Relevant bibliographies by topics / Open plan schools Victoria

Academic literature on the topic 'Open plan schools Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Open plan schools Victoria"

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UENO, Kanako, Kuniko HASHIMOTO, and Ryoko KURAKAZU. "STUDY ON SOUND ENVIRONMENT OF OPEN-PLAN SCHOOLS." Journal of Environmental Engineering (Transactions of AIJ) 74, no. 643 (2009): 1033–41. http://dx.doi.org/10.3130/aije.74.1033.

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Shield, Bridget, Emma Greenland, and Julie Dockrell. "Noise in open plan classrooms in primary schools: A review." Noise and Health 12, no. 49 (2010): 225. http://dx.doi.org/10.4103/1463-1741.70501.

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ITOH, Shunsuke. "USE OF MULTI-PURPOSE SPACES IN OPEN-PLAN ELEMENTARY SCHOOLS." Journal of Architecture and Planning (Transactions of AIJ) 78, no. 694 (2013): 2473–80. http://dx.doi.org/10.3130/aija.78.2473.

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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Ferguson, Maria. "Washington View: Schools that stayed open: Lessons from St. Charles Parish." Phi Delta Kappan 102, no. 6 (February 22, 2021): 60–61. http://dx.doi.org/10.1177/0031721721998162.

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Maria Ferguson talks with Ken Oertling, superintendent of the Saint Charles Parish Public Schools in Louisiana, to learn more about how the school opened its doors to in-person learning in fall 2020, during the COVID-19 pandemic. The plan for reopening required district leaders to juggle a variety of logistical challenges and communicate clearly at every step. And the physical and mental health of staff and students became an even higher priority than before.
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AOKI, Ami, Kanako UENO, and Hideki TACHIBANA. "FIELDWORK STUDY ON OPEN-PLAN TYPE ELEMENTARY SCHOOLS FROM AN ACOUSTICAL VIEW POINT." Journal of Architecture and Planning (Transactions of AIJ) 67, no. 562 (2002): 1–8. http://dx.doi.org/10.3130/aija.67.1_12.

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YAMAGUCHI, Katsumi, and Kazuyoshi YASHIKI. "CHANGES IN THE IMPROVEMENT OF OPEN PLAN CLASSROOMS AT PUBLIC ELEMENTARY SCHOOLS IN TOKYO." AIJ Journal of Technology and Design 28, no. 69 (June 20, 2022): 822–27. http://dx.doi.org/10.3130/aijt.28.822.

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Kennedy, Carla J., Fiona Gardner, and Anne Southall. "The Intentional Compassion Framework for school communities." Health Education Journal 80, no. 6 (April 7, 2021): 660–71. http://dx.doi.org/10.1177/00178969211006746.

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Objective: This article offers a framework to guide schools in developing a compassionate culture. Using a social constructionist/critical perspective, five spheres of work are identified to help schools achieve this goal. Framing death, dying and bereavement from a health promoting perspective, they involve challenging current cultural perceptions, creating a culture of support, creating a grief-informed culture, establishing a culture of reflection and reflexivity, and developing a whole school plan. Setting: Eight rural primary school communities in central Victoria, Australia. Method: Constructivist grounded theory with interviews and analysis occurring concurrently, allowing categories to develop alongside new questions to explore participants’ thinking and priorities. Results: Participants’ insights, knowledge and priorities fostered understanding and led to the five strategies for change that underpin this framework. Conclusion: Study participants’ desire for a societal, cultural shift in how to understand death, dying and bereavement issues in school communities serves as an important foundation for change.
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Popescu, Maria-Magdalena. "STRATCOM PREDICTIVE DATA ANALYSIS FOR STRATEGIC PLAN FORECASTING." BULLETIN OF "CAROL I" NATIONAL DEFENCE UNIVERSITY 10, no. 3 (October 20, 2021): 109–16. http://dx.doi.org/10.53477/2284-9378-21-30.

