Relevant bibliographies by topics / Low achievers

Academic literature on the topic 'Low achievers'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Low achievers"

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Drifte, Collette. "Literacy for low achievers." 5 to 7 Educator 2010, no. 61 (January 2010): viii—xi. http://dx.doi.org/10.12968/ftse.2010.9.1.45708.

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Drifte, Collette. "Maths for low achievers." 5 to 7 Educator 2010, no. 61 (January 2010): xiv—xvii. http://dx.doi.org/10.12968/ftse.2010.9.1.45710.

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Hom, Harry L., and Marilyn D. Murphy. "Low Need Achievers' Performance." Personality and Social Psychology Bulletin 11, no. 3 (September 1985): 275–85. http://dx.doi.org/10.1177/0146167285113004.

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Giles, David. "Logo With Low Achievers." Journal of Research on Computing in Education 26, no. 1 (September 1993): 28–39. http://dx.doi.org/10.1080/08886504.1993.10782075.

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Nayan, Surina, and Hariharan N Krishnasamy. "Low achievers and vocabulary learning strategies." Jurnal Intelek 14, no. 2 (November 29, 2019): 117–25. http://dx.doi.org/10.24191/ji.v14i2.226.

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This is a conceptual paper on low achievers and vocabulary learning strategies. The paper focuses onwhat vocabulary is, its importance, types of vocabulary learning strategies, low achievers and theirvocabulary learning, the importance of explicit teaching of vocabulary learning strategies to lowachievers and also studies done on them. Low achievers need to be made aware of the existence of thesestrategies and employ them in their learning. This is because they have less motivation to learn Englishas they are weak in this subject. Learners should also be taught on these strategies explicitly so that theyare able to be autonomous in their learning. The knowledge on the strategies that they get will be helpfullater in the work place as they will encounter various types of vocabulary that are related to their job.The paper ends with the conclusion and recommendations on ways to help low achievers to enhance theirvocabulary knowledge. Keywords: language learning strategies, vocabulary learning strategies, low achievers, explicit vocabulary teaching
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Singh, Dr Shashi Kala. "Anxiety and Adjustment Pattern of High and Low Academic Achievers." Global Journal For Research Analysis 2, no. 1 (June 15, 2012): 25–26. http://dx.doi.org/10.15373/22778160/january2013/78.

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Wigzell, Roy, and Saif Al-Ansari. "The Pedagogical Needs of Low Achievers." Canadian Modern Language Review 49, no. 2 (January 1993): 302–15. http://dx.doi.org/10.3138/cmlr.49.2.302.

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Kriner, Lon S., and Arthur Shriberg. "Counseling Center Interventions with Low Achievers." NASPA Journal 30, no. 1 (October 1, 1992): 39–42. http://dx.doi.org/10.1080/00220973.1992.11072289.

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정애진 and LEE KIL-JAE. "A comparative study of K-WISC-IV profile for low science achievers, science achievers and high science achievers." Journal of Science Education 39, no. 3 (December 2015): 418–33. http://dx.doi.org/10.21796/jse.2015.39.3.418.

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Wahidiyati, Irra. "The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing." JOEEL: Journal of English Education and Literature 1, no. 1 (March 16, 2020): 1–10. http://dx.doi.org/10.38114/joeel.v1i1.24.

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Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers.
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Dissertations / Theses on the topic "Low achievers"

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Whiteley, A. M. "The low achievers in YTS." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378865.

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Crow, Judy C. (Judy Carolyn). "Play Therapy with Low Achievers in Reading." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332263/.

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Play therapy in a school setting was studied to determine its therapeutic effectiveness on students' reading achievement, self-concept, and locus of control. The sample consisted of 24 students in two first grade classes who had been retained because of low achievement in reading. Instruments used in the study were the Gates MacGinite Reading Test, the Piers-Harris Children's Self-Concept Scale, and the Intellectual Achievement Responsibility Questionnaire. Analysis of covariance, used to test the significance of the difference between the adjusted post-test means of the experimental and control groups, showed that participants in play therapy scored significantly higher in self-concept than did those who were not exposed to treatment. No statistically significant differences were found between the two groups in reading achievement or locus of control. Since research has shown that low achievers in reading tend to have low self-concepts, it seems reasonable to assume that improved self-concept would be related to improved reading scores. The nature of such a possible relationship needs further study. Recommendations were made for integrating affective components into academic remediation programs, and suggestions for further research were made.
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Liliequist, Malin. "Motivation among English L2 learners in Sweden : A comparison between high and low achievers in Upper Secondary School." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29967.

