Journal articles: 'Parker School'

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Hush, Noel S., and Leo Radom. "David Parker Craig 1919–2015." Historical Records of Australian Science 28, no. 2 (2017): 159. http://dx.doi.org/10.1071/hr17018.

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David Craig was an outstanding Australian theoretical chemist whose academic life oscillated between Australia (University of Sydney and Australian National University (ANU)) and the UK (University College London). The Craig Building of the Research School of Chemistry of the ANU was named in his honour in 1995. He was President of the Australian Academy of Science from 1990 to 1994, and the Academy's David Craig Medal, which recognizes outstanding contributions to chemistry research, was inaugurated in his honour. His best-known research is in the fields of quantum theory and spectroscopy of aromatic molecules, molecular crystals, quantum electrodynamics and chirality.

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Parker, Caroline. "ACE awareness in school nursing – becoming a trauma-informed service." British Journal of Child Health 3, no. 1 (February 2, 2022): 39–43. http://dx.doi.org/10.12968/chhe.2022.3.1.39.

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Adverse childhood experiences (ACEs) can have a serious impact on children and young people's mental health and wellbeing, as well as affect their future. Caroline Parker explains why ACE awareness is essential for school nurses and shares her experience of developing training.

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Silva, Teresa Cristina Rodrigues. "Popper por Dennis Parker: O manifesto que revelou a música contida no "High School of Cello Playing"." Revista Música 15, no. 1 (April 26, 2015): 195. http://dx.doi.org/10.11606/rm.v15i1.114709.

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Schwartz, Kathleen Barker. "The Legacy of Mary Parker Follett: Implications for School Reform." Journal of Educational Administration and History 23, no. 1 (January 1991): 33–41. http://dx.doi.org/10.1080/0022062910230103.

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Henty, Neil. "When play counts." Early Years Educator 22, no. 9 (April 2, 2021): 37–39. http://dx.doi.org/10.12968/eyed.2021.22.9.37.

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Neil Henty talks to Amy Parker, head of early years at Prince Edward School in Sheffield, about how it has implemented the Talk for Maths Mastery programme, which makes language and play fundamental to effective learning.

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Schmitt, Natalie Crohn. "CREATING COMMUNITY: EXPERIMENTS IN DRAMA AT FRANCIS W. PARKER SCHOOL, CHICAGO." Theatre Survey 49, no. 1 (May 2008): 37–64. http://dx.doi.org/10.1017/s0040557408000033.

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I am grateful to the Francis W. Parker School, Chicago, for allowing me free access to Morning Exercises and to the archives housed at the school. I would also like to thank the many current and former teachers and students who took the time to answer my questions, especially Andy Kaplan and John Holabird. I also thank Eric Martin, Christine Harris, and the anonymous readers at Theatre Survey for their patient editorial work.

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Hemati Alamdarloo, Ghorban, Shahram Moradi, and Sajedeh Moradi. "Job Stress among General and Special School Teachers in Jahrom City, Iran." International Journal of Public Health Research 13, no. 01 (February 27, 2023): 1659–66. http://dx.doi.org/10.17576/ijphr.1301.2023.01.

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Introduction: Teaching is among the careers which are associated with a lot of stress. Occupational or job stress is an unfavorable mental state which is caused by the workplace environment and can seriously impede employees’ performance. Objectives: The purpose of this research was to compare occupational stress among general and special school teachers. Methods: 84 teachers (42 were general school teachers and 42 were special school teachers) from Jahrom, Iran were selected as study samples. Special school teachers and general school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. Parker and DeCotiis’s job stress scale was used to assess job stress. The collected data were analyzed by two-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). Results: Results showed that job stress and its subscales were significantly higher among general school teachers than special school teachers (p <0.05); however, there was no significant difference between male and female teachers in terms of job stress and its subscales (p<0.05). Conclusion: According to the findings of this study, the Ministry of Education is recommended to prevent job stress by improving the level of services where general school teachers work and holding workshops with the aim of offering teachers some coping strategies to deal with stress in schools. Keywords: Job stress, occupational stress, teachers, general schools, special schools

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Bickmore, Steven T. "Off the Shelves: Robert B. Parker Tackles the Adolescent Detective Novel." English Journal 100, no. 1 (September 1, 2010): 120–22. http://dx.doi.org/10.58680/ej201011704.

