Academic literature on the topic 'Paris School District'

Khanna A, Goyal RS, Bhawsar R. Menstrual practices and reproductive problems Study of adolescent girls in Rajasthan. J Health Manag. 2005;7(1):91–107. Ersoy B, et al. Effects of different socioeconomic conditions on Menarche in Female Turkish Students. Early Hum Dev. 2004;76(2):115–25. Dongre AR, Deshmukh PR, Garg BS. The effect of community-based health education interventions on menstrual hygiene management among rural Indian adolescent girls. World Health Popul. 2007;9(3):48–54. Tang CS, Yeung DY, Lee AM. Psychosocial correlates of emotional Responses to menarche among Chinese adolescent girls. J Adolescent Health. 2003;33(3):193–201. Adhikari P, et al. Knowledge and practice regarding menstrual hygiene in rural adolescent girls in Nepal. Kathmandu Univ Med J (KUMJ). 2007;5(3):382–6 Ali TS, Rizvi SN. Menstrual knowledge and practices of female adolescents in urban Karachi, Pakistan. J Adolescent. 2010;33(4):531–41. Bobhate P, Shrivastava S et al.. This was a cross-sectional study of knowledge and practices regarding reproductive health among female adolescents in an urbsluminf Mumbai. J Fam Reprod Health. 2011;5(4):117–24. Dasgupta A, Sarkar M. Menstrual hygiene: how hygienic is the adolescent girl? Indian J Community Med. 2008;33(2):77–80. Goel MK, Kundan M. Psycho-social behavior of urban Indian adolescent girls during menstruation. Australas Med J. 2011;4(1):49–52. Shanbhag D, Shilpa R, D’Souza N, Josephine P, Singh J, Goud BR. Perceptions regarding menstruation and Practices during menstrual cycles among high school going adolescent girls in resource-limited settings around Bangalore City, Karnataka, India. Int J Collab Res Inter Med Public Health. 2012;4(7):1353–62. Tiwari H, Oza UN, Tiwari R. Knowledge, attitudes and beliefs about Menarche of adolescent girls in Anand District, Gujarat. East Mediterr Health J. 2006;12(3-4):428–33. Thakre SB, Thakre SS, Reddy M, Rathi N, Pathak K, Ughade S. Menstrual hygiene: knowledge and practice among adolescent school girls of Saoner, Nagpur district. J Clin Diagn Res. 2011;5(5):1027–33. Yasmin S, Mallik S, Manna N, Ahmed A, Paria B. Menstrual hygiene among adolescent school students: an in-depth cross-sectional study in an urban community of West Bengal, India. Sudan J Public Health. 2013;8(2):60–4. Oche MO, Umar AS, Gana GJ et al.. Menstrual health: Unmet needs of adolescent girls in Sokoto, Nigeria. Sci Res Essays. 2012;7(3):410–8. Ray S, Dasgupta A. Determinants of menstrual hygiene among adolescent girls: a multivariate analysis. Natl J Commun Med. 2012;3(2):294–301. Boosey R, Prestwich G, Dave T. Menstrual hygiene management amongst Schoolgirls in the Rukungiri district of Uganda and their impact on their education: A cross-sectional study. Pan African Med J. 2014;19:253. Nemade D, Anjenaya S, Gujar R. Effect of health education on statistics and practices about menstruation among adolescent faculty girls of Kalamboli, Navi-Mumbai. fitness of Popul-Perspect issues. 2009;32(4):167–75 Narayan okay, Srinivasa D, Pelto P, Veerammal S. Puberty Rituals, Reproductive Understanding, and Health of Adolescent Girls in South India. Asia-percent Popul J. 2001;16(2):225–38. ARORA A, Mittal A, Pathania D, Mehta C, Bunger R. Impact of health education on understanding and practices about menstruation among adolescent college women in the rural part of the district Ambala, Haryana. Ind J Comm health. 2013;25(4):492–7. Lawan UM, Yusuf NW, Musa AB. Menstruation and menstrual hygiene among adolescent college women in Kano, Northwestern Nigeria. Afr J Reprod fitness. 2010;14(3):201–7. Zegeye DT, Megabiaw B, Mulu A. Age at menarche and the menstrual pattern in younger secondary college humans in Northwest Ethiopia. BMC Women’s Fitness. 2009;nine:29. Thakre SB, et al. Town-rural versions of menstrual troubles and practices of Female college students in Nagpur, India. Indian Pediatr. 2012;49(9):733–6. Udgiri R, Angadi MM, Patil S et al.. Expertise and practices concerning menstruation among adolescent women in a town slum in Bijapur. J Indian Med Assoc. 2010;108(8):514–6. Marvan ML, Molina-Abolnik M. Mexican youngsters’ revel in of menarche and attitudes toward menstruation: function of communique among moms and daughters. J Pediatr Adolesc Gynaecol. 2012;25(6):358–63. Sharma M, Gupta S. Menstrual sample and abnormalities in the immoderate college girls of Dharan: A cross-sectional test of the boarding faculty of Nepal Med Coll J.2003;5(1):34–6. Adinma ED, Adinma JI. Menstrual traits among south-eastern Nigerian adolescent faculty women West Afr J Med. 2009;28(2):110–3. Reis N, Kilic D, Engin R, Karabulutlu O. Sexual and reproductive health desires of adolescent girls from conservative and low-income households in Erzurum, Turkey. fitness of Popul Perspect trouble. 2011;3(6):370–7. Bosch AM, Hutter I, van Ginneken JK. Perceptions of teens and their months for reproductive and sexual development in MATLAB, Bangladesh. Int J Adolesc Med health. 2008;20(three):329–42 Dhingra R, Kumar A, Kour M. Understanding and Practices Associated with Menstruation Among Tribal (Gujjar) Adolescent Women. Ethno-remedy. 2009;3(1): 43–8 El-Gilany AH. Badawi. El-Fedawy S. Menstrual hygiene among adolescent schoolgirls in Mansoura, Egypt. Am. Reprod health subjects. 2005;13(26):147–52. Gumanga SK, Kwame-Aryee RA. Menstrual trends in a few adolescents women in Accra, Ghana. Ghana Med J. 2012;46(1):3–7. Dambhare DG, Wagh SV, Dudhe JY. Age at menarche and menstrual cycle the patterns among adolescent women in India. Glob J Health Sci. 2012;4(1): a hundred and 5–11. Kotecha PV, et al. Reproductive fitness focuses on rural college-going young people in the Vadodara district. Indian J sex Transm Dis. 2009;30(2): 94–9. Mudey A, Kesharwani N, Mudey GA et al.. Pass-sectional observed attention concerning secure and hygienic practices among faculty-going adolescent girls in a rural area of Wardha District, India. Glob J Health Sci. 2010;2(2):225–31 Ray S, et al. Knowledge and information on psychological, physiological, and gynecological problems among adolescent girls in eastern India. Ethiopia J Health Sci. 2011;21(3):183–9. Jarrah SS, Kamel AA. Attitudes and practices of school-aged girls towards menstruation. Int J Nurs Pract. 2012;18(3):308–15. Lee LK, et al. Menstruation among adolescent girls in Malaysia: A cross-sectional school survey. Singapore Med J. 2006;47(10):869–74. Wong LP. Attitudes toward menstruation, menstrual-related symptoms, and pre-menstrual syndrome among adolescent girls: A rural school-based survey. Women's Health. 2011;51(4):340–64. Wong LP. Premenstrual syndrome and dysmenorrhea: urban-rural and multipath differences in perception, impact, and treatment-seeking. J Pediatr Adolesc Gynaecol. 2011;24(5):272–7. Aniebue UU, Aniebue PN, Nwankwo TO. Impact of pre-menarcheal training on menstrual practices and hygiene in Nigerian schoolgirls. Pan Afr Med J. 2009;2:9. Iliyasu Z, et al. Sexual and reproductive health communication between mothers and adolescent daughters in Northern Nigeria. Health Care Women Int. 2012;33(2):138–52. Ajah LO, et al. Adolescent reproductive health challenges among schoolgirls in southeast Nigeria: Knowledge of menstrual patterns and contraceptive adherence. Patient Preference Adherence. 2015;9:1219–24. Chandraratne NK, Gunawardena NS. Premenstrual syndrome: The experience of a sample of Sri Lankan adolescents. J Pediatr Adolesc Gynecol. 2011;24(5):304–10. Abd El-Hameed NA, Mohamed MS, Ahmed NH, Ahmed ER. Assessment of dysmenorrhea and menstrual hygiene practices among adolescent girls in some nursing schools in LL-Minia governorate, Egypt. J Am Sci. 2011;7(9):216–23. Eswi A, Helal H, Elarousy W. Menstrual attitudes and knowledge of Egyptian female adolescents. J Am Sci. 2012;8(6):555–65. Omidvar S, Begum K. Factors influencing hygienic practices during menses among girls from South India: A cross-sectional study. Int J Collab Res Intern Med Public Health. 