapter analyses the early years of the popular movement to abolish the slave trade and its effects on perceptions of mixed-race Jamaicans in Britain. It documents a number of cases of mixed-race migrants, including the responses of families to their arrival, the education they received in Britain, and their professional lives after leaving school. However, attitudes started turning against these migrants for two reasons. First, abolitionist reformers harangued interracial relationships in the colonies—and thus mixed-race people themselves—for undercutting the growth of both a stable white and black population that could obviate the need for more Africans transported across the Atlantic. Yet, some of the principal pro- and antislavery supporters, including William Wilberforce, were personally connected to the families of mixed-race migrants. Second, the outbreak of the Haitian Revolution in 1791 led many observers to believe that French-educated colonists of color had inspired the uprising, making the prospect of Jamaican students in England a much more politically threatening one.
7
Lipp, Jamie, and JaNiece Elzy. "Accelerated Learning Is Possible for Special Education Students." In Advances in Educational Marketing, Administration, and Leadership, 279–98. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8860-4.ch013.
Full textAbstract:
Accelerated learning has been historically absent in conversations driving the instruction of students being served in special education. A prevailing deficit mindset commonly exists within the special education community leaving expectations of increased student learning to chance. This chapter aims to share data from a large-scale, national sample of special education students receiving the powerful literacy intervention, Literacy Lessons. These data detail the possibility of accelerated student learning by measuring the text reading level of students at entry and exit of the intervention, and even more, compared to their rate of progress before entering the intervention.
8
"Making the most of medical school." In So you want to be a Doctor?, edited by David Metcalfe, Harveer Dev, and Michael Moazami, 331–46. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198836308.003.0016.
Full textAbstract:
This chapter gives the medical student advice on getting the most from their experience while studying. Often, students struggle with activities of daily life and the emotional stress that comes with first leaving home. This chapter provides some tips for managing the transition and ensuring that the medical student is prepared for the changes coming their way. The chapter gives an insight into what studying will be like at medical school, including a look at a typical day in the life of both a preclinical and clinical student. It also offers advice on how to make important early career decisions.
9
Alexander-Ashley, Belinda M. "Practical Strategies for Higher Hope Learning Spaces." In Advances in Early Childhood and K-12 Education, 141–67. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5713-9.ch007.
Full textAbstract:
Childhood trauma was found to increase the risk of aggression and disruptive behavior in classrooms. The disruptive behavior risks exposure to the school-to-prison nexus, a result of inequities in zero tolerance and exclusionary policies. The coronavirus disease (COVID-19) pandemic disrupted the world's learning systems leaving in its wake feelings of anxiety, depression, fear, uncertainty, and hopelessness. This exacerbated the existing trauma experienced by students. Thousands of studies involving hope theory advanced to a science with predictable outcomes and progressively more benefits for dealing with childhood trauma. The eight recommended practical strategies for higher hope include acknowledging that hope takes work, understanding the tenets of hope theory, emphasizing a personal approach to student needs, protecting educators from vicarious trauma, listening more and talking less, developing ambassadors of hope, and creating partnerships of hope focused on positive experiences, effective communication, and resilience to reduce the effects of childhood trauma.
10
Sutani, Shizuka, and Richard Keith Gordon. "Japanese Voice-Rhythm Ensemble Practice by Using Gordon's Instructional Template (IT)." In Advances in Early Childhood and K-12 Education, 137–64. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch008.
Full textAbstract:
The study describes a music teacher's experience teaching a voice-rhythm ensemble in a Japanese elementary school by utilizing Gordon's instructional template (IT). The IT is a seven-step template used to map a democratically based pedagogy. In this study, 32 (N=32) fifth graders were divided in four groups. The first lesson began with students listening to several musical selections that did not include any melodies. The students then sung a voice-rhythm ensemble called Yasainokimochi, which is constructed just by syllables without any melodies. Finally, small groups of students created and arranged an original voice-rhythm ensemble. During this lesson sequence, the teacher used Gordon's IT to facilitate student-teacher and peer discussions. As a part of the IT process, students and the teacher also reflected on the learning sequence and listened to one another in building the desired musical outcome. An underlying foundation of this classroom is to imbue in students the kyosei principles of understanding each other, leaving nobody out, and making friends.