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The idea of gathering intelligence from open source, human or social media as regular practice for structures in the field has been a frequently debated topic for specialized literature. Unlike this, gathering intelligence from corroborated Strategic Communication (StratCom) sources and instruments so that the information extracted that way be later on stored in databases and sieved through predictive analytics software to then reveal state or non-state actors’ measures and behaviors has recently been shared as a novel thesis of the present author and recently taken over by doctoral schools in the field. The current paper provides an extended insight into the topic, to consolidate the construct.
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Susetyarini, Eko, Roimil Latifa, Endrik Nurrohman, Abdul Karim Ibrahim, Sri Wahyuni, and Husamah Husamah. "Peningkatan Kualitas Pembelajaran Online pada Materi Peredaran Darah Menggunakan Model Problem Based Learning di SMP Muhammadiyah 8 Kota Batu." Bioscientist : Jurnal Ilmiah Biologi 9, no. 2 (December 30, 2021): 639. http://dx.doi.org/10.33394/bioscientist.v9i2.4640.

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The purpose of this study was to analyze the quality of online learning on blood circulation using a problem based learning model at SMP Muhammadiyah 8 Batu City. The type of research used is a case study (explorative descriptive). The time of the study began in August 2021. The place of research was carried out at SMP Muhammadiyah 8 Batu City. The research procedure includes: preparation and coordination with partner schools as research locations. Coordination with schools and subject teachers involved in research activities to get an agreement, including: 1) the class used for research; 2) model teachers who develop tools and strategies in research activities starting from Plan, Do, and See; 3) the material or topic being taught; and 4) observer who is in charge of observing research activities during open class. The method of collecting research data is by looking at the implementation of the research and discussing the findings in the study. Descriptive data analysis technique. The results showed that, the use of problem based learning models online or online in terms of the implementation of the plan, open class, and see went smoothly, there was an increase in student participation from open class I to open class II. Model teachers use various innovations in learning, including: breakout room google meet, heartbeat media, linoid, quiziz, and problem based learning models.
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Dissertations / Theses on the topic "Open plan schools Victoria"

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Greenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools." Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.

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Cheung, Man-ping Mervyn, and 張民炳. "Need analysis and planning: a study of open education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B3197529X.

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Cheung, Man-ping Mervyn. "Need analysis and planning a study of open education in Hong Kong /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3197529X.

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Iniguez, Jose Fernando. "An open lunch intervention targeting sense of belonging within a house plan small learning community the impact on student engagement and staff perceptions and practices /." Diss., Restricted to subscribing institutions, 2008. http://uclibs.org/PID/11984.

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Hays, Laurie Jo. "Open Education: Its Development in America and Its Influence on Current Educational Themes." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/129.

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This paper investigates the origins of the Open Education movement in the United States and traces its development throughout the twentieth century. Pioneers of the movement are discussed, with an extensive description of John Dewey's work provided. Political and social forces which affected Open Education throughout the century are described. Finally, current trends in education are examined to determine whether Open Education remains in practice. Conclusions and implications for classroom practice are included.
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Williams, Murray Noel. "Building Yesterday's Schools: An Analysis of Educational Architectural Design as Practised by the Building Department of the Canterbury Education Board from 1916-1989." Thesis, University of Canterbury. Humanities, 2014. http://hdl.handle.net/10092/9591.