2010;2(12):411–23. Wong LP. Attitudes towards dysmenorrhea, impact, and treatment-seeking among adolescent girls: A rural school-based survey. Aust J Rural Health. 2011;19(4):218–23. Wong LP, Khoo EM. Menstrual-related attitudes and symptoms among Multiracial Asian adolescent females. Int J Behav Med. 2011;18(3):246–53. Sommer M. Ideologies of sexuality, menstruation, and risk: girls’ experiences of puberty and schooling in northern Tanzania. Cult Health Sex. 2009;11(4):383–98. Crichton J, et al. Emotional and psychosocial aspects of menstrual poverty in resource-poor settings: A qualitative study of the experiences of adolescent girls in an informal settlement in Nairobi. Health Care Women Int. 2013;34(10):891–916. Mason L, et al. ‘We keep it secret so no one should know’–a qualitative study to explore young schoolgirls’ attitudes and experiences with menstruation in rural western Kenya. PLoS One. 2013;8(11):e79132. Munthali AC, Zulu EM. The timing and position of initiation rites in preparing younger human beings for formative years and accountable reproductive behavior in Malawi. Afr J Reprod fitness. 2007;11(three): hundred and 50–67. fifty-three. McMahon SA, et al. ‘The girl together with her duration is the one to hang her head’ Reflections on menstrual management amongst schoolgirls in rural Kenya. BMC Int fitness haul rights. 2011;eleven:7. Sommer M. An early window of possibility for promoting girls’ health: Policy implications of the woman’s puberty e-book task in Tanzania. Int. Electron J Health Microbiol. 2011; 14:77–92 Dorgbetor G. Mainstreaming MHM in colleges through the play-primarily based approach: training discovered in Ghana. Waterlines. 2015;34(1): 41–50.56. Marvan ML, Vacio A, Espinosa-Hernandez G. Menstrual-associated changes expected with the aid of premenarcheal girls dwelling in rural and urban areas of Mexico. Soc Sci Med. 2003;56(4):863–8. Marvan ML, Vacio A, Espinosa-Hernandez G. A contrast of menstrual adjustments anticipated through pre-menarcheal kids and changes skilled with the aid of publish-menarcheal children in Mexico. J Sch health. 2001;71(9):458–61 Pitangui AC, et al. Menstruation disturbances: incidence, characteristics, and effects on the daily activities of adolescent girls residing in Brazil. J Pediatr Adolesc Gynecol. 2013;26(three):148–52 Santina T, Wehbe N, Ziade F. Exploring dysmenorrhea and menstrual reviews among Lebanese lady young people. East Mediterr Health J. 2012;18(8):857–63. Chaudhuri A, Singh A. How do school women cope with dysmenorrhea? J Indian Med Assoc. 2012; 10(5):287–91. Sommer M. Where the training machine and Girls’ bodies collide: The Social and fitness impact of ladies’ stories of menstruation and training in Tanzania. J Adolesc. 2010;33(4):521–9. Patil MS, Angadi MM. Menstrual patterns among adolescent girls in the rural regions of Bijapur. Al Ameen J Med Sci. 2013;6(1):17–20. Rana B, Prajapati A, Sonaliya KN, Shah V, Patel M, Solanki A. Assessment of menstrual hygiene practices among adolescent females in the Kheda district of Gujarat Kingdom, India. Healthline J. 2015;6(1):23–9. Sharma P, et al. Troubles associated with menstruation among adolescent girls. Indian J Pediatr. 2008; seventy-five (2): one hundred twenty-five–9, 65. Juyal R, Kandpal SD, Semwal J. Social elements of menstruation-associated practices in adolescent women in the district Dehradun. Indian J Network Fitness. 2013;25(three):213–6. Haque SE, et al. The impact of a school-based instructional intervention on menstrual health: An intervention examine among adolescent women in Bangladesh. BMJ Open. 2014;4(7):e004607. Bodat S, Ghate MM, Majumdar JR. School absenteeism during menstruation among rural adolescent girls in Pune. Natl J Community Med. 2013; four(2):212–6. Joshi D, Buit G, González-Botero D. Menstrual hygiene control: training and empowerment for women? Waterlines. 2015;34(1): 51–67. Sir Bernard Law et al. Sanitary pad interventions for girls’ schooling in Ghana: A pilot study. PLoS One. 2012;7(10):e48274 Oster E, Thornton R. Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation. Am Econ J. 2011;3(1):91–100. Mason L, Laserson K, Oruko K et al. Adolescent schoolgirls’ experiences of Menstrual cups and pads in rural western Kenya: A qualitative study. Waterlines. 2015;34(1):15–30. Kabir H, et al. Treatment-seeking for selected reproductive health problems: Behaviors of unmarried female adolescents in two low-performing areas of Bangladesh. Reprod Health. 2014;11:54. Nair MK, et al. Menstrual disorders and menstrual hygiene practices of girls in higher secondary schools. Indian J Pediatr. 2012;79 Suppl 1:S74–8. Baidya S, Debnath M, Das R. Reproductive health problems among rural adolescent girls of the Mohanpur Block of the West Tripura District. Al Ameen J Med Sci. 2014;7(1):78–82. Wong LP, Khoo EM. Dysmenorrhea in a multiethnic population of adolescent Asian girls. Int J Gynaecol Obstet. 2010;108(2):139–42. Poureslami M. Assessing knowledge, attitudes, and behavior of adolescent girls in suburban districts of Tehran about dysmenorrhea and menstrual hygiene. J Int Womens Stud. 2002;3(2):51–61. Eryilmaz G, Ozdemir F. Evaluation of menstrual pain management approaches by Northeastern Anatolian adolescents. Pain Manag Nurs. 2009;10(1):40–7. Wasnik VR, Dhumale D, Jawarkar AK. A study of the menstrual pattern and problems among rural school-going adolescent girls in the Amravati district of Maharashtra, India. Int J Res Med Sci. 2015;33(55):1252–6. Fakhri M, et al. Promoting menstrual health among Persian adolescent girls from a low socioeconomic background: A quasi-experimental study. BMC Public Health. 2012;12:193. Allah ESA, Elsabagh EEM. Impact of a Health education intervention on Knowledge and Practice about Menstruation among female secondary school students in Zagazig City. J Am Sci. 2011;7(9):737–47. Sumpter C, Torondel B. A systematic review of the health and social effects of menstrual hygiene management. PLoS One. 2013;8(4):e62004. Nanda PMA, Mukherjee S, Barua A Mehl GL, Venkatraman CM. A study To evaluate the effectiveness of WHO tools: an orientation program on adolescent health for healthcare providers and adolescent job aid in India. Geneva: International Center for Research on Women, 2012. Vandenhoudt H, et al. Evaluation of a U.S. evidence-based parenting intervention in rural Western Kenya: From parents’ matters! To families matter! AIDS Educ Prev. 2010;22(4):328–43. Sommer M, Ackatia-Armah N, Connolly S, Smiles D. A comparison of menstruation and education experiences of girls in Tanzania, Ghana, Cambodia, and Ethiopia. Compare. 2014;45(4):589–609. Children, S.t. Adolescent Sexual and Reproductive Health. 2015. Available from: http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.9080949/k.F576/ Adolescent_Sexual_and_Reproductive_Health.htm Health, I.f.R. Meeting the Needs of Adolescents: Introducing CCycle-Smart2013. Available from: http://irh.org/blog/meeting-the-needs-of-adolescents introducing-the cycle smart-kit/ Health, I.f.R. A3 project. Available from: http://irh.org/projects/a3_project/. Accessed 15 Oct 2014. Kettaneh APS, Todesco M. Good policy and practice booklet no. 9: puberty education and menstrual hygiene management. Paris: United Nations Educational, Scientific, and Cultural Organization, 2014. Always. Tips and advice: “The talk.” Available from: http://always.com/en-us/ tips-and-advice/the-talk. Accessed 15 Oct 2014. George R. Celebrating womanhood: How is better menstrual hygiene management the path to better health, dignity, and business? Geneva: Water Supply and Sanitation Collaboration Council, 2013. Sommer M. V. E., Worthington, N., Sahin M. WASH in schools empowers girl’s education: proceedings of the menstrual hygiene management in schools virtual conference 2012. in Menstrual Hygiene Management in Schools Virtual Conference. New York, NY: United Nations Children’s Fund and Columbia University; 2012. Kanotra SK, Bangal VB, Bhavthankar DP. Menstrual Patterns and Problems among adolescent girls in rural areas. International Journal of Biomedical and Advance Research. 2013; 4(8):551–