Conference papers on the topic "Early student leaving rate"
1
Liepiņa, Kristīne, and Lūcija Rutka. "Support for teachers to reduce early school leaving." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.39.
Full textAbstract:
The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support. Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people. The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.
2
Miulescu, Miruna Luana. "Youth at Risk of Early School Leaving: Exploring Educational Strategies." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.016.
Full textAbstract:
ABSTRACT There is general agreement among scholars and policy makers that Early School Leaving (ESL) represents a serious social phenomenon that has many negative consequences on the individual, economic development, and on society as a whole. ESL is considered a serious social problem, as well as an important phenomenon on the public agenda and education policies of Romania. As part of the Erasmus+ project Orienta4YEL, a multidimensional study was conducted and the data shows that Romania also experiences unpreparedness of school and community to embrace the whole spectrum of early school leaving. The study design employed individual interviews for members of school leadership team and administration (N=9), focus groups for general and vocational secondary schools and high schools teachers/trainers (N=63), and focus groups for young people representatives (N=91) as data collection tools. The empirical findings of the study revealed that in Romania there is a convergence of opinion on the most relevant factors that cause young people to leave school before completing compulsory education. Therefore, personal challenges are the one that contribute the most to the risk of early leaving, followed closely by family reasons and institutional factors. Therefore, this paper explores the challenges that are aimed at improvements in the early school leaving rate. Specifically, the analysis will shed light on the prevention strategies that have been developed and implemented, as well as on the deficit perspective on early school leaving within institutional and national policies. By addressing the existing supporting educational actions in areas where economic and social conditions are an obstacle for pupils, this paper will furthermore particularly analyse the potential barriers which arise on the system’s ways of reducing the early leaving rate in order to better identify, prepare for, and respond to this phenomenon. Keywords: early school leaving, risk factors, support strategies, education policy
3
Chand, Rajni, Afshana Anzeg, and Sharishna Narayan. "At-Risk Students: An Early Intervention System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1292.
Full textAbstract:
During the Covid-19 lockdown, the University of the South Pacific (USP) had to close the Face-to-Face (F2F) delivery of lectures, tutorials and Drop-in support services at all its campuses. This included closing the Drop-in sessions at Student Learning Support (SLS) that provide additional literacy, numeracy and remedial support for students studying at USP. Given that all courses changed to online mode, contact with students was only possible using online virtual sessions such as Big Blue Button (BBB) or Zoom. Such sessions were only possible for students who had facilities and resources and could afford to study online. With Internet cafes and USP's Outreach Hubs, computer labs, and libraries closed, it further limited facilities for studying online for many. Realising major accessibility issues for the majority of its students, particularly those who needed support the most, USP formed a working group of SLS, First-Year Experience (FYEC) Coordinators, Information Technology Services (ITS), and Student Administrative Services (SAS) to design a strategy to identify and support the At-Risk Students (ARS). Moodle, the Learning Management System (LMS) used at USP, which records all students' activities became the central platform for this intervention. With SLS and FYE access to student activity and logs across the different schools at USP, the team worked on the design and implementation of an intervention system to help students isolated due to COVID-19 lockdowns. Intervention systems have been successfully used at many universities (Carroll, 2007; Burmack, 2002; Riddle, 2009; Frey & Fisher, 2008; Trilling & Fadel, 2009; Zhang, Fei, Quddau and Davis, 2014), showing a reduction in dropout and a better pass rate. The approach used at USP involved creating regular contact with the ARS studying in isolation or lockdown, supporting them through internet data plans for studying and virtual academic support sessions. The results showed an increase in these students' Moodle activity and better performance in the courses they were enrolled in. This paper discusses the planning, strategies, and results from a primary survey conducted on these ARS' performances.
4
Simone, E. R., T. A. Davies, N. A. Zabe, S. M. Greenberg-seperaky, and N. E. Larsen. "EARLY PLATELET-THROMBIN RECEPTORS AND THEIR FUNCTIONS." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643730.
