Relevant bibliographies by topics / Middle Years

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Middle Years'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Middle Years"

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Mann, Carola H. "The Middle Years." Contemporary Psychoanalysis 24, no. 3 (October 1988): 478–84. http://dx.doi.org/10.1080/00107530.1988.10746260.

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Berner, Robert L., and Douglas Reid Skinner. "The Middle Years." World Literature Today 68, no. 4 (1994): 872. http://dx.doi.org/10.2307/40150796.

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Hurrell, Joseph J., Margaret Anne McIaney, and Lawrence R. Murphy. "The Middle Years." Prevention in Human Services 8, no. 1 (September 4, 1990): 179–203. http://dx.doi.org/10.1300/j293v08n01_12.

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Dougherty, Molly, and Inc Milner-Fenwick. "The Climacteric Years (The Middle Years)." American Journal of Nursing 88, no. 8 (August 1988): 1145. http://dx.doi.org/10.2307/3470972.

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McDonald, Walter. "Leaving the Middle Years." College English 57, no. 1 (January 1995): 83. http://dx.doi.org/10.2307/378352.

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McDonald, Walt. "Leaving the Middle Years." English Journal 90, no. 6 (July 2001): 115. http://dx.doi.org/10.2307/822067.

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Binstock, R. H., and R. A. Settersten. "Revisting the Middle Years." Gerontologist 38, no. 6 (December 1, 1998): 749–55. http://dx.doi.org/10.1093/geront/38.6.749.

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Mileur, Jerome M. "Polity: The Middle Years." Polity 40, no. 4 (October 2008): 536–39. http://dx.doi.org/10.1057/pol.2008.16.

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Sarrel, Philip M. "Sexuality in the Middle Years." Obstetrics and Gynecology Clinics of North America 14, no. 1 (March 1987): 49–62. http://dx.doi.org/10.1016/s0889-8545(21)00571-4.

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Arnold, John. "Teaching in the Middle Years." Teaching Education 2, no. 1 (March 1988): 43–46. http://dx.doi.org/10.1080/1047621880020110.

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Dissertations / Theses on the topic "Middle Years"

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Paterson, Anthony Mason. "Glasgow Citizens' Theatre 1957-1969 : the middle years." Thesis, University of Strathclyde, 1989. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21287.

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The early years of the Glasgow Citizens' Theatre were dominated by its founder, James Bridie, and by the influence which his legacy exerted over those who worked there in the time immediately following his death. This period can be said to last from the Theatre's opening (1943) until the arrival of Peter Duguid, the first director not immediately influenced by Bridie's aims and objects (1957). From 1969 until the present day, Giles Havergal and his associates have been in charge, and they have created, in its international-style motivation, something unique in British theatre, famous outside these shores, but totally at variance with the founder's aspirations. These two eras bear their own recognisable stamps, but in between stretch the 'middle years' - twelve seasons parcelled out among seven directors, an extraordinary series of lofty peaks and corresponding valleys, but comprising, in spite of - or because of - their diversity, a remarkable sum total of achievement. And yet thi s is the period when - many believe - nothing really happened. Why were these years so fragmented? Three of the directorships lasted for one season only, and the others had individual styles of their own: Duguid was in sympathy with American plays, Callum Mill with European; Michael Meacham and Michael Blakemore were, on the whole, more English orientated, and the work of Iain Cuthbertson probably came nearer than anyone's, in content, to the Citizens' of James Bridie's vision. Every individual regime of these twelve seasons had its glories, and it is perhaps, the series of 'new beginnings' which give the 'middle years' their lasting impact. Relationships between Director and Theatre Board were frequently difficult; both were true to their principles, but these were times when the whole moral and social climate of Britain, its type of 'media appreciation', were in flux. The ideas of 1943 were no longer valid twenty years later and the problems of adjustment between 1957 and 1969 came close, in the end, to wrecking the whole enterprise. It is only now, with the dust of battle cleared away, that it is possible to see the era in the importance of its true perspective.
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Dickson, Anisah. "International Baccalaureate’s Middle Years Programme: Liberation or suffocation?" Thesis, Dickson, Anisah ORCID: 0000-0003-4063-4457 (2019) International Baccalaureate’s Middle Years Programme: Liberation or suffocation? Professional Doctorate thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55765/.