r. Milutin Lj. Perisic, a specialist in venereal and skin diseases and a deputy medical major, was born in Kragujevac into a civilian family with a long history of contributing high-ranking officials and officers to Serbia. As the child of an officer, he frequently changed his place of residence and education, attending primary school and gymnasium in Kragujevac, Nis, and Belgrade. He then pursued his education at the Law Faculty of the Velika Skola in Belgrade, but realizing that law was not his calling, he left his position as a court clerk and embarked on medical studies in Nancy, where he studied for six years at his own expense. After obtaining a medical degree and defending his thesis on "Syphilis in Serbia," he returned to Serbia in 1901. Shortly thereafter, he was appointed as a physician for the Kosmaj district. He spent time in Paris specializing in venereal and skin diseases, and from 1905 to 1914, he served as a municipal physician in Belgrade while also running a private practice. He was the first in Serbia and this part of Europe to apply "Ehrlich's treatment" for syphilis to his patients. During the Balkan Wars of 1912/13, he served as a physician for the Danube Artillery Regiment, and at the beginning of World War I, he assumed the position of the director of the Military Hospital in Skopje. Just a few months after the death of his wife Zorka, he contracted typhus and passed away as a result of the illness. He was buried at the Serbian military cemetery in Skopje. On the occasion of the 150th anniversary of Dr. Milutin Lj. Perisic's birth, it is an opportunity to remember this distinguished yet forgotten individual from Kragujevac.