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The aim of this study was to find out what attitudes students of English at Upper Secondary School have to the classroom teaching, in relation to the grade they are expecting in the current course. Furthermore, the question was whether the high achievers, also referred to as “top grade” students, felt more motivated than the low achievers, also referred to as “lower grade” students. In order to answer the research questions, the phenomenon motivation first had to be examined by studying findings by different scholars. The study was carried out with a questionnaire as the instrument. It was filled in by 86 students at a freeform Upper Secondary school in the middle of Sweden. The questionnaire asked questions about the difficulty of the course, the students’ motivation for the tasks given and also what impact the teacher had on the students’ progress. 19 high achievers were identified in the study, and 8 low achievers. The results showed that the high achievers show more positive results on attitudes and motivation in all areas. They expect higher grades and they express an interest in more areas than the low achievers do. On the other hand, no difference was found between the groups when it comes to the way they rate their interest in learning English. Similarly, students in both groups understand the need for English in their future life and careers. The results suggest that both groups are driven by instrumental motivation. The results of the present study correspond to those found in earlier studies by different scholars.
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Sung, Mei-kwan, and 宋美筠. "Ecology of student learning: case study of "low achievers"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575771.

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Sung, Mei-kwan. "Ecology of student learning case study of "low achievers" /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575771.

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Greenberg, Arthur Richard. "College study in high school for low and moderate achievers /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734594.

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Cheung, Chok-yee, and 張作儀. "The effectiveness of vocabulary learning strategies of Chinese low achievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649742.

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McDonough, Andrea M., and res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.

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This is a report of an investigation of children’s beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children’s beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners’ beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics. The children were each interviewed on ten occasions over a five-month period using thirty semi-structured, creative interviewing procedures that were developed or adapted for the study that included drawing, writing, discussing scenarios presented through photographs, video snippets and other children’s drawings, ordering of descriptors, and responding to questionnaires presented verbally. The interview data consisted of transcripts and artefacts. Some class administered tasks, lesson observations and interviews with the mathematics teachers provided background information. Analysis of interview responses was undertaken through a criss-cross examination in which themes were drawn from each child’s data. Responses were not judged for correctness or for a match to any predetermined categories and the researcher sought to take a stance of neutrality to the phenomena under study. The research suggests that teachers and others involved in the education of young learners of mathematics should know that: it is possible to gain insights into children’s beliefs about maths (the term used most commonly by the children), learning, and helping factors for learning maths; to gain insights into young children’s beliefs, it is important to have dialogue with the children to avoid making assumptions about their interpretations or meanings; the creative interviewing procedures developed for the present research are helpful as they can stimulate reflection and prompt conversation; young children’s beliefs can be complex, subtle, broad and deep; young children’s beliefs are individually constructed and differ from child to child; children may not see mathematics concepts in the same ways as their teachers and other adults; beliefs are sufficiently diverse and significant to affect the way children see the mathematics learning situation; although the beliefs of children of eight to nine years of age may, on the surface, appear simplistic and naïve, they are not necessarily so. Young learners are able to reflect on their own and others’ experiences and often construct complex beliefs. There is a lot happening in the minds of these children. The research suggests also that it is important that educators do not to make assumptions about: what children see as maths (or mathematics); what children see as learning; and what children see as helping factors for learning maths. A key factor facilitating children’s reflection and expression was the range of visual, verbal, and text-based creative interviewing strategies developed for the present study. The individual procedures provided suitable prompts to allow young children to articulate or represent their beliefs. The semi-structured procedures, through which ideas were explored on multiple occasions, followed by theme-based, criss-cross analysis of interview transcripts and artefacts, resulted in rich and trustworthy portrayals of beliefs, increasing the validity of the findings. The research provides the education community with insights into young children’s beliefs that are unlikely to emerge within the day to day activity of the classroom and, through the availability of the research procedures, facilitates further gaining of insights into beliefs either by classroom teachers or other researchers.
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阮兆漢 and Siu-hon Billy Yuen. "Attitudes of low achievers towards learning English with information and communication technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30427241.

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Leung, Wai-ping. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567197X.

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Books on the topic "Low achievers"

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Educating low achievers to high achievers: A cognitive approach. Bangalore: Kanva Publications, 2012.

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Deka, Ucharan. Factors of academic achievement: A comparative study of high and low achievers. New Delhi: Northern Book Centre, 1993.

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Proctor, Richard. Low achievers: Lifelong learners : an investigation into the impact of the public library on educational disadvantage. Sheffield: CEPLIS, 2002.