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This thesis considers the nature of primary, intermediate and district high school buildings designed by the Building Department of the Canterbury Education Board from its consolidation in 1916 until its termination in 1989. Before 1916, the influence of British models on the CEB’s predecessors had been dominant, while after that date, Board architects were more likely to attempt vernacular solutions that were relevant to the geographic situation of the Canterbury district, the secular nature of New Zealand education and changing ideas of the relative importance of the key architectural drivers of design i.e. function and form. One development, unique to Canterbury, was that for a short period, from 1924-29, a local pressure group, the Open Air Schools’ League became so powerful that it virtually dictated the CEB’s design policy until the Board architects George Penlington and John Alexander Bigg reassumed control by inflecting the open-air model into the much acclaimed veranda block. The extent to which Board architects had the freedom to express themselves within a framework of funding control exercised by the Department of Education was further circumscribed by successive building codes that, at their most directive, required national standardisation under the 1951 Dominion Basic Plan and to a slightly lesser extent under the1956 code and associated White Lines regime. Following World War 2, the use of prefabricated structures had prompted the recognition that better designed relocatable rooms could hold the key to a more flexible and effective allocation of resources in an environment increasingly subject to rapid demographic change. By the end of the period, the exploitation of new construction technologies and modern materials led to the dominance of the relocatable CEBUS buildings in Canterbury schoolyards. A concurrent development was the response of architects A. Frederick (Fred) McCook and John Sinclair Arthur to the Department’s call to design more flexible spaces, i.e. open planning, to facilitate a change in pedagogical method. Other issues raised in this study are the CEB’s solutions to the challenges of building on the West Coast, and the recurring need to ensure structural integrity in a region where there was a continuous risk of seismic activity.
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Siner, Pat. "UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188132.

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This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."
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Ramakhanya, Ephraim Takalani Happy. "Implications of continuous assessment for effective teaching and learning in a learner-centred curriculum." Thesis, 2012. http://hdl.handle.net/11602/42.

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Bridgemohan, Radhika Rani. "An analysis of early childhood development programmes in South Africa." Diss., 1996. http://hdl.handle.net/10500/15935.

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This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which the quality of programmes could be assessed. The need for, and importance of, providing quality early childhood development programmes is highlighted. The influence of educational pf:lilosophies on programmes is recognised, hence the total development of the child and educational philosophies related thereto are discussed. Factors and components within programmes that contribute to high quality are explored. Moreover, criteria by means of which quality early childhood development programmes may be assessed, are provided. In this regard criteria for the formulation of aims, selection and the organisation of content, assessment, role of the teacher and parent involvement in programmes are suggested. It is against these criteria that selected early childhood development programmes in South Africa are described and analysed. programmes conclude the study.
Curriculum and Instructional Studies
M. Ed. (Didactics)
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Books on the topic "Open plan schools Victoria"

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip, eds. Personalising Learning in Open-Plan Schools. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9.

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Chohan, Baljit. Working in open plan schools: teachers' perceptions. [Guildford]: [University of Surrey], 1995.

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Kai fang jiao yu xin lun. Gaoxiong Shi: Gaoxiong fu wen tu shu chu ban she, 1998.

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Tʻoŭi suŏp ŭi iron kwa silje. Sŏul Tʻŭkpyŏlsi: Hyŏndae Kyoyuk Chʻulpʻan, 1997.

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Kai fang jiao yu xin tan suo. Gaoxiong Shi: Gaoxiong Fu wen tu shu chu ban she, 1995.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, et al., eds. Adapting to Teaching and Learning in Open-Plan Schools. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-824-4.

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Soares, Gilda Menezes Rizzo. Escola natural: Uma escola para a democracia. Rio de Janeiro, RJ: F. Alves, 1987.

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Supporting students in open and distance learning. London: Kogan Page, 2000.

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Yŏllin kyoyuk i aidŭl ŭl mangchʻinda: Chaemi kyoyuk hakcha Hwang Yong-gil kyosu ŭi iyu innŭn yŏllin kyoyuk pipʻan. Sŏul Tʻŭkpyŏlsi: Chosŏn Ilbosa, 1999.

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Sen lin li di shi yan xue xiao: 1984-1990 nian di sen lin xiao xue. [Taibei shi]: Zhonghua min guo jia ri sheng huo jiao yu tui guang xie hui, 1990.

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Book chapters on the topic "Open plan schools Victoria"

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Keeffe, Mary. "Distributing Leadership in Open-Plan Schools." In Adapting to Teaching and Learning in Open-Plan Schools, 95–106. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-824-4_6.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip. "Remaking Schooling through Open-Plan Settings." In Personalising Learning in Open-Plan Schools, 221–29. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_12.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip. "Characterising Personalising Learning." In Personalising Learning in Open-Plan Schools, 3–25. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_1.