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While an increasing number of schools worldwide are offering the International Baccalaureate’s Middle Years Programme (MYP), at least 10% of Australian schools that offer the MYP have recently chosen to discontinue it. The reasons why schools terminate the program are not well understood, however. To address this research gap, I examined the benefits, opportunities, challenges and limitations of teaching and learning the MYP at three public and private Australian schools that have discontinued this programme. Using a qualitative case study design, I interviewed 17 participants: four principals and/or deputies, three former MYP Coordinators (one from each school) and 10 teachers. While the small sample is not generalizable, the findings provide unique insight that can guide schools on whether to adopt and sustain the MYP. Analysis identified the following benefits of teaching the MYP: more opportunities for international professional development and interdisciplinary teaching; and more accountability and standardisation within the curriculum and assessments. Teaching challenges included: organisational complications with aligning the MYP with the Australian national curriculum; reduced teaching time; limited leadership support; difficulties with promoting inquiry-based teaching; and assessing with two varying grading formats. Benefits of learning the MYP were: increased inquiry-based learning opportunities; exposure to holistic learning through the development of students’ academic and social skills; and a healthier balance between core and elective learning areas. The challenges for students learning mostly stemmed from operational, systems-level limitations, and confusing MYP jargon and grading styles. While participants identified many benefits and opportunities of the MYP for teaching and learning, the participating schools chose to discontinue the MYP because the organizational challenges that they faced greatly outweighed the positives. Recommendations for action on the part of the IB and school leaders are suggested.
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Scagliarini, Richard. "Reforming the middle years curriculum in an international school: a naturalistic inquiry." University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00006610/.

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This dissertation reports on the experiences of a small group of teachers and administrators as they endeavoured to reform the middle years curriculum of an international school in Japan. This single case study is based primarily upon the observations of the researcher, a middle school teacher at the school and a key participant in the reform process. This study is positioned in the naturalistic paradigm which allows for the accumulation of sufficient knowledge to lead to a holistic understanding of middle years curriculum reform within this context.Reforming the middle years of schooling has received renewed attention in recent years. A new paradigm is emerging about the nature of schooling in this significant stage of life that is now recognised as crucial to the formation of attitudes, values, and habits of mind that shape the individual‘s identity and development as an adult. Despite the growth and status of international schools, very little is known about the nature and processes of middle years curriculum reform in this context. The central aim of this study was to provide a detailed and authentic account of the process of curriculum reform that can validate, guide and extend the current body of knowledge on middle years curriculum reform and is meaningful and useful to educators in the international school context.Three dimensions of reform emerged in this study: the process of reform, identified as a multidimensional and interconnected process that ventured through six identifiable phases; the product of the reform, the Humankind Curriculum, was found to have its core features grounded in shared understandings of effective middle schooling; and the dynamics of change, which revealed a professional learning community as the catalyst for change, with the interplay of relational trust, leadership, interpersonal relationships and collaboration as empowering the capacity for reculturing the middle school. While the findings contribute to the current body of knowledge on middle school reform in the international school context, they also provide direction for further discussion, exploration and research.
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Main, Katherine Mary. "A Year Long Study of the Formation and Development of Middle Years’ Teaching Teams." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366879.