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Payne, Joan. Progress of low achievers after age sixteen: An analysis of data from the England and Wales Youth Cohort Study. [London?]: Dept. for Education and Employment, 2000.

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Mullan, Mary. The self-concept of the low achiever in secondary school. [s.l: The Author], 1991.

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Canada. Natural Resources Canada. The city of Peterborough: Low-cost fleet management solutions achieve major results. Ottawa: Natural Resources Canada, 1997.

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Miller, Lowell. The single best investment: Achieve lasting wealth with low-risk, steady growth stocks. Holbrook, Mass: Adams Media Corp., 1999.

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Meggitt, Gary. Civil justice reform: What has it achieved? Edited by University College London and University of Hong Kong. Hong Kong: Sweet & Maxwell, 2010.

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Dept, Massachusetts Audubon Society Environmental Sciences. Fuel savings achieved by "house doctoring" and storm windows in Massachusetts low-income homes: Final report. Lincoln, Mass: The Society, 1986.

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Infiltration marketing: Achieve astounding sales increases on a very low budget by entering your customer's world. Holbrook, Mass: Adams Media, 2000.

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Book chapters on the topic "Low achievers"

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Glasman, Naftaly S., and David Nevo. "Guiding Rational Solutions to Academic Problems of Low Achievers." In Evaluation in Decision Making, 127–41. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2669-1_9.

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Le Hebel, Florence, Pascale Montpied, and Andrée Tiberghien. "Which Answering Strategies Do Low Achievers Use to Solve PISA Science Items?" In Insights from Research in Science Teaching and Learning, 237–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20074-3_16.

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Scherer, Petra. "Low Achievers’ Understanding of Place Value – Materials, Representations and Consequences for Instruction." In Mit Werkzeugen Mathematik und Stochastik lernen – Using Tools for Learning Mathematics and Statistics, 43–56. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-03104-6_4.

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Scherer, Petra. "Low Achievers in Mathematics—Ideas from the Netherlands for Developing a Competence-Oriented View." In International Reflections on the Netherlands Didactics of Mathematics, 113–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20223-1_8.

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Baharum, Norzie Diana, and Kamisah Ariffin. "Anxiety in Learning English Among Low Achievers: The Questions of Gender, Language Preference and Academic Performance." In Proceedings of the International Conference on Science, Technology and Social Sciences (ICSTSS) 2012, 299–308. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-077-3_36.

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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Zalewski, Jan. "Helping Low Achievers to Succeed in Tertiary Education: Explicit Teaching of Academic Literacy as a Way to Positive Educational Experiences." In Second Language Learning and Teaching, 323–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_18.

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Garzón-Díaz, Edgar. "Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia." In International Perspectives on CLIL, 85–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70095-9_5.

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Gao, Jingchen, Jie Xu, and Meiying Cheng. "Electric Power Enterprises Supply Relationships Integration: Achieve Low-Carbon Procurement." In LTLGB 2012, 561–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-34651-4_78.

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Song, Jian, Yuru Zhang, Hongdong Zhang, and Dangxiao Wang. "Co-actuation: Achieve High Stiffness and Low Inertia in Force Feedback Device." In Haptics: Perception, Devices, Control, and Applications, 229–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42321-0_21.

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Conference papers on the topic "Low achievers"

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Sofian, Siti Siryani, and Azmin Sham Rambely. "The effectiveness of game and recreational activity to motivate high achievers and low achievers: Evaluation using fuzzy conjoint analysis." In THE 2017 UKM FST POSTGRADUATE COLLOQUIUM: Proceedings of the University Kebangsaan Malaysia, Faculty of Science and Technology 2017 Postgraduate Colloquium. Author(s), 2018. http://dx.doi.org/10.1063/1.5028043.

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Raisinghani, Vijay T. "3Pf: Prepare-Present-Positive Feedback -- An Active Learning Approach for Low Achievers." In 2013 IEEE Fifth International Conference on Technology for Education (T4E). IEEE, 2013. http://dx.doi.org/10.1109/t4e.2013.10.

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Chang, Mei-Mei, and Mei-Chen Lin. "Integrating Cognitive-Motivational Strategies Into Multimedia-Based English Instruction for Low-Achievers." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000024.

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Shriki, Atara, and Ilana Lavy. "ENGAGEMENT IN VEDIC MATHEMATICS AS MEANS FOR STRENGTHENING SELF-EFFICACY OF LOW ACHIEVERS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1313.

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Yoong, Soo May, and Noor Aini Ahmad. "EFFECTIVENESS OF DOCTOR WORM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2712.