Full textAbstract:
Human platelets possess less than 1000 high affinity [Kd=10-9]and 50-100,000 receptors of lower [Kd=10-7] affinity for o(α-thrombin. The selective derivatization of thrombin with the bifunctional crosslinking agent, DNCO, has enabled us to identify these receptorsvia covalent binding of either active siteinhibited tosyllyslmethylketothrombin (TLCK-T) or active Ctf-thrombin (T).Kinetic studies of the inhibition of the platelet-thrombin response by covalently and noncovalently bound TLCK-T have helped to elucidate the roles of the high and low affinity thrombin receptors. The activation parameters examined were initial membrane depolarization, cytoplasmic alkalinization,dense granule secretion of serotonin and lysosomal secretion of β-glucuronidase.Isolation and characterization of the thrombin receptors after covalent photocoupling of the TLCK-T or active T- were performed after solubilization by gel filtration. The intact, high affinity receptor moiety, a glycoprotein, has an approximate molecular weight of∽lSO.OOO daltons; occasionally this protein is found as a dimer of ∽360,000 daltons. When exposed to o(α-T the receptor undergoes proteolysis, leaving a protein of∽80,000 daltons and releasing the remaining glycoprotein into the medium.Higher doses of active T have been shown to bind with lower affinity to a larger protein of approximate molecular weight 600,000 daltons anda smaller protein of 46,000 daltons. Both proteins are nonsusceptible to thrombin proteolysis. Reduction and alkylation of the600,000 dalton complex yielded two and possibly three high molecular weight components (200,000, 160,000, and possibly 145,000daltons) which may correspond to previously suggested GP-Ia and GP-Ib of the GP-I complex. Under different solubilization conditions, two other membrane proteins have been found to be part of the GP-I complex; one which is not a glycoprotein, GP-Ic, while the other is associated with the glycocalyx and is called glycocalicin. Glycocalicin and GP-Icdo inhibit thrombin binding,implying that the low affinity receptor is indeed the previously suggested GP-I complex and does not appear to be directly involved withplatelet activation.Examination of the effect of dose and duration of incubation with non-covalently binding TLCK-T on subsequent α-thrombin response suggests the existence of positive cooperativity among thrombin receptors.Although TLCK-T has the same affinity for platelets (Kd) as T , the rateof binding and therefore that of dissociation are lower. Thus for incubation times of 1 minute or less with up to a 2x saturating TLCK-T dose, the subsequent depolarization response to a saturating T dose was enhanced. Exposure to higher TLCK-T (5x saturating)doses led to significant inhibition.Verification of the potentiation observed in noncovalent TLCK-T studies was performed using TLCK-T covalently bound to the platelet receptor with DNCO. Several hundred thrombin molecules were bound to the platelet when a subsaturating dose of TLCK-T(0.0025 U/ml) was used to crosslink, whileseveral thousand resulted with a saturating (0.05 U/ml) TLCK-T dose. Positive cooperativity was observed with low αT doses (0.005 U/ml) when several hundred high affinity receptors are blocked. The parameters studied which exhibited this positive cooperativity were depolarization, pH change and serotonin secretion, α-Glucuronidase secretion was normal. The presence and degreeof enhancement were donor-variableand suggest different threshhold thrombin dose requirements. The enhancement observed can be attributed to either an increased rate of binding (increased affinity) or to an increased number of exposed binding sites. Since little difference was found between the number of TLCK-T molecules bound after30 versus 60 seconds, we conclude that thepotentiation is more likely due to an increased number of exposed binding sites. Results from covalent crosslinks using a fluorescein and rhodamine labeled-TLCK-T and the fluorescence activated cellsorter support this hypothesis. The sensitization of the high affinity binding sitesby partial occupancy implies these bindingsites are responsible for depolarization, pH change and dense granule secretion (the rapid initial activation response), while βglucuronidase secretion, a secondary response, is otherwise controlled.
5
Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
Full textAbstract:
Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
6
Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.
Full textAbstract:
An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
7
Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.