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Australian acceptance of middle schooling has been gaining momentum. The impetus behind the introduction of middle schooling in Australia has been to provide a more developmentally appropriate educational experience for Years 6-9 students (approximately ages 10-11—14-15) and a smoother transition between the traditional primary and secondary divide. An underpinning practice in the philosophy of middle schooling is small communities of teachers and students. Teachers working in a middle school environment are organised into small teaching teams that plan and teach together. Middle schooling practice, however, demands some reshaping of complex and multiple relationships among teachers. This reshaping includes collaborative planning, teaching, assessing, and reporting within teaching teams, together with closer relationships with students, administrative staff, parents, and the wider community. These collaborative tasks require teachers to negotiate a new complex web of interrelationships. Stages in group development have been explored in a variety of settings. Tuckman (1965) identified four stages in the development or “life cycle” of groups (i.e., forming, storming, norming, and performing) that have been shown to be transferable to groups across a number of disciplines. As newly formed middle school teaching teams evolve and work to complete these new collaborative tasks and negotiate these new relationships, they have been reported to progress through this same life-cycle. The way that these teams move through these progressive stages is important to the effective functioning of the team. This purpose of this study was to examine the formation, development and maintenance of four middle school teaching teams over the course of their first year as a team. This study aimed to identify factors that facilitate or hinder a positive trajectory for a team’s development and to explore the influence of a school’s culture on teaming practices. Teams involved in this study were all in government run middle schools in South East Queensland that introduced an holistic reform in the last decade. A multi-site case study approach was used. Qualitative data were gathered through semistructured individual interviews with core teaching staff in each team and through notes taken during participant observation days throughout the year. Comparisons of data within and across teams revealed six main characteristics that were found to either positively or negatively influence teaching teaming in the four teams from the three Queensland schools participating in the study. These characteristics concerned (a) training (i.e., both preservice and inservice); (b) administrative support throughout the teaming process (i.e., from formation to establishment and maintenance); (c) attitudes of team members to teaming (i.e., a willingness to participate in a team and experience and confidence in contributing to the team); (d) relationship building; (e) conflict; and (f) school culture. These results resonated with the research literature on the experiences of middle school teaming practices in the USA. A school’s culture was identified as one of the six defining characteristics of a team’s experience within the first question of the study. It was found to exert facilitating and inhibiting effects on the other 5 characteristics that were identified. Moreover, the results revealed several aspects of working in teams that teachers found challenging. A lack of specific training in teaming skills (i.e., either preservice or inservice) prevented teachers from establishing adequate team protocols (i.e., goals, rules, and roles) able to facilitate the smooth functioning of the team. Specifically, teachers generally demonstrated limited and ineffective means of dealing with conflict, which, in most instances, caused team development to stagnate or regress. Findings from this study has shown a gap between what the middle school literature has said about collaboration and teaming and how it is being implemented in these three Queensland middle schools. This study also demonstrates the urgent need for preservice and inservice training in teaming practices to occur concurrently with the introduction of a middle years’ reform in Australia. It also identifies a list of specific teaming skills that are required by teachers embarking on a teaming experience and a list of the facilitating and hindering factors to team formation and development at an individual, team, and school level.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
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Webb, R. "Developing information skills in the middle years of schooling." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380974.

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Kopanke, Richard J. "Focusing vision for churches in their middle-aged years." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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Oladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.

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The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.
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Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.

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The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p
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Emerson, Scott Daniel. "Life satisfaction among middle-years children of various language backgrounds." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/64147.

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BACKGROUND: Understanding the measurement of life satisfaction and its association with social supports among children from diverse language backgrounds is a key step of measuring healthy child development in British Columbia (BC). The Satisfaction with Life Scale adapted for Children is a self-report measure of child life satisfaction and has exhibited sound psychometric properties for a representative population of children in BC. If found to show measurement equivalence (ME) across subgroups, SWLS-C means and correlates can be meaningfully compared across such subgroups. Peer and adult support positively relate to SWLS-C scores for BC children overall but such relationships are unknown for specific language background groups. Using language background as a proxy for cultural background, this thesis examined: 1) the cross-cultural ME of the SWLS-C; 2) cross-cultural differences in SWLS-C means; 3) the cross-cultural ME of peer support and adult support scales; 4) cross-cultural associations of peer and adult support with SWLS-C scores. METHOD: Participants were 20,119 BC children (Mage 9.2; 50.2% male) who completed the SWLS-C, peer support, and adult support scales as part of a child health survey (the Middle-Years Development Instrument). ME of the SWLS-C, peer support, and adult support scales was examined across eight cultural (i.e., language) background groups. Means and inter-relationships of the SWLS-C, peer support, and adult support scales were estimated across cultural background groups. RESULTS: Findings supported ME between the English group and: all other cultural background groups for the SWLS-C, three other cultural background groups for the peer support scale, and six other cultural background groups for the adult support scale. Relative to the English group, SWLS-C means differed for several cultural background groups - variation consistent with mean differences for the peer support and adult support scales. Within each cultural background group, peer and adult support scale scores positively related to SWLS-C scores. DISCUSSION: This thesis provided evidence for meaningful comparison of life satisfaction, peer support, and adult support means across diverse cultural background groups, highlighting differences in life satisfaction between cultural background groups of children, but underscored the importance of fostering adult and peer support to promote healthy child development.
Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
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Constantinides, Adonis C. "Provision of education in the middle school years in Cyprus." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/5851/.