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Porto Silva, Elisabete, and Glória Franco. "RELAÇÃO ENTRE A INTELIGÊNCIA EMOCIONAL E O RENDIMENTO ESCOLAR EM CRIANÇAS DO 1.º CICLO DO ENSINO BÁSICO DA RAM." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 419. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.457.

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Abstract:The growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school performance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demographic and educational survey where they gathered, in addition to the socio-demographic data, academic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.Key-words: Emotional intelligence, school performance.Resumo:O crescente interesse pela Inteligência Emocional tem motivado, desde os anos 90, o desenvolvimento de numerosos estudos sobre o tema. Um dos enfoques desses estudos tem sido a relação entre a Inteligência Emocional e o rendimento escolar, não existindo muita concordância nos resultados (Ângelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al.,2006; Silva & Duarte, 2012), pelo que se desenvolveu mais esta pesquisa. A pesquisa foi desenvolvida com um conjunto de 129 indivíduos de ambos os sexos da RAM (Região Autónoma da Madeira), no sentido de dar resposta às questões: Será que existe alguma relação entre a IE, a IE percebida e o rendimento escolar? Será que o género, a idade, o índice de participação social, o estatuto socioeconómico dos pais e a retenção escolar influenciam a IE e o rendimento escolar? Os instrumentos usados foram: um questionário Sociodemográfico e Educativo onde se recolheram, para além dos dados sociodemográficos, os dados do rendimento académico como: a retenção, as notas da Língua Portuguesa, da Matemática, do Estudo do Meio, nota das provas de aferição a: Língua Portuguesa e Matemática; e o questionário de Inteligência Emocional de Bar-On (Candeias & Rebocho,2007, Candeias et al., 2008). Os resultados revelam que apenas alguns aspetos da IE se relacionam com algumas das variáveis do rendimento escolar, nomeadamente as classificações a Português e a Matemática.Palavras-chave: Inteligência emocional, rendimento escolar.

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Herrera Torres, Lucía, Rafael Enrique Buitrago Bonilla, and Sergio Cepero Espinosa. "Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis." Universitas Psychologica 16, no. 3 (November 14, 2017): 1. http://dx.doi.org/10.11144/javeriana.upsy16-3.eips.

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This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.

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Baba, Mohammad Azgar Ali. "Mathematical Anxiety among Secondary School Students CBSE of Hyderabad with Respect to Gender." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (May 31, 2023): 1371–74. http://dx.doi.org/10.22214/ijraset.2023.51774.

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Abstract: The present study is an attempt to examine “Mathematical Anxiety Among Secondary School Students CBSE of Hyderabad with respect to Gender”. For this purpose, sample of 100 students (50 boys and 50 girls) of class 9th of secondary schools (CBSE) in Hyderabad are approached. The data is collected by administering the Mathematical Anxiety Rating ScaleRevised prepared by Barbara S. Plake and Clair S. Parker (1982) and is further analyzes with the help of SPSS software ver.23. For data analysis, the significance of the test is calculated using t-test of correlation for the level of significance at 0.005. The finding of the study reveals there is no significant difference among boys and girls of CBSE at secondary school level. Role of gender is found on the variables examined. Applying the findings, the educational implications are further discussed by the researcher

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Giordano, Peggy C. "School Talk: Gender and Adolescent Culture.Donna Eder , Catherine Colleen Evans , Stephen Parker." American Journal of Sociology 102, no. 2 (September 1996): 640–42. http://dx.doi.org/10.1086/230985.

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Chessor, Danuta, and Diana Whitton. "The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives." Australian Journal of Guidance and Counselling 15, no. 1 (July 1, 2005): 93–104. http://dx.doi.org/10.1375/ajgc.15.1.93.

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AbstractA degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Archer, 1988; Blumenfeld, 1992; Dweck, 1986) and determined by mastery or performance-goal orientation (Dweck, 1986). The motivation will ultimately have a bearing on both achievement and self-concept. The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted primary school children in a variety of groupings from a parent's perspective.

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Zajac, Ian T., and Nicholas R. Burns. "Measuring Auditory Inspection Time in Primary School Children." Journal of Individual Differences 28, no. 1 (January 2007): 45–53. http://dx.doi.org/10.1027/1614-0001.28.1.45.