ImportanceThe variability in timing of middle and secondary school reopenings during the 2020 to 2021 school year in the US presents an opportunity to examine the associations of different approaches to in-person education with changes in community COVID-19 incidence. Early studies on this topic have reached mixed conclusions and may be biased by unmeasured confounders.ObjectiveTo estimate the association of in-person vs virtual instruction for students at the sixth grade level or above with county-level COVID-19 incidence in the first year of the COVID-19 pandemic.Design, Setting, and ParticipantsThis cohort study included matched pairs of counties resuming school programs with in-person vs virtual instruction, drawn from 229 US counties that contained a single public school district and with county populations exceeding 100 000 residents. Counties that contained 1 single public school district and reopened in-person schooling for students at the sixth grade level or above during the fall of 2020 were matched 1-to-1 with counties whose school district reopened with only virtual instruction, based on geographic proximity, population-level demographic factors, the resumption of school district–level fall sports activity, and baseline county COVID-19 incidence rates. Data were analyzed from November 2021 to November 2022.ExposuresIn-person instruction for students at the sixth grade level or above resuming between August 1 and October 31, 2020.Main Outcomes and MeasuresCounty-level daily COVID-19 incidence per 100 000 residents.ResultsThe inclusion criteria and subsequent matching algorithm led to the identification of 51 pairs of matched counties among 79 total unique counties. Exposed counties had a median (IQR) of 141 840 (81 441-241 910) residents each, and unexposed counties had a median (IQR) of 131 412 (89 011-278 666) residents each. County schools with in-person vs virtual instruction had similar daily COVID-19 case incidence within the first 4 weeks after in-person reopening, but counties with in-person instruction had higher daily incidence beyond 4 weeks. Daily case incidence per 100 000 residents among counties with in-person instruction, compared with counties with virtual instruction, was higher at 6 weeks (adjusted incidence rate ratio, 1.24 [95% CI, 1.00-1.55]) and at 8 weeks after (adjusted incidence rate ratio, 1.31 [95% CI, 1.06-1.62]). This outcome was also concentrated in counties where schools provided full rather than hybrid instructional models.Conclusions and RelevanceIn a cohort study of matched pairs of counties that reopened with in-person vs virtual instruction at the secondary school level in the 2020 to 2021 academic year, counties with in-person school instructional models early in the COVID-19 pandemic experienced increases in county-level COVID-19 incidence at 6 and 8 weeks after in-person reopening, compared with counties with virtual instructional models.