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Noviyanti, Nurul Ika, Susriyati Mahanal, Windy Rosyadah Mukti, Irma Dahlia Yuliskurniawati, Siti Zubaidah, and Deny Setiawan. "Narrowing the gaps of scientific argumentation skills between the high and low academic achievers." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043308.

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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
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Brown, Ted, Jennifer Dowdell, Seth Richter, and Larry Porter. "Integrated LID and Green Infrastructure Planning at Rutgers University to Achieve Better Ecological Outcomes at Lower Cost." In 2011 Low Impact Development Conference. Reston, VA: American Society of Civil Engineers, 2015. http://dx.doi.org/10.1061/9780784413876.010.

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Roehr, Daniel, and Yuewei Kong. "Stormwater Runoff Reduction Achieved by Green Roofs: Comparing SWMM Method to TR-55 Method." In Low Impact Development International Conference (LID) 2010. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41099(367)88.

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Koyanagi, Mitsumasa. "3D Super chip technology to achieve low-power and high-performance system-on-a chip." In 2011 International Symposium on Low Power Electronics and Design (ISLPED). IEEE, 2011. http://dx.doi.org/10.1109/islped.2011.5993606.

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Reports on the topic "Low achievers"

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Lavy, Victor, M. Daniele Paserman, and Analia Schlosser. Inside the Black of Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom. Cambridge, MA: National Bureau of Economic Research, October 2008. http://dx.doi.org/10.3386/w14415.

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Davis, Robert F., and Kevin J. Linthicum. Materials Processing and Device Development to Achieve Integration of Low Defect Density III Nitride Based Radio Frequency. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada383629.

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Davis, R. F., M. Harris, S. Halpern, S. Siebert, and M. Patel. Materials Processing and Device Development to Achieve Integration of Low Defect Density III Nitride Based Radio Frequency. Fort Belvoir, VA: Defense Technical Information Center, April 2001. http://dx.doi.org/10.21236/ada389624.

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Yu, Haichao, Haoxiang Li, Honghui Shi, Thomas S. Huang, and Gang Hua. Any-Precision Deep Neural Networks. Web of Open Science, December 2020. http://dx.doi.org/10.37686/ejai.v1i1.82.

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We present Any-Precision Deep Neural Networks (Any- Precision DNNs), which are trained with a new method that empowers learned DNNs to be flexible in any numerical precision during inference. The same model in runtime can be flexibly and directly set to different bit-width, by trun- cating the least significant bits, to support dynamic speed and accuracy trade-off. When all layers are set to low- bits, we show that the model achieved accuracy compara- ble to dedicated models trained at the same precision. This nice property facilitates flexible deployment of deep learn- ing models in real-world applications, where in practice trade-offs between model accuracy and runtime efficiency are often sought. Previous literature presents solutions to train models at each individual fixed efficiency/accuracy trade-off point. But how to produce a model flexible in runtime precision is largely unexplored. When the demand of efficiency/accuracy trade-off varies from time to time or even dynamically changes in runtime, it is infeasible to re-train models accordingly, and the storage budget may forbid keeping multiple models. Our proposed framework achieves this flexibility without performance degradation. More importantly, we demonstrate that this achievement is agnostic to model architectures. We experimentally validated our method with different deep network backbones (AlexNet-small, Resnet-20, Resnet-50) on different datasets (SVHN, Cifar-10, ImageNet) and observed consistent results.
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Elshurafa, Amro. The Value of Storage in Electricity Generation: A Qualitative and Quantitative Review. King Abdullah Petroleum Studies and Research Center, November 2020. http://dx.doi.org/10.30573/ks--2020-dp23.

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Electricity storage technology has many useful applications in the energy sector and can complement variable renewable power generation to achieve a low-carbon future. For policymakers, utilities, and investors, effective decisions in this context require an understanding of how to determine the monetary value of storage.
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Akinleye, Taiwo, Idil Deniz Akin, Amanda Hohner, Indranil Chowdhury, Richards Watts, Xianming Shi, Brendan Dutmer, James Mueller, and Will Moody. Evaluation of Electrochemical Treatment for Removal of Arsenic and Manganese from Field Soil. Illinois Center for Transportation, June 2021. http://dx.doi.org/10.36501/0197-9191/21-019.