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This study investigated the relationship between visual inspection time (VIT) and a new measure of auditory inspection time (AIT: see Parker, Crawford, & Stephen, 1999 ). The purpose was twofold: first, to understand the generality of the mechanism underpinning performance on visual IT tasks (VIT); second, to evaluate the efficacy of this new auditory task. Participants were 80 primary school children aged 10–12 years. They each completed AIT, VIT, and a marker test for each of general speediness (Gs), fluid ability (Gf), and crystallized ability (Gc). AIT and VIT were positively correlated with each other, and they both correlated with the marker of Gs. However, the data suggest that the nature of IT tasks changes as task difficulty increases. Thus, IT appears to be a purer measure of processing speed at longer exposure durations. These findings are discussed in relation to the methodology employed in IT estimation and in light of recent comments concerning the psychological complexity of IT.

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Hush, Noel S., and Leo Radom. "David Parker Craig AO FAA. 23 December 1919—1 July 2015." Biographical Memoirs of Fellows of the Royal Society 64 (August 30, 2017): 107–29. http://dx.doi.org/10.1098/rsbm.2017.0017.

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David Craig was an outstanding Australian theoretical chemist whose academic life oscillated between Australia (University of Sydney and Australian National University (ANU)) and the UK (University College London). The Craig Building of the Research School of Chemistry of the ANU was named in his honour in 1995. He was President of the Australian Academy of Science from 1990 to 1994, and the Academy's David Craig Medal, which recognizes outstanding contributions to chemistry research, was inaugurated in his honour. His best-known research is in the fields of quantum theory and spectroscopy of aromatic molecules, molecular crystals, quantum electrodynamics and chirality.

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Monoarfa, Muchlik Kamal, Sri Widyarti Ali, and Indri Wirahmi Bay. "English Consonants Production on School-Age Children." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 4 (November 10, 2021): 9. http://dx.doi.org/10.32884/ideas.v7i4.507.

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This study aims to reveal the production of consonant sounds in children aged 6-9 years old whose first language is Indonesian and/or Gorontalo language, as well as to reveal the facts about the consonant sounds that can and cannot be produced by the children. This study applied qualitative method by collecting the data using audio and video recording to record the consonant sounds produced by the participants, and transcribing the sounds using IPA (International Phonetic Alphabet). The data of this study were taken from School-Age Children from six until nine years old, that consisted of five students from Ronal Hutagalung Learning Center. The data analysis was carried out through the stages of data reduction, data display, and the drawing and verifying conclusion. Furthermore, the classification of NAE Consonant Phonemes by Parker (1986) was used as the main theory in data analysis. The findings show that from five participants, three participants can produce 23 consonant sounds, and two participants can produce 24 consonant sounds. In addition, the results also show that the participants were mostly unable to produce consonants Voiceless Dental Fricative /θ/, Voiced Palatal Fricative /ʒ/, Voiced Palatal Glide /y/, Voiceless Palatal Fricative /ʃ/, and Voiced Dental Fricative /ð/, which means that most of the sounds that they cannot produce are the consonants that do not exist in their first language. The findings of this study are expected to be a reference in teaching English pronunciation to children, as well as overcoming the problems related to the consonant production in children. Penelitian ini bertujuan untuk mengungkap produksi bunyi-bunyi konsonan pada anak usia 6-9 tahun yang bahasa pertamanya adalah bahasa Indonesia dan/atau bahasa Gorontalo, serta mengungkap fakta tentang bunyi konsonan yang dapat dan tidak dapat dihasilkan oleh anak pada usia tersebut. Penelitian ini menggunakan metode kualitatif dengan pengumpulan data menggunakan rekaman audio dan video untuk merekam bunyi konsonan yang dihasilkan oleh partisipan, dan mentranskripsi bunyi-bunyi tersebut dengan menggunakan IPA (International Phonetic Alphabet). Data penelitian ini diambil dari Anak Usia Sekolah dari usia enam sampai sembilan tahun, yang terdiri dari lima siswa dari Ronal Hutagalung Learning Center. Analisis data dilaksanakan melalui tahapan reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Selanjutnya, klasifikasi Fonem Konsonan NAE oleh Parker (1986) digunakan sebagai teori utama dalam analisis data. Hasil penelitian menunjukkan bahwa dari lima partisipan, tiga partisipan dapat menghasilkan 23 bunyi konsonan, dan dua partisipan dapat menghasilkan 24 bunyi konsonan. Selain itu, hasil penelitian juga menunjukkan bahwa sebagian besar partisipan tidak dapat memproduksi konsonan Voiceless Dental Fricative /θ/, Voiced Palatal Fricative /ʒ/, Voiced Palatal Glide /y/, Voiceless Palatal Fricative /ʃ/, and Voiced Dental Fricative /ð/, yang berarti bahwa sebagian besar bunyi yang tidak dapat mereka lafalkan adalah konsonan yang tidak ada dalam bahasa pertama mereka. Temuan penelitian ini diharapkan dapat menjadi acuan dalam mengajarkan pronunciation bahasa Inggris pada anak, serta mengatasi permasalahan terkait produksi bunyi-bunyi konsonan pada anak.