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Sellings, Peter, Bruce Waldrip, Vaughan Prain, and Valerie Lovejoy. "Using Student Voice in Social Studies/Humanities to Personalise Learning." In Personalising Learning in Open-Plan Schools, 181–203. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_10.

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Keeffe, Mary. "Developing Student Agency in a Teacher Advisor Program." In Personalising Learning in Open-Plan Schools, 205–19. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_11.

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Edwards, Anthony. "Some Reflections." In Personalising Learning in Open-Plan Schools, 231–35. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_13.

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Deed, Craig. "A Model of Teacher Adaptation to Open-Plan Settings." In Personalising Learning in Open-Plan Schools, 27–41. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_2.

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Deed, Craig. "Using a Game-Design Project to Afford Teacher and Student Agency." In Personalising Learning in Open-Plan Schools, 43–55. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_3.

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Farrelly, Cathleen, and Valerie Lovejoy. "A Whole-School Approach to Adolescent Wellbeing in Open-Plan Schools." In Personalising Learning in Open-Plan Schools, 57–76. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_4.

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Prain, Vaughan, Valerie Lovejoy, and Debra Edwards. "“It’s Not a Plug-In Product”." In Personalising Learning in Open-Plan Schools, 77–94. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_5.

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Conference papers on the topic "Open plan schools Victoria"

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Ittea, Reena, Goonesh Kumar Bahadur, and Ashvind Goolaub. "Digital Inclusion to Support Diverse Academic Needs of Learners: Investigating Leadership Preparedness and Challenges in Implementing ICT in Teaching Slow Learners in the Extended Stream of State Secondary Schools in Mauritius." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4749.

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Plethora of researches have claimed the effectiveness of ICT as a support learning tool alongside traditional teaching approaches to help optimise learning gains of slow learners. With the emergence of the extended stream section in state secondary schools in Mauritius some years back, in view of an inclusive education, it is important to ensure that ICT is well embedded to capitalise on learning through the use of ICT with slow learners in the extended stream. The purpose of this case study is to: investigate how the leadership factor of a school affects the use of ICT in that stream; and to identify the challenges involved in using ICT in teaching extended stream students. A qualitative approach was used and data was collected through semi-structured interviews with six rectors of state secondary schools. Data was transcribed and processed using content analysis that located patterns in interview responses to build logical sequences of information. Analysis results were reinforced by additional data gathered from interviews with teachers of the extended stream as a means of triangulation. Results identified teacher-related and system-related barriers but also highlighted the importance of a school leader with tailored technology vision and plan that can curb the barriers identified.
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Mohammed, Habiba, Zainab Muhammad Shuaibu, Binta Asabe Muhammad, Maryam Albashir, and Aminu Bello Aminu. "Participatory Learning and Action as Tool for Facilitating Teachers’ Education during the Pandemic: The TEN-G Project in Perspective." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5745.

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This paper examines the Participatory Learning and Action (PLA) tools used in facilitating teachers’ education during the Covid-19 pandemic. It uses the Teachers Network for Girls Education (TEN-G) project, a Commonwealth of Learning (COL) initiative that trained teachers on open educational resources and Mobile Learning with Multimedia, as a premise to argue for inclusive space where knowledge is shared between facilitators and learners. In this study, we use Methodological Conversation as a functional tool that opens up spaces for active participation across diverse methodological processes so much so that the participants are empowered through living out the lessons learnt. We draw our population from the teachers of Government primary schools in Sabon Gari and Zaria LGAs. We use Focus Group Discussion (FGD), matrix and pair wise ranking as research instrumentations to get data on choice issues around note-making, chunking and module-to-module contents in podcasting. Our study found out that the TEN-G project offers teachers diverse opportunities to explore different educational options in reaching rural girls in the time of global health crisis as in the pandemic. It concludes that the PLA methodology deployed in the implementation of the TEN-G project offers an enduring sustainability plan that is anchored on sharing and change forecast.
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Deshmukh, Narendra, and Vinita Shrouty. "Enhancing Teaching Skills among Pre-Service Teacher through TPACK Framework." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7171.