Gununglurah village, in Cilongok district, Banyumas regency, Central Java, is an area which in 2011 still surrounded by thick forest and valley of Slamet volcano. Its community has low access on education. However, a year later, in the middle of mighty surroundings, they build MTs (Madrasah Tsanawiyah) PAKIS –Piety, Achievement, Knowledge, Integrity, Sincerity – to cope with their need of education. The purpose of this article is to describe and explain educational process in MTs PAKIS and its developing progress as community school. The research as the basis of this article accomplished through qualitatuve method and the data collected through focused group discussion with MTs PAKIS volunteers, its students and their parents. As an educational institution, MTs PAKIS delivers educational service through general courses as in formal junior high school (SMP). However, its method of delivering such courses is not instructional as in formal school of SMP. Self taught by reading, learning, and discussion is the main method of MTs PAKIS in delivering educational activities. MTs PAKIS also brought the students to learn and practice farming, raising livestock, and home-fishing activities. These activities carried out in order to familiarized students with their surroundings. MTs PAKIS is non-formal school. However, it is not community education services or center of community learning activity. MTs PAKIS is an eclectic mix of them and a school build by-to-for the community: a community school. It is hardly to find its recognizeable definitions in the realm of education. Nevertheless, it is an alternative or complementory way for community to increase their quality of life and well-being in their own inadequacy.Key words: education, MTs PAKIS, Community school

The purpose of this study was to determine if participation in the National Wildlife Federation’s (NWF) Schoolyard Habitat Program (SYHP) had an effect on the science standardized test scores or science grades of fourth-grade primary school students in Houston, TX. To conduct the study, five pairs of Houston elementary schools were selected as either treatment or control schools. The treatment group included a total of 148 fourth-grade students whose teachers reported using the NWF’s SYHP. The control group consisted of a total of 248 fourth-grade students whose teachers used a traditional science curriculum. To measure academic achievement, scores on a standardized science test and science grades were compared between the treatment and control students. Results from this study indicated Caucasian students scored higher than minority students on the Stanford standardized science exam. Significant differences existed in the Stanford standardized science exam scores between male and female students for the treatment group only. Overall, the results from this study also showed that the SYHP was equally as effective at science instruction as the traditional curriculum within the Houston Independent School District (HISD) after teachers gained familiarity with using the habitat for instruction.