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Ruffer, David. "Out of Africa…into Hastings – Reflections on African Week at William Parker School, April 1991." British Journal of Music Education 9, no. 2 (July 1992): 163–69. http://dx.doi.org/10.1017/s0265051700008949.

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The Report of the Working Group for Music on the National Curriculum suggested that music teachers should incorporate music from non-Western cultures into their programmes of study. African Week proved to be an ideal opportunity to introduce the idea of music and dance from Africa to both students and the wider community in a predominantly white area, as well as to address the vexed problem of how to teach combined arts without diluting standards in the individual art forms.

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Bavolar, Jozef. "Validation of the Adult Decision-Making Competence in Slovak students." Judgment and Decision Making 8, no. 3 (May 2013): 386–92. http://dx.doi.org/10.1017/s1930297500006057.

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AbstractA study using a high school and college sample (age 18–26) was conducted to validate the Slovak version of the Adult Decision-Making Competence. The results were similar to findings reported by Bruine de Bruin, Parker, and Fischhoff (2007) on the adult population in America. The internal consistency of component subscales and whole measure was confirmed as well as the factor structure. Gender differences in two of the six subscales were found. The results highlight the usefulness of A-DMC in assessing decision-making competence in Slovak language, but non-student samples are needed to enhance the generalisability of findings.

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Nimehchisalem, Vahid. "Interview with Jean Kirshner, co-founder of Belize Education Project." International Journal of Education and Literacy Studies 8, no. 4 (October 30, 2020): 100. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.100.

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Jean Kirshner holds a Ph.D. in Education and Human Resource Development from Colorado State University and specializes in literacy and teacher education. I came to know Jean and her school adoption project in the process of publishing her article in our previous issue. She graciously accepted my invitation for this interview that we carried out through emails in July, 2020. In this interview, you will be reading about Jean and the impact she and her colleagues have created in the lives of school children. You will learn more about Jean as you read through, but here is a brief introduction. Jean started her career as the Early Childhood Director at Saint Ignatius Grammar School, Chicago in 1988. After two years she joined the Child Opportunity Program in Denver as a Head Start Supervising Teacher. In 1994, she became a kindergarten teacher and has been a First Grade Teacher since 2006 in Douglas County School District, Parker, Colorado. She co-founded the Belize Education Program in 2007 which is the main topic of this interview. The world needs more inspiring educators like Jean who contribute selflessly especially to the underprivileged communities that need more love and attention.

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Malyshev, I. V. "Socio-Psychological Personality Adaptation and Strategies of Coping-Behavior of School Teachers in the Process of Professional Socialization." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 30–34. http://dx.doi.org/10.18500/2304-9790-2013-2-1-30-34.

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The article presents the data of the empiric research of strategies of coping-behavior of general education school teachers. The research is made from the sample of Saratov region general education school teachers (n = 50; in the age of 21–55 years old). The use of different methods such as the method of diagnosis of socio-psychological adaptation of C. Rogers and R. Diamond, questionnaire of coping-behavior in stress situations of S. Norman, D. F. Endler, D. A. James and M. I. Parker (adapted by T.A. Kryukova), method of comparative analysis in complex makes it possible to identify significant differences in preferred strategies of copingbehavior in stress situations according to the level of teacher’s personality adaptation. It views that in the sample of teachers with the high level of adaptation a pattern of strategies of coping-behavior “problem solving – avoidance – emotions” is dominant. The author shows the data that certifies that the level of personality adaptation plays a very important role while choosing strategies of copingbehavior at different stages of professional socialization of teacher’s personality. The applied aspect of the problem being investigated can be realized in consulting practice of psychological services of general education schools as well as in development of training and correctional-development programs with an aim to form personaleffective strategies of coping with stress situations that happen in professional activity of a teacher.