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Soils containing inorganic compounds are frequently encountered by transportation agencies during construction within the right-of-way, and they pose a threat to human health and the environment. As a result, construction activities may experience project delays and increased costs associated with management of inorganic compounds containing soils required to meet environmental regulations. Recalcitrance of metal-contaminated soils toward conventional treatment technologies is exacerbated in clay or organic content-rich fine-grained soils with low permeability and high sorption capacity because of increased treatment complexity, cost, and duration. The objective of this study was to develop an accelerated in situ electrochemical treatment approach to extract inorganic compounds from fine-grained soils, with the treatment time comparable to excavation and off-site disposal. Three reactor experiments were conducted on samples collected from two borehole locations from a field site in Illinois that contained arsenic (As)(~7.4 mg/kg) and manganese (Mn)(~700 mg/kg). A combination of hydrogen peroxide (H2O2) and/or citrate buffer solution was used to treat the soils. A low-intensity electrical field was applied to soil samples using a bench-scale reactor that resembles field-scale in situ electrochemical systems. For the treatment using 10% H2O2 and citrate buffer solution, average removal of 23% and 8% were achieved for Mn and As, respectively. With 4% H2O2 and citrate buffer, 39% and 24% removal were achieved for Mn and As; while using only citrate buffer as the electrolyte, 49% and 9% removal were achieved for Mn and As, respectively. All chemical regimes adopted in this study reduced the inorganic compound concentrations to below the maximum allowable concentration for Illinois as specified by the Illinois Environmental Protection Agency. The results from this work indicate that electrochemical systems that leverage low concentrations of hydrogen peroxide and citrate buffer can be effective for remediating soils containing manganese and arsenic.
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7

Spano, Christian, Paolo Natali, Charles Cannon, Suzanne Greene, Osvaldo Urzúa, Carlos Sucre, and Adriana Unzueta. Latin America and the Caribbean 2050: Becoming a Global Low-Carbon Metals and Solutions Hub. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003412.

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This report evaluates scope 3 emissions along the copper and iron ore value chains and the opportunities that Latin America and the Caribbean (LAC) has to become a low carbon metals and solutions hub. The report presents four carbon emission scenarios that represent different sets of decisions for policy-makers and investors. Two scenarios fall short of aligning with Paris targets: (1) the business as usual (BaU) scenario with no further abatement action; and (2) a BaU scenario with the current level of emission reduction potential from players in the value chain (BaU Possible). The other two scenarios deliver the required carbon reductions to be compliant with the Paris Agreement by 2060, but through different strategies: (3) the BaU Paris scenario. where alignment with Paris targets is achieved by keeping BaU volumes and reducing carbon intensity per tonne of metal; and (4) the Decoupled scenario, where carbon intensity reductions are relaxed and compensated by a reduction in primary supply to align the value chain emissions to a Paris trajectory. All scenarios require LACs leaders to consider investments in low-carbon technology in different degrees. The report argues that, given its competitive position in the cost curve for copper and iron ore and an abundance of enabling factors for low carbon strategies, the region could become a key source of low carbon metals and solutions as long as it is proactive in adopting all the necessary measures from public sector and industry perspectives. Finally, the report concludes that myriad opportunities exist for LAC, including new business models, technologies and products, and that these could yield a greater economic and social contribution to the region than the BaU trajectories.
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8

Bridges, Todd, Jeffrey King, Johnathan Simm, Michael Beck, Georganna Collins, Quirijn Lodder, and Ram Mohan. International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41946.

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To deliver infrastructure that sustain our communities, economy, and environment, we must innovate, modernize, and even revolutionize our approach to infrastructure development. Change takes courage, but as one starts down the path of innovation, what was once novel becomes more familiar, more established. The U.S. Army Corps of Engineers (USACE) is walking this path with our partners through the Engineering With Nature (EWN) Initiative, integrating human engineering with natural systems. The International Guidelines on Natural and Nature-Based Features for Flood Risk Management are the next step toward revolutionary infrastructure development—a set of real-world guidelines to help familiarize us with what was once novel. USACE and collaborators around the world have been building, learning, and documenting the best practices for constructing Natural and Nature-Based Features (NNBF) for decades. The consolidation of these lessons into a single guidance document gives decision-makers and practitioners a much-needed resource to pursue, consider, and apply NNBF for flood risk management while expanding value through infrastructure. Relationships and partnerships are vital ingredients for innovation and progress. The NNBF Guidelines was achieved because of the strong relationships in the nature-based engineering community. The magnitude and diversity of contributors to the NNBF Guidelines have resulted in a robust resource that provides value beyond a single agency, sector, or nation. Similarly, the work of incorporating NNBF into projects will require us to strengthen our relationships across organizations, mandates, and missions to achieve resilient communities. I hope you are inspired by the collaborative achievement of the NNBF Guidelines and will draw from this resource to develop innovative solutions to current and future flood risk management challenges. There is a lot we can achieve together along the path of revolutionary infrastructure development.
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Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.025.

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The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
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10

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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