Full textAbstract:
This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to cultivate these qualities and to meet the challenges of University requirements. First-year college students require developmental education in Reading, Writing, or Mathematics will become “college-ready” in those subject areas through the ESB program. In our 2017 ESB program, we focused mostly with the Calculus-ready component. Specific goals of our ESB program include improving the College algebra and Pre-calculus level math expectations, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test by UTRGV math department in the summer to get ready for Calculus I in their first semester. Study to the six-year tracking data suggests that, participants in ESB program demonstrated higher engineering interests. Improvement of engineering math readiness and overall the success rate in the selected engineering major will be presented in this paper.
8
Kern, Matthias, Paris Fokaides, Peter Habisreuther, and Nikolaos Zarzalis. "Applicability of a Flamelet and a Presumed JPDF 2-Domain-1-Step-Kinetic Turbulent Reaction Model for the Simulation of a Lifted Swirl Flame." In ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-59435.
Full textAbstract:
Lifted diffusion flames are an interesting topic due to many reasons. Mainly, lifting the reaction zone provides explicit time for mixing and avoids, therefore, hot spots at near stoichiometric conditions. Hence, they promise low emissions and make them auspicious for industrial application. In comparison to lean premixed flames, which are promising in terms of emissions as well, they distinguish themselves in the nonexistence of the risk of flashback by concurrently nearly premixed flame conditions. From exploratory considerations they are an excellent case for the investigation of flame stability. However, especially this kind of flame is challenging for the reaction model due to its high turbulence and nearly premixed burning state. CFD is a powerful tool to get a clear insight in complex mechanisms, as it delivers detailed information of the flow field. Although the contribution of highly sophisticated models like LES is steadily growing in current research, fast models as RANS are most important. Solely they provide the feasibility of extensive parametric studies or the application in industrial design processes. Therefore, appropriate reaction models are needed. The applicability of two different reaction models for non-premixed flames to predict structure and stability of such flames has been investigated in this work. A stable confined diffusion flame produced by a double swirler airblast nozzle has been chosen as test case. Leaving the secondary air stream non-swirled creates a flame which stabilizes in a lifted state. The turbulent flamelet model as proposed by Peters in the early 90th basically models the impact of the turbulent strain rate on the diffusion flame. The local state of mixing is characterized by the mixture fraction, whereas the interaction of flame and turbulence is described by the mean scalar dissipation rate. The fact that the strain rate is the only non-equilibrium parameter describing the state of the reaction permits the use of detailed chemical mechanisms. The presumed jpdf model based on a 2-domain-1-step kinetic scheme has its focus on the interaction of mixing and reaction progress and uses a presumed shape for the joint probability density function. The reaction is characterized by a single variable describing the mixing state and one single additional variable, describing the state of reaction progress. In this paper assets and drawbacks of both models and their applicability to lifted flames have been discussed in detail. Furthermore, conclusions on the stability mechanism of a lifted swirl flame are taken.
9
Andrade Sierra, Emmanuel A., Laura P. Vazquez Macedo, Patricia I. Velazquez Hernandez, Rogelio Hernandez Sanchez, Yuri De Antuñano Muñoz, Adan Peña Pinzon, Carlos A. Romellon Toache, et al. "Shifting the Stimulation Approach in Carbonate Fields Towards the Use of Single-Phase Retarded Acid: Case Study." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210375-ms.