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Bragina, Yelena A., and Larisa I. Eremina. "Coping Behavior of Primary School Teachers with various professional experience." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, no. 3 (December 20, 2023): 109–16. http://dx.doi.org/10.34216/2073-1426-2023-29-3-109-116.

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The article provides an analysis of the coping behavior of primary school teachers with different professional experience: up to 5 years, 5-15, 16-25 years and more than 25 years. The questionnaires ‟Strategies for overcoming stressful situations” by S. Hobfall and ‟Coping behavior in stressful situations” by N Endler – J. Parker were used as research methods. It is claimed that the coping behavior of elementary school teachers is characterized by high indicators of constructiveness, interconnectedness of prosocial strategies. Concerning the structure of coping behavior groups of teachers differ in preferences for coping strategies with minimal differences. It was revealed that in the group of young teachers, the frequency of using the strategy of cautious actions decreases with an increase in experience, after 5 years the desire to seek social support increases, teachers with experience from 16 to 25 years have a decrease in the desire to enter into social contacts and the orientation of coping to problem solving. Teachers with more than 25 years of experience implement pro-social strategies for seeking social support, combined with a low level of anti-social actions. The low level of emotionally-oriented coping in all groups, along with the high stressfulness of the activity of a primary school teacher, indicates a certain deficit in the self-regulation of emotional states.

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Guramatunhu ""Mudiwa, Precious. "The Gender Shift in Enrollment Patterns in Higher Education: A Case Study of a School Administration Program." Advancing Women in Leadership Journal 35 (June 12, 2017): 120–33. http://dx.doi.org/10.21423/awlj-v35.a137.

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Recent trends in higher education suggest that there are more women than men enrolled and that more degrees are being conferred to women across all levels at the associate, bachelor's, master's, and the doctorate levels (Hussar &Bailey, 2011; Wang & Parker, 2011). I offer theoretical perspectives about the rapid growing female enrollment in higher education, arguing that it is a major force in shifting college student demographics. The conclusions are based on an investigation of student enrollment patterns in a school administration program at a large comprehensive university in southeastern United States from 2000 through 2011. The results revealed that in this program, females outnumbered males by 2:1. Chi-square tests revealed statistically significant gender differences in enrollment patterns across age, semester, academic year, type of program, and type of campus. A further test using logistic regression analysis confirmed these findings. These results mirrored national trends where females now outnumbered males in higher education.

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Tannebaum, Rory P. "Dialogue, Discussion, and Democracy in the Social Studies Classroom." Social Studies Research and Practice 8, no. 3 (November 1, 2013): 99–109. http://dx.doi.org/10.1108/ssrp-03-2013-b0007.

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This paper seeks to intertwine current literature in social studies education with practical suggestions for integrating dialogue and controversy into the practicing teacher’s classroom. The works of John Dewey (1926), Diana Hess (2004), and Walter Parker (2003) will serve as the foundation of this essay; placing an emphasis on their respective arguments advocating for the school as a place where students learn to develop the ability to participate in informed dialogue and understand the foundational elements of a functional democracy. The essay will place emphasis on the necessity for teachers who incorporate controversial social issues into their lessons through various forms of discourse. To that end, a foundational analysis of the benefits of integrating controversial issues into the social studies classroom will be provided and followed by a description of four practical lessons that have effectively fostered dialogue amongst students at the secondary level. The aim of the paper, ultimately, is to provide practicing social studies teachers at the middle and high school level with feasible lessons that are grounded in the theories and philosophies of the leading scholars in social studies education.

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Marando, Erasmus Satrunino, Eugene Lyamtane, and Catherine Muteti. "Contribution of CSSC Training Program in Enhancing Decision for Catholic Sponsored Secondary School Heads in Musoma Diocese Mara Tanzania." European Journal of Training and Development Studies 9, no. 3 (March 15, 2022): 1–15. http://dx.doi.org/10.37745/ejtds.2014/vol9n3115.