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The aim of this study is to examine the type of education offered during the middle school years in Cyprus. At first an attempt is made to define middle school years and relate this concept to the educational system of Cyprus and other countries. The History of Education in Cyprus is briefly surveyed to set the background against which the Gymnasium, a distinct educational unit catering for the middle school years, has evolved and reached its present form. The aims, objectives, structure and content of the Gymnasium are examined in detail. Qualitative and quantitative measures are employed to investigate the role of the Gymnasium within the educational system and the degree to which this role is successfully accomplished. The results reveal that on the whole, content and time span of the Gymnasium are satisfactory. There is, however, a strong feeling that there is scope for improvement in the content of the curriculum in order to make it more effective. On the basis of the findings of the present survey a model of a new educational unit is presented which intends to bridge the gap between the primary and secondary education at its lower end and pave the way to the smooth transition from the free compulsory to the upper secondary level of education. The programme of the new unit is hoped to serve more effectively the primary aim of the concept of the democratisation of education, namely the provision of equal educational opportunities to all according to individualised goals, needs, abilities and talents. Finally certain recent developments in the educational system of Cyprus and their implications for the future of the Gymnasium are discussed. A proposal for the reorganisation of secondary education is developed and its merits are presented.
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Books on the topic "Middle Years"

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: InternationalBaccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1994.

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Skinner, Douglas Reid. The middle years: Poems. Cape Town: Carrefour Press, 1993.

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Marriage in the middle years. Valley Forge, PA: Judson Press, 1986.

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Kern, Martha Morgan. Letters from the middle years. Colorado Springs, Colo: Lion Pub., 1998.

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Book chapters on the topic "Middle Years"

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Kim, Young Chun. "Middle School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 91–124. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_5.

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Paavilainen, Eija, and Tanja Koivula. "The middle years." In The Routledge International Handbook of Domestic Violence and Abuse, 171–83. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331053-16.

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Aoki, Masahiko. "Middle School Years." In Transboundary Game of Life, 29–30. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2757-5_8.

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Price, M. Philips. "The Middle West." In America After Sixty Years, 124–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003243182-8.

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Schonert-Reichl, Kimberly A., and Martin Guhn. "Middle Years Development Instrument." In Encyclopedia of Quality of Life and Well-Being Research, 4036–40. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3441.

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Main, Katherine. "Australian Middle Years Reform." In Leveraging Social Capital in Systemic Education Reform, 97–113. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-651-4_5.

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Crothers, Charles. "Middle years at Columbia." In Reintroducing Robert K. Merton, 77–106. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Reintroducing...: Routledge, 2020. http://dx.doi.org/10.4324/9780367810160-4.

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Coffey, Anne, and Shane Lavery. "Understanding the Middle Years Learner." In Middle Level Teacher Preparation across International Contexts, 68–82. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003213789-8.

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Laqueur, Walter Z. "The Lean Years." In The Soviet Union and the Middle East, 113–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003195641-6.

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Scriba, Christoph J., and Peter Schreiber. "Geometry in the European Middle Ages." In 5000 Years of Geometry, 219–54. Basel: Springer Basel, 2015. http://dx.doi.org/10.1007/978-3-0348-0898-9_4.