Full textAbstract:
Abstract In carbonate reservoirs, reactive matrix stimulation creates highly conductive channels, which improves hydrocarbon production. Hydrochloric acid is widely used as stimulation fluid; however, its efficiency at high temperature ranges is limited. Other systems, such as organic acids or chelating agents, are used due to their slow reaction rate in hot carbonates; however, they cannot achieve the same volume of rock dissolution per unit of treatment. Seeking to optimize the stimulation process in "T" field in Mexico, the impact delivered by the introduction of a single-phase retarded acid in the stimulation workflow is presented in this paper. A change in completion architecture in "T" wells using slotted liners in the production pay zone is leaving exposed lengths in the carbonates in excess of 200 m, triggering early reaction with the treatment systems. This situation requires the use of reactive and divergent systems that will not spend quickly when in contact with the formation wall to ensure their full strength is used in the productive zones. Based on compatibility and reaction-rate laboratory tests, it was considered to add single-phase retarded acid as the main treatment system to improve the dissolution profile in the producing zone and reduce the reaction in the formation face. With the help of advanced simulation software, longer complex wormholes were modeled for given reservoir conditions, increasing confidence in the fluid selection described in the case study. The single-phase retarded acid showed improvements in production results in "T" field wells with new architecture. The production increase—approximately 25% after treatments in selected wells—were higher when compared to organic acid treatments. This is in part derived from improved wormhole efficiency (as tested and observed in laboratory), coupled with the higher dissolution power. The selected fluids have better solubility and controlled reaction rates, which allowed optimizing the treatment volume, thus helping to increase the profitability of the stimulation treatments in this field. Single-phase retarded acid exhibits a dominant wormhole regime for a wide range of injection rates due to its slow reaction rate. This greatly helps to accomplish the goal of being in a dominant wormhole regime. Having a dissolution capacity practically equal to hydrochloric acid and higher than that of the organic acids or chelating agents allows the optimization of stimulation treatment volumes. The retardation efficiency of this system is equal to that of emulsified acids, while it has a significantly less friction pressure profile and many other operational advantages, allowing more flexibility during job execution to pump at the optimum injection rate. Additionally, the ease of mixing and simple quality control result in faster well delivery and increased system stability at ambient conditions.
10
Craig, Steven, and Patcharapun Soodsakorn. "Overcoming Extreme Technical and Logistical Challenges to Successfully Cleanout 76,000-LBM Proppant." In SPE/ICoTA Well Intervention Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/204437-ms.
Full textAbstract:
Abstract A fracture treatment in offshore Tunisia screened out leaving over 76,000-lbm proppant in the wellbore. The well was significantly under-hydrostatic. The platform was small and had limited deck space and low capacity cranes. The completion incorporated chrome tubulars with a history of causing abrasion failure to coiled tubing strings. The challenge was to efficiently and safely clean out the proppant with coiled tubing (CT). A prior cleanout campaign had been conducted with concentric CT and jet pumps. An initial design focused on repeating this method. The engineering analysis had to account for fluid and nitrogen pumping being conducted from a supply vessel, limited nitrogen volume, low the solids return rate due to surface handling limitations, and no fluid discharge permitted to sea. A combined engineering, logistical study, laboratory testing and risk assessment was undertaken over the course of three months. Engineering utilized advanced cleanout modelling software to review concentric CT cleaning, forward cleaning (with and without optimizing cleaning Bottom Hole Assembly (BHA) and with various sizes of CT), and reverse circulating. Logistics analyzed the overall operation time, fluid and nitrogen requirements and the number of boat trips to replenish/change well returns and nitrogen. Three additional challenges were present. First, proppant could have packed off creating difficulties for some of the processes under review. Laboratory testing was conducted and confirmed this would not be a concern. Second, the well was sour and considerations for protecting the CT string and handling hydrogen sulfide (H2S) in the return stream were required. Third, CT string optimization was required to reduce potential abrasion failures. Avoiding CT failure was paramount as the string would be boat spooled onto the platform and any failure would severely impact operating time and project finances. The chosen method was primarily fluid only reverse circulating when cleaning above the formation, changing to forward circulated two phase operation when close to the formation. The downhole pressure gauge in the completion provided early warning of lost returns or of gas kicks. The operation was successfully, efficiently and safely completed in August 2019. The well was handed back to production 8 days ahead of schedule. The paper will cover the complete concept and detail design, execution and post-job analysis.
Reports on the topic "Early student leaving rate"
1
McCoy, Selina, Delma Byrne, Jessica O'Sullivan, and Emer Smyth. The early impact of the revised Leaving Certificate grading scheme on student perceptions and behaviour. ESRI, January 2019. http://dx.doi.org/10.26504/rs85.
Full text
2
Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
Full textAbstract:
The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
3
Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
Full textAbstract:
The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
4
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.
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 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).