The problem faced by most elementary schools in Maluku, including SDN 250, East Saparua District, Central Maluku Regency, is that they do not receive English lessons at school. However, learning English from a young age is crucial in the current era of globalization. Therefore, community service activities (PkM) carried out through the teaching assistance program also provide English language teaching assistance at the school. This community service activity took place in December 2022 and is directed as "fun" learning English using the English songs via YouTube videos. The results of this PkM prove that implementing fun learning can motivate students to learn English and master vocabularies, with the results of writing English words very well (correctly), as evidenced by a total of 23 students (working in pairs, 16 students or 8 sheets) who were able to write words correctly (more than 70%), which means that the "fun" method can motivate students to learn English and can train students' ability to understand English words well too

Parik Sabungan Village, Dolok Pardamean District, Simalungun Regency, North Sumatra has such a large land; this village is the village with the highest population at the Dolok Pardamean sub-district, has the youngest generations and has the potential to be used as agro-tourism. Parik Sabungan Village is still full of customs, culture, and habits instilled from their previous ancestors; one example is village children who have to help their parents to the fields and do not get additional education and creativity and creativity with the children. Other villages. This activity aims to improve community education, especially the younger generation of Parik Sabungan village. The method used island exploration, land preparation, implementation socialization, and technical discussion on the nature school's continuation. This activity aims to improve community education in creative ways by utilizing existing land without incurring high costs. Suggestions for additional activities are to prepare human resources, land, and natural school equipment more optimally so that the nature school can develop and continue to run even though the team has finished carrying out activities in the village.

This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.

Background and purpose: Lack of stimulation can cause deviations in child development and even permanent disturbances. The purpose of the study is to determine parenting factors in providing developmental stimulation in pre-school age children in Pakis Sub-District, Malang City, East Java.Methods: This was a cross-sectional study of 120 mothers who have pre-school age children in Curah Ampel Village, Pakis Sub-District, Malang, conducted from September-November 2018. Data were collected with self-administered questionnaire. The questionnaire consists of mothers’ demographic characteristics (age, education, and employment), father’s involvement, knowledge about development stimulation, parenting style, and parental stimulation. Data analysis were including univariable, bivariable, and multivariable analysis conducted with STATA. Results: On average, mother's age was 30 years old, 70.0% with low education, and 83.3% were unemployed. This study found that 55% of parents provide stimulation development that falls in the poor categories. From the result of multivariable analysis with logistic regression, it was found that mother’s education associated with parental stimulation to pre-school age children (OR=0.322, 95%CI: 0.121-0.858, p=0.023). Conclusions: This study highlights that mother's educational background has an important role in providing parental stimulation. Poor parental stimulation can cause developmental delays. A parenting program is needed to develop the knowledge and the ability of parents in accompanying every phase of their child development.

Shallot’s fluctuations in production are able to influence the inflation rates where a deficit on shallot supply makes the price of shallot in the high level. One program to increase shallot ’s production is through Multiple Production Programs or Proliga which mainly use True Seed of Shallot. To spread these technologies, a dissemination method is needed, one is through the field school (FS) for extension workers and potential shallot farmers. An evaluation needs to be carried out to assess the effectiveness of the dissemination. The study aims to determine the increase in participant’s knowledge after attending the field school of shallot and their perception to the technologies. Data collection used a questionnaire taken twice, namely the initial test (pre-test) and the final test (post-test) after the field school activities. Data were analyzed using non-parametric Wilcoxon Match Pairs Test statistics. Farmer perceptions were analyzed using scoring method. The results of the analysis showed that the proliga field school activities significantly increased participants' knowledge with significance at 5% confidence level and the percentage of participants who increased their knowledge as much as 95.65%. Generally, farmers were interesting on the technology in Proliga but need a technology improvement on TSS to get easier application.

碩士
國立臺灣科技大學
工程技術研究所建築學程
87
Due to highly urbanization in Taiwan, the attempt to prevent the Earthquake Disaster in urban area has became an important framework for Urban Development. Since the Parks and Schools are used as the major emergence shelter after earthquake, the safety of shelters has directly affection for the life-security. And the Risk-Evaluation for the Parks and Schools becomes the primary research for urban disaster prevention. There are three major objectives in this study： 1. To set up the Risk-Evaluation method to asses the risk of parks and schools in an urban area. 2. To set up a Risk-Evaluation Information System base on the Risk-Evaluation method by using Geography Information System（GIS）. 3. To conduct field survey for the parks and schools in Taipei Nankang District by Risk-Evaluation method. Through repeat effort, this study has arrived at the following conclusions： 1. The Risk-Evaluation method consists of five indicator：（1）Risk of liquefaction（2）Risk of building damage（3）Risk of lifeline damage（4）Risk of bridge damage（5）Risk of Radiation Damage 2. By using ArcViewGIS 3.1 and vector data structure, the Risk-Evaluation Information System could point out the most dangerous area more clearly than before. 3. The field survey for Risk-Evaluation method has reveal that Yu-Cheng primary school is the highest risk area in Earthquake Disaster.