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Conference papers on the topic "Middle Years"

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Saidani, Wifek, Imen Bouassida, Bechir Ben Radhia, Hazem Zribi, Mahdi Abdennadher, Nidhal Balloumi, Yoldez Houcine, Sarra Zairi, and Adel Marghli. "Middle lobe syndrome: Twenty years’ surgical experience." In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa3406.

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Kelsey, Matthew, Thomas Fanchin, Micah Janzen, and Bandar Alharbi. "Multilateral Technology in the Middle East: 25 Years of Evolution." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/211313-ms.

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Abstract For a quarter of a century sustained technological advances in multilateral technology have enhanced economics and extended the production life of fields in the Middle East. This was accomplished by evolving to meet the demands of increasingly complex applications. Over this history, multilateral applications have evolved from standard Level 2 and Level 4 dual-laterals to dual-laterals with intelligent flow control, intervention capabilities, and improved junction integrity. The use of multilateral technology can deliver a significant increase in reservoir contact compared to single horizontal wells. A dual-lateral well can deliver twice the reservoir contact while eliminating the drilling, casing, and cementing of an additional vertical wellbore section. Operators are implementing multilateral field strategies to reduce overall development cost, cycle times, and carbon footprint. Further benefits include delivery of wells and facility systems using fewer in-field construction hours at a lower baseline cost. This paper discusses several multilateral installations in the Middle East over a 25-year period. It highlights the continuous improvement of multilateral technology used in the region by demonstrating how a multilateral well strategy reduces time-intensive operations by eliminating additional vertical wellbore sections and utilizing existing infrastructure. The case study will include discussion of workover intervention operations, completions, and lateral creation systems. The application of a multilateral strategy is a proven method to reduce time intensive operations by eliminating additional vertical wellbore sections and utilizing existing infrastructure. This paper will focus on the continuous improvement of multilateral technology to consistently meet challenges faced by operators in the Middle East region for over two decades. Wells originally drilled as standard Level 4 dual-laterals are now drilled and completed using intelligent flow control and, in some cases, Level 5 installations with pressure-controlled junctions. The paper focuses on a region and the technology used to increase efficiencies, enabling the delivery of increased reservoir contact in less operational days. The paper also provides insight as to methodology for continually improving reliability of multilateral installations to maximize efficiencies.
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Eckford, Paul. "Justifying a Full Field Rationalisation: Preparing the Yibal Field for the Next 30 Years." In Middle East Oil Show and Conference. Society of Petroleum Engineers, 1999. http://dx.doi.org/10.2118/53226-ms.

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Frittella, Francesco, Michele Babbo, and Annette Ims Muffo. "Best Practices and Lesson Learned From 15 Years of Experience of Cementing HPHT Wells in Italy." In Middle East Drilling Technology Conference & Exhibition. Society of Petroleum Engineers, 2009. http://dx.doi.org/10.2118/125175-ms.

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Godshall, Jeffrey I., James K. Wagner, and James A. Wren. "The Automobile - Unwanted Technology: Part II The Middle Years (1930 - 1960)." In International Congress & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1991. http://dx.doi.org/10.4271/910903.

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Canavesi, Cristina, Theresa M. Donlon, and Stephen D. Jacobs. "The Rochester OSA Optics Suitcase: 13 years of middle school outreach." In SPIE Optical Engineering + Applications, edited by G. Groot Gregory. SPIE, 2012. http://dx.doi.org/10.1117/12.927633.

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Okasha, Taha Moustafa, James Joseph Funk, and Hamid Nafeh Rashidi. "Fifty Years of Wettability Measurements in the Arab-D Carbonate Reservoir." In SPE Middle East Oil and Gas Show and Conference. Society of Petroleum Engineers, 2007. http://dx.doi.org/10.2118/105114-ms.

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Baranek, Dave. "Topgun in the Middle Years: Building on the Legacy, Supporting the Future." In AIAA Centennial of Naval Aviation Forum "100 Years of Achievement and Progress". Reston, Virigina: American Institute of Aeronautics and Astronautics, 2011. http://dx.doi.org/10.2514/6.2011-6800.