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The study examined the contribution of Christian social service commission management training program in enhancing decision-making on financial management process by heads of Catholic sponsored secondary schools in Catholic Diocese of Musoma. The study was anchored on Human Relations Theory of management which was developed by Marry Parker Follet. The study employed a mixed-method approach in which convergent design was be used. Targeted population community members of nine projects and one leader of CSSC in Catholic Diocese of Musoma. The sample for included eighty project school, heads of school’s teachers and non-teaching staff. Data to answer the research questions of this study was collected using two data collection instruments namely; questionnaires, and interview guides. Questionnaires was used to obtain quantitative information from teachers, interview guide was used to collect qualitative data from non-teaching staff, heads of Schools and Chief Coordinator of CSSC. Validity of instruments was assured trustworthiness and dependability by requesting three researchers’ experts from Mwenge Catholic University and the Validity of qualitative data was through peer review and triangulations. The reliability was tested by using the Cronbach’s Alpha formula using Likert scale questions. The descriptive statistics was analyzed using mean scores, frequencies and percentages and presented in Tables. Analysis of qualitative data was through thematic and transcribe the data was presented in narrations form that which was supported by direct quotations. All along with the study, the researcher highly considered research ethics including the consent of the respondents and confidentiality of the information. The research findings revealed that the heeds of schools enhance the use of decision making on financial management skills in their schools as they were trained but they need to improve the use of the skills to involves all staffs. Basing on the findings of the research study, it can be concluded that the training of CSSC to school heads in Catholic Diocese of Musoma who attended the program enhances the use of decision making on financial management skills in their schools as they were trained in but only, they need to improve the use of the skill to involve both staffs means teaching staff and non- teaching staff on decision making on financial management. The study recommends that training shall be provided to both school managers and heads of schools to enable them to achieve school goals of teachers and institutions.

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Makiguchi, Tsunesaburo. "On the Significance of Social Aspects That Mr. Parker Says Should Be Incorporated into the School Experience (1897)." Schools 7, no. 1 (May 2010): 49–55. http://dx.doi.org/10.1086/651518.

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Reutzel, D. Ray, and Parker C. Fawson. "Waking Rip Van Winkle: A proposal to redesign the education workforce." Phi Delta Kappan 103, no. 3 (November 2021): 22–27. http://dx.doi.org/10.1177/00317217211058510.

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The education model in which a single teacher instructs a single classroom of students has been remarkably persistent, but teacher shortages, low morale, and poor teacher retention are signs that it’s not working well for teachers. Ray Reutzel and Parker Fawson describe how Utah’s Center for the School of the Future is seeking to redesign the teacher workforce to improve outcomes for both teachers and students without increasing costs. Their integrated workforce model brings students together in a pod led by a master teacher, classroom teachers, teacher interns, aides, and tutors. Students receive more individualized support, and prospective teachers have more opportunities to practice their skills before receiving a license and becoming a lead teacher. The model also includes pathways for paraprofessionals to complete education coursework while they continue to earn an income.

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Gagnon, Jocelyn, Marielle Tousignant, and Denis Martel. "Academic Learning Time in Physical Education Classes for Mentally Handicapped Students." Adapted Physical Activity Quarterly 6, no. 3 (July 1989): 280–89. http://dx.doi.org/10.1123/apaq.6.3.280.

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This study employed the Academic Learning Time model to describe the behavior of moderately mentally handicapped students in their physical education classes. The concept of academic learning time (ALT) is defined as the proportion of time a student is engaged in a task related to the learning objectives and is experiencing an appropriate success rate. Subjects were 29 students randomly selected from five adapted-P.E. groups (three elementary and two secondary) in three Quebec City region schools. A French version of the ALT observation system developed by Siedentop, Tousignant, and Parker (1982) was used to code the students’ behavior in P.E. classes. The results reveal that, on the average, only 63% of the time officially allocated to P.E. within the school curriculum was actually used for teacher/student interaction. Moreover, 21% of this 63% was spent organizing the learning activities, 4% in explaining the tasks, and the remaining 75% in motor activities. However, although the number of students in a group varied from five to nine, on the average individuals were successfully motor engaged only 16% of the time and spent 50% of the time waiting.

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Davies, Julie, and Ken Starkey. "Can We Save the Business School? Shut Down the Business School. What’s Wrong With Management Education, by Martin Parker, 2018, London: Pluto Press, 198 pages." Academy of Management Learning & Education 19, no. 1 (March 2020): 116–20. http://dx.doi.org/10.5465/amle.2019.0140.