AbstractReusing buildings must be ‘convenient’ for the environment and for people, therefore it must re-establish a balance between places and communities which, interacting, determine a continuous transformation of cities. The reuse of buildings is a sustainable development process that implies phases of adaptation and qualitative growth to create safe, healthy, useful, attractive and beautiful places. The objective of the guidelines for the music district of Pescara (research for the conservatory) is to establish activities linked to music, culture and socialization, for the expansion of the ‘Luisa D'Annunzio’ Conservatory (through the reuse of the former Muzii middle school owned by the municipality) and provides the city with inclusive and beautiful places for all. The needs of different users (students of the conservatory and citizens) and those expressed by the client (music teachers and musicians) are considered to ensure the sustainability of the initiative through the integration of activities fit for restoring economic and social ‘gain’, according to an ecological approach. In providing the addresses for the required spaces, it was important to hypothesize additional functions and spaces to reborn the city with inclusion and beauty. The reuse of the former middle school was deemed ‘convenient’ (just as music is effective in restoring social inclusion and cultural development) thanks to the resilience capacities found. The proximity between the former school and the conservatory does not require substantial connection works and the proximity to the urban parks, the sea and the most ‘lively’ area of the urban center demonstrates an aptitude of the place for social reception thanks also to pedestrian and cycle paths. The spaces of the former classrooms are suitable for music teaching and recording studios as other existing spaces are for a music hub and other functions for the conservatory and the city, with a view to sustainable urban development.

Lake Windermere in the north-west of England perhaps makes you think of poets, or of adolescent adventures less concerned with wizards and vampires and more with Swallows and Amazons if you have grown up with English children’s books. Anyhow, people who lived by their pencil. Or should that perhaps be the pen? We don’t see the serious author in her study hard at work with a pencil. Pencils are generally considered to be mostly for children doing their homework, or others who frequently need to erase their mistakes. There has never been a lack of ink, traditionally a mixture of iron salts, water, and tannins—the bitter tasting compounds in tea and red wine. Always plenty of the black stuff to write poems and sign death sentences with. But the pencil, that is a different story. Far from being just for children, it was, and is, an essential tool for artists, engineers, carpenters, and architects. At engineering school in the late 1980s we still made (some of us did anyway) beautifully crafted pencil drawings of double-mantled stainless steel reactors. And in the army, close to the polar circle four years earlier, did we write out orders and decipher incoming radio messages with ballpoint pens? We certainly did not—in fact, this was forbidden because the ink in a pen may easily freeze. The ‘lead’ in the pencil (which is obviously not lead as in the element 82, but something else) brings us to these green valleys of the Lake District and Cumbria, England—as unlikely a place for an information technology hub as the orange orchards around Palo Alto. The different is that in California in the 1970s it was the dedicated people that mattered, not any local silicon mines. In Borrowdale in the late sixteenth century, it was the inside of the mountain itself that made the difference, for there you find the stuff from which to make pencil lead. Not that the people were unimportant. Entrepreneurship thrived in different forms. ‘Black Sal’, for example, working out of the small town of Keswick close to Borrowdale, was allegedly running a pencil-lead smuggling network in the early eighteenth century.

This section begins with a very brief overview of early medical philosophies leading up to Barker’s time, when science was developing an important place in American intellectual life. There was a gradual increase in the cultural authority of “regular” medical education by preceptorship, didactic medical school lectures, and medical licensure, as opposed to self-help or domestic medicine, sectarian medicine, the Thomsonians, homeopaths, and others. William Cullen, Benjamin Rush, and John Brown influenced medicine at the end of the eighteenth century. Pierre Louis in Paris, who had become a major influence on American medicine during the first third of the nineteenth century, believed that “medicine is a science of observation” and a “rigid method” is essential for medicine to improve. Careful case reports, necessary for practice and teaching, were facilitated by the numerical method. The Physician’s Case Book, published by Allen & Ticknor, Boston, in 1832, was an attempt to help physicians to record and organize their case reports. Possible reasons Barker failed to publish his manuscript include finances, competition from other books, and the rapidly changing medical beliefs during the first third of the nineteenth century. A comparison is made to Noah Webster’s 1832 decision to abandon the revised edition of his 1799 book on epidemics.

After the take-over of the Orleans parish-wide school system following the devastation created by Hurricane Katrina in 2005, the re-creation of the Orleans Parish Schools created the first all-charter, decentralized school system in the United States. Currently, the Orleans Parish Schools are settled and posed to face the challenges of any other urban emergent school district. Authors employed a single case study approach and activity theory as a framework to investigate three research questions: (1) What are the perceptions of principals and individuals that lead charter management organizations (CMOs) in an all charter district regarding writing pedagogy? (2) How do principals/chiefs support instructional coaches regarding writing pedagogy? (3) How do principals/chiefs support classroom teachers regarding writing pedagogy? Results revealed that principals and school chiefs relied on commercial curriculum as sufficient in terms of increasing capacity to teach writing and for PK-12 students to experience authentic writing pedagogy.