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Novick, Stewart. "THE SCIENCE AND HUMANITY OF WILLIAM KLEMPERER, THE MIDDLE AND LATER YEARS." In 74th International Symposium on Molecular Spectroscopy. Urbana, Illinois: University of Illinois at Urbana-Champaign, 2019. http://dx.doi.org/10.15278/isms.2019.mh02.

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Downs, John David. "Life Without Barite: Ten Years of Drilling Deep HPHT Gas Wells With Cesium Formate Brine." In SPE/IADC Middle East Drilling Technology Conference and Exhibition. Society of Petroleum Engineers, 2011. http://dx.doi.org/10.2118/145562-ms.

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Reports on the topic "Middle Years"

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Feldstein, Martin. Employment Policy of the Middle Reagan Years: What Didn't Happen and Why It Didn't Happen. Cambridge, MA: National Bureau of Economic Research, February 1997. http://dx.doi.org/10.3386/w5917.

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Seery, Emma. 50 years of Broken Promises: The $5.7 trillion debt owed to the poorest people. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6737.

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This year marks an historic chapter in the story of international aid. On 24 October 2020, it will be 50 years since high-income countries committed to spending 0.7% of their gross national income (GNI) on aid to low- and middle-income countries. This paper examines how aid has helped to improve the wellbeing of people in low- and middle-income countries. It discusses how donors’ broken promises on the 0.7% target have limited the potential of aid to reduce poverty and inequality. Oxfam has calculated that in the 50 years since the 0.7% promise was made, high-income countries have failed to deliver a total of $5.7 trillion in aid. Finally, this paper reflects on the future of aid.
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Ríos Saloma, Martín F. (Martín Federico). Ten Years of the Middle Ages Historic Studies Seminar (SEHSEM-UNAM) 2007-2017. Premises, balance and perspectives. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/itma.2018.12.04.

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Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2726.

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5

Waters, Tom, Agnes Norris Keiller, and Jonathan Cribb. Five years of recovery in living standards: middle incomes rise by more than for higher or lower income households. Institute for Fiscal Studies, March 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0228.

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Lenhardt, Amanda. Private Sector Development Finance to Support the ‘Missing Middle’. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/k4d.2021.106.

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Evidence indicates that business support to small and medium enterprises (SMEs) in lower middle-income countries (LMICs) can improve firms’ performance, create jobs, and have a positive effect on labour productivity (Piza et al., 2016). The impacts of some approaches to private sector finance such as traditional loans, grants and technical assistance have been studied empirically, but there is limited evidence of the impacts of non-traditional and innovative financing instruments (Mallen & Bungey, 2019; Piza et al., 2016). Studies of financial instruments to support SMEs in LICs and LMICs tend to focus on particular markets or adaptations to traditional funding models rather than targeted outcomes such as sustainable employment creation (Mallen & Bungey, 2019). This report explores evidence on the effectiveness of financing options available to bilateral donors to promote private sector development (PSD) in LIMCs, however the evidence base for most financing instruments is extremely limited and much of the evidence is more than 5 years old. The report seeks to provide a (non-comprehensive) list of available Overseas Development Assistance (ODA) eligible options and a more detailed examination of those options for which evidence was identified for this review. An open search for evidence on PSD interventions to support SMEs in LMICs and LICs was carried out, followed by a targeted search of interventions seeking to support medium-sized enterprises (the ‘missing middle’) in Zambia specifically. The report begins with a brief overview of the ‘missing middle’ challenge in Zambia. Section 3 explores recent trends in bilateral finance for PSD. The remaining sections of the report explore available evidence on the effectiveness of specific interventions: credit guarantees, matching grants, equity investment and permanent capital vehicles, mezzanine finance, and funds of funds.
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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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10

Kittana, Monia, Asma Ahmadani, Keith Williams, and Amita Attlee. Nutritional status and feeding behavior of children with autism spectrum disorder in the Middle East and North Africa Region: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0066.

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Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient levels, nutrient intakes, and/or feeding behaviors. Other inclusion criteria include the availability of full-length published articles in either English or Arabic. Articles presented in conferences, magazines, or newspapers are excluded. If the data are reported in more than one publication, the more recent is included.
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