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Ratliffe, Tom. "The Influence of School Principals on Management Time and Student Activity Time for Two Elementary Physical Education Teachers." Journal of Teaching in Physical Education 5, no. 2 (January 1986): 117–25. http://dx.doi.org/10.1123/jtpe.5.2.117.

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The study investigated the effects of behavioral interventions conducted by two school principals on selected teaching behaviors of physical education teachers. Subjects were two physical education teachers and two elementary school principals. The interventions consisted of (a) the principals conducting a standard observation and sharing session with the teacher, (b) the principals conducting an observation and sharing session after learning an observation system by viewing an instructional videotape, and (c) the teachers viewing the instructional videotape and learning the observation system. The dependent variables were student activity time, management time, and teacher feedback. Teacher behaviors were recorded using the Academic Learning Time-Physical Education (ALT-PE) 1982 Revision Coding Instrument (Siedentop, Tousignant, & Parker, 1982) and audiotape recordings. Visual inspection and comparison of the mean percentages during each phase indicated that activity time and management time did not change after the principals conducted their standard observation procedures. An increase in student activity time and a decrease in management time did occur after the second and third intervention procedures. The combined effect of the interventions was to lower management time and increase student activity time for both teachers.

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Maddern, Stacy W. "Shut Down the Business School: What's Wrong with Management Education. Martin Parker. Pluto Press, 2018. 198 pages, $21.00 (paperback)." Journal of Labor and Society 22, no. 2 (March 3, 2019): 560–62. http://dx.doi.org/10.1111/wusa.12394.

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Parker, Daniel. "HUMAN AGING INTERVENTIONS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 97. http://dx.doi.org/10.1093/geroni/igac059.387.

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Abstract Biological aging is the greatest risk factor for multiple non-communicable diseases affecting multiple organ systems. Evidence from animal studies suggest that the rate of biological aging is modifiable and that slowing the rate of biological aging may decrease the incidence of age-related morbidity and mortality. Based on these findings, several approaches are currently being studied to slow the rate of biological aging in humans. This symposium features internationally renowned aging research scientists whose work focuses on clinical interventions to modify biological aging in humans. We will hear from Rajagopal Sekhar from the Baylor College of Medicine who will present his research on “Improving oxidative stress, mitochondrial dysfunction, inflammaging, aging hallmarks and muscle strength in older adults: the novel role of GlyNAC and the 'Power of 3'”; Jamie Justice from the Wake Forest School of Medicine will present her work on “Response to dietary restriction interventions in older adults: biomarkers of cellular senescence and biological aging”; Reem Waziry from the Columbia University Mailman School of Public Health will present her work “Does Caloric Restriction Slow the Process of Biological Aging in Non-Obese Healthy Adults? Evidence from the CALERIE™ Trial”; and Daniel Parker from the Duke University School of Medicine will present his work “Does APOE genotype moderate the impact of diet modification and exercise training on age-related outcomes?”. Attendees will learn about recent advances in interventions targeting human aging.

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Placide, Mengoua. "Working Cimate and Counter-productive Behaviors of Teachers from the Ministry of Secondary Education in Cameroon." International Journal of Psychological Studies 16, no. 1 (December 11, 2023): 1. http://dx.doi.org/10.5539/ijps.v16n1p1.

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This research aims to show that the perceived working climate increases the counter-productive behaviors of secondary school teachers in Cameroon. Indeed, secondary school teachers increasingly develop counter-productive behaviours (aggression at work, slow work, lateness at work, absenteeism) to the detriment of respect for ethics, professional conduct and the obligation to personally ensure the public service entrusted to them. The general hypothesis is as follows: the working climate increases the counter-productive behaviors of teachers. The data collection method is the survey, and the tool is the questionnaire in the form of a measurement scale. The simple random sampling yielded a sample of 151 participants. The instrument for measuring perceived working climate is Parker & al.  (2003), which is an adaptation in French of the James and Jones scale (1974); the scale of counter-productive behaviours is that of Aubé & al (2009). The results are as follows: HR1 (β= -.44; p=.00); HR2 (β=.55; p=.00); HR3 (β= -.40; p=.00); HR4 (β= -.44; p=.00); HR5 (β= -.10; p=.35). These results show that our research hypothesis are statistically