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Studies have indicated that teachers are not efficiently trained in the use of technology. Though various learning technologies have become available in schools, teachers are not using them for instructional purposes. Hence the researchers developed a programme for improving the knowledge of the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers in a college of education in Maharashtra, India. The purpose of this study was to conduct an experimental study of the use of TPACK intervention programme in updating TPACK of pre-service teachers. The study employed a single group pre-training and post-training quasi-experimental design methodology for collecting quantitative data from a sample of 42 Pre-service teachers who were the purposive sample for the study. Data was collected using survey questionnaires, interviews and lesson plans. The study found Statistical significant differences between the scores of pre and post tests. The results indicated significant improvement among pre-service teachers’ TPACK. These results suggest that opportunities should be created for pre-service teachers to get acquainted with the TPACK framework during their lesson planning and practice. Further investigation will also help us to understand more about how we can help our future teachers to develop micro-teaching skills using the TPACK framework to plan and implement their lessons effectively.
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Henjo, John Ken. "Enhancing Professional Skills of Staff at Ituani VCT through the TVET Professional Development Toolkit for the Pacific." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8802.

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Informal studies in Vanuatu indicate that ICT training is promoted but centralized in the urban areas (Port Vila and Luganville), with 70 % of the population coming from rural communities to the urban areas just to access the ICT services. ltuani Vocational Skills Centre (VSC) was established in 2015 to take ICT services and training to rural and remote communities, targeting orphans; girls and women; and people with disabilities. Ituani VCT is the first rural training centre to be registered under the Vanuatu Qualification Authority (VQA) to deliver accredited computer courses through outreach program to target rural schools and communities called ICT to schools and communities. // The major challenges experienced in the outreach programme is the travelling situations, since the provinces and islands are scattered in six different provinces, making it difficult and costly to travel by air, sea, and land due to the bad conditions of the roads and sea. To address these challenges, blended learning approaches was identified as key ensure that the rural communities access the digital skills. Given that the trainers at Ituani did not have relevant skills for blended learning, the TVET Professional Development Online Toolkit for the Pacific was used as a basis for upskilling the staff. The Toolkit was developed through collaboration between the Commonwealth of Learning (COL) and the Pacific Centre for Flexible and Open Learning for Development (PACFOLD) with funding from the New Zealand Ministry of Foreign Affairs & Trade. // Project team was set up, project design workshop was held to develop a detailed project plan, relevant stakeholders were identified and included in project activities. The Toolkit was used to identify training gaps among trainers and develop strategies for upskilling the trainers. Baseline data was collected, five(5)trainers including three(3) males and two (2) females were upskilled with support from COL consultants, the trainers conducted training to fifthy (50) learners including thirty (30) women/girls and twenty (20) men/boys using the knowledge and skills acquired for blended learning, and endline data was gathered, and the Vanuatu VQA recognized skills acquired through the outreach programme.
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Atcero, Milburga. "Covid-19 Disruption of Inclusive Lifelong Learning through Digital Technologies in Ugandan Higher Education: Policies and Practices for University Vulnerable Groups." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6456.