Abstract Schools and school districts across the United States are faced with the challenge of supporting students who experience homelessness as well as their families. There are more than 1.5 million identified homeless students nationwide, although the actual numbers are likely higher due to the challenge of identification. Research demonstrates that homeless students are at higher risk for multiple adverse outcomes and therefore it is important that school-based professionals implement practices that promote homeless students’ access and success in school. This chapter presents a holistic ecological approach, based on a three-layered intervention plan, for supporting homeless students and their families. The three layers include (a) the preliminary and necessary step of implementing the McKinney-Vento Act for homeless students at the school and district levels, as well as the ongoing assessment of the implementation at the local context; (b) promoting a positive school experience for homeless students through data collection and monitoring, the promotion of poverty-aware schools, and the endorsement of local initiatives of members of the school community to support homeless students; and (c) utilizing mindfulness-based interventions (MBIs) in direct practice with homeless students and their families. The chapter provides concrete practical tools for implementing different parts of the intervention plan.

This chapter will examine the impact of developing mathematics teacher leaders after completion of the Mathematics Specialist graduate certificate program. Specifically, it reviews how their teaching of mathematics changed and what factors helped them to become teacher leaders in their school and district. The chapter will include three parts. The first part will focus on what an elementary mathematics specialist is and why there is a need for leadership in this area within schools and districts. The second part will describe testimonials and stories of graduates of the Mathematics Specialist graduate certificate program and what impact it had on their teaching of mathematics and becoming a mathematics specialist leader. The third part of the chapter will conclude with the mathematics leadership framework and examine the characteristics and challenges these teacher-leaders face as both early childhood teachers and mathematics leaders.

This chapter will examine the impact of developing mathematics teacher leaders after completion of the Mathematics Specialist graduate certificate program. Specifically, it reviews how their teaching of mathematics changed and what factors helped them to become teacher leaders in their school and district. The chapter will include three parts. The first part will focus on what an elementary mathematics specialist is and why there is a need for leadership in this area within schools and districts. The second part will describe testimonials and stories of graduates of the Mathematics Specialist graduate certificate program and what impact it had on their teaching of mathematics and becoming a mathematics specialist leader. The third part of the chapter will conclude with the mathematics leadership framework and examine the characteristics and challenges these teacher-leaders face as both early childhood teachers and mathematics leaders.

This chapter offers an account of developments on the Kansas side of the border, focusing specifically on the rise of the Shawnee Mission School District. Johnson County became known for the high quality of its schools and attracted the greatest concentration of college-educated adults in the area. This came to represent a significant advantage with respect to the performance of local schools. The district encountered difficulties, however, in achieving consolidation, as wealthy patrons in fashionable communities rejected proposals to join with less-affluent residents in other parts of the area. An act of the legislature eventually forced creation of the district—the only one in the state to require this step. This episode reflected the effects of localism within the suburban context, where status distinctions between communities could make common interests difficult to recognize or acknowledge.

Przemyśl, where the Salesians arrived in 1907, has been one of the pioneering establishments in the Polish territories under the Austrian Partition. On the initiative of the diocesan bishop - St. Józef Sebastian Pelczar, they settled in the Zasanie district, which, at that time, had no parish yet, but there were several religious houses. First Salesians who served there cared for young people by running an oratory and teaching religion to children and young people in schools. In modest conditions in a home chapel, they performed pastoral service for the local faithful. A specific stabilization is evidenced by the completion of the youth and religious houses and the commissioning of rooms for the needs of the boarding School of Organists opened in 1916. The culmination of the preparation of the base for pastoral and youth work was the construction and commissioning of the church for the use of the faithful and the establishment of the parish in Zasanie district of Przemyśl. In 1917-1939, the Salesians ran an orphanage in the left-bank part of the city, where they possessed a separate religious house.

This chapter introduces metropolitan Kansas City as the site for a case study to examine the dynamics of suburban development and its implications for educational inequality. Following the lead of its city manager Perry Cookingham, Kansas City, Missouri, undertook an aggressive program of annexation to foreclose the negative effects of suburban development on the central city, expanding its boundaries substantially. Cookingham's plan did not include annexation of school districts, however, and as a result the enlarged municipality contained all or parts of more than a dozen districts, a development that would have important consequences. At the same time, suburbanization resulted in population shifts across the area, with affluent and college-educated adults settling in suburban communities, especially in Johnson County, Kansas. This too would have important educational consequences, giving suburban schools on the Kansas side of the state line a particular advantage in terms of academic attainment and achievement. It also relegated the schools of Kansas City, Missouri, to a range of problems associated with concentrated poverty and declining revenues.

This district overview highlights the work Indian Prairie School District (IPSD) did over the course of three years to plan, build, and implement computing pathways. IPSD is a suburban school district serving 28,000 students in the Naperville, Aurora, Bolingbrook, and Plainfield communities outside of Chicago. As a member of Digital Promise’s League of Innovative Schools, IPSD applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools (CT Pathways) project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Specifically, IPSD set an equity goal of focusing on a cluster of 5 Title I elementary schools within the district; IPSD sought to increase computing opportunities within these schools to ensure that computing was not only occurring in specific schools or parts of the district but rather reaching all students in the district.