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The Covid-19 crisis has forced most governments around the world to close educational institutions in an attempt to contain the spread of the pandemic, impacting over 91% of the world’s student population according to UNESCO. Uganda is among the countries where schools have been closed for at least 2 years. Uganda subscribes to the UN’s 2030 sustainable development goal (SDG) 4 which is grounded on notions of equity and fairness. The SDG 4 agenda: ‘Ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all’. Similarly, Uganda’s Education Sector Strategic Plan 2018-2020 stipulates delivery of equitable, relevant and quality education for all. Notably in Uganda, with 42 million people (UBOS 2020) in lock down and mostly confined in their homes, digital technologies are becoming a necessity, as they become one of the main ways to access education, but also one remaining vectors for social interactions to take place. For instance, the 2019 communication sector report by the Uganda Communications Commission shows that the country’s internet penetration stands at 37.9% with over 23 million internet users, who mostly use mobile phones. According to the same report, mobile internet subscription stood at between 14.3 to 15.2 million persons out of the 42 million Ugandans. Meanwhile about 1.1 million to 1.4 million Ugandans have actively subscribed to pay-tv services. This clearly shows the digital gap as of 2020, given that a large proportion of the population (estimated at 62-96%) does not have access to the internet or pay-tv. The present article aims to demonstrate that in the current Covid-19 crisis, much as digital technologies are helping to reach wider audiences globally, Uganda, like other Sub-Saharan African countries, still faces several challenges which directly or indirectly affect lifelong learning. Our hypothesis is that some of the most vulnerable students from Universities living in rural communities, people living with disability are the most difficult to reach if ICTS serve as the main instrument for promoting lifelong learning. A survey of a convenient sample of 350 Ugandan students from various socioeconomic backgrounds was conducted. Preliminary results show that despite the fact that digital technologies have enabled the closing of the gap of continued access to lifelong learning during the Covid-19 pandemic in Uganda, there are still existing challenges in implementing Inclusive lifelong learning such as mobile phones, unstable electricity, poor infrastructure and accessing the lowest technology in order to close the educational gap.
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Li, Shuai. "Children-friendly design of urban public space based on the study of Shanghai, China." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/znxx7695.

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At present, more than 50% of children live in big cities. But with the increasing number of motor vehicles and shrinking public spaces , children have less and less opportunities for outdoor activities, resulting in obesity and sub-health problems. Therefore, it is very important to build children-friendly public spaces in metropolis. This study takes the Shanghai,china as an example.Firstly,through questionnaires,it is found that ensuring the safe movement of children and inspiring their spontaneous activities are key points to build children-friendly public spaces. Meanwhile, The public spaces near the home are the most used environment by children. Therefore, open spaces in metropolis areas need to be planned carefully for children near their homes. Then it is way much better to make sure children's places of daily life, such as homes, schools, green spaces, sports venues and so on, can be connected in a safe path. Secondly, for building the safe path for children ,the safety of each spot along the path is analyzed by SP method, which is a mathematical algorithm , in order to find the risk factors and to avoid them in the future. Then we establish the action plan of "line space + point space" to build the children-friendly urban public space system. Line space refers to meeting the basic safety space needs of children through the improvement of the routes to school, including reducing the impact of motor vehicles, safe road facilities, and enhancing road lighting system. "Point space" refers to the promotion of children's outdoor activities through the arrangement of multi-level outdoor children's playgrounds and green spaces, including safe green parks, security platforms and so on. Finally, it is hoped that the "Safety Line Space + Interesting Point Space" plan will establish a safe and inspiring path for children to travel, linking home, school, green space and sports venues, which they use mostly in their daily life. Then we can ensure the safe movement of children and inspire children's spontaneous games in big cities for a children-friendly goal
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7

Schneider, Jerry, Jeffrey Wagner, and Judy Connell. "Restoring Public Trust While Tearing Down Site in Rural Ohio." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7319.

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In the mid-1980s, the impact of three decades of uranium processing near rural Fernald, Ohio, 18 miles northwest of Cincinnati, became the centre of national public controversy. When a series of incidents at the uranium foundry brought to light the years of contamination to the environment and surrounding farmland communities, local citizens’ groups united and demanded a role in determining the plans for cleaning up the site. One citizens’ group, Fernald Residents for Environmental Safety and Health (FRESH), formed in 1984 following reports that nearly 300 pounds of enriched uranium oxide had been released from a dust-collector system, and three off-property wells south of the site were contaminated with uranium. For 22 years, FRESH monitored activities at Fernald and participated in the decision-making process with management and regulators. The job of FRESH ended on 19 January this year when the U.S. Secretary of Energy Samuel Bodman and U.S. Environmental Protection Agency Administrator Stephen Johnson — flanked by local, state, and national elected officials, and citizen-led environmental watchdog groups including FRESH — officially declared the Fernald Site clean of all nuclear contamination and open to public access. It marked the end of a remarkable turnaround in public confidence and trust that had attracted critical reports from around the world: the Cincinnati Enquirer; U.S. national news programs 60 Minutes, 20/20, Nightline, and 48 Hours; worldwide media outlets from the British Broadcasting Company and Canadian Broadcasting Company; Japanese newspapers; and German reporters. When personnel from Fluor arrived in 1992, the management team thought it understood the issues and concerns of each stakeholder group, and was determined to implement the decommissioning scope of work aggressively, confident that stakeholders would agree with its plans. This approach resulted in strained relationships with opinion leaders during the early months of Fluor’s contract. To forge better relationships, the U.S. Department of Energy (DOE) who owns the site, and Fluor embarked on three new strategies based on engaging citizens and interested stakeholder groups in the decision-making process. The first strategy was opening communication channels with site leadership, technical staff, and regulators. This strategy combined a strong public-information program with two-way communications between management and the community, soliciting and encouraging stakeholder participation early in the decision-making process. Fluor’s public-participation strategy exceeded the “check-the-box” approach common within the nuclear-weapons complex, and set a national standard that stands alone today. The second stakeholder-engagement strategy sprang from mending fences with the regulators and the community. The approach for dispositioning low-level waste was a 25-year plan to ship it off the site. Working with stakeholders, DOE and Fluor were able to convince the community to accept a plan to safely store waste permanently on site, which would save 15 years of cleanup and millions of dollars in cost. The third strategy addressed the potentially long delays in finalizing remedial action plans due to formal public comment periods and State and Federal regulatory approvals. Working closely with the U.S. and Ohio Environmental Protection Agencies (EPA) and other stakeholders, DOE and Fluor were able to secure approvals of five Records of Decision on time – a first for the DOE complex. Developing open and honest relationships with union leaders, the workforce, regulators and community groups played a major role in DOE and Fluor cleaning up and closing the site. Using lessons learned at Fernald, DOE was able to resolve challenges at other sites, including worker transition, labour disputes, and damaged relationships with regulators and the community. It took significant time early in the project to convince the workforce that their future lay in cleanup, not in holding out hope for production to resume. It took more time to repair relationships with Ohio regulators and the local community. Developing these relationships over the years required constant, open communications between site decision makers and stakeholders to identify issues and to overcome potential barriers. Fluor’s open public-participation strategy resulted in stakeholder consensus of five remedial-action plans that directed Fernald cleanup. This strategy included establishing a public-participation program that emphasized a shared-decision making process and abandoned the government’s traditional, non-participatory “Decide, Announce, Defend” approach. Fernald’s program became a model within the DOE complex for effective public participation. Fluor led the formation of the first DOE site-specific advisory board dedicated to remediation and closure. The board was successful at building consensus on critical issues affecting long-term site remediation, such as cleanup levels, waste disposal and final land use. Fluor created innovative public outreach tools, such as “Cleanopoly,” based on the Monopoly game, to help illustrate complex concepts, including risk levels, remediation techniques, and associated costs. These innovative tools helped DOE and Fluor gain stakeholder consensus on all cleanup plans. To commemorate the outstanding commitment of Fernald stakeholders to this massive environmental-restoration project, Fluor donated $20,000 to build the Weapons to Wetlands Grove overlooking the former 136-acre production area. The grove contains 24 trees, each dedicated to “[a] leader(s) behind the Fernald cleanup.” Over the years, Fluor, through the Fluor Foundation, also invested in educational and humanitarian projects, contributing nearly $2 million to communities in southwestern Ohio, Kentucky and Indiana. Further, to help offset the economic impact of the site’s closing to the community, DOE and Fluor promoted economic development in the region by donating excess equipment and property to local schools and townships. This paper discusses the details of the public-involvement program — from inception through maturity — and presents some lessons learned that can be applied to other similar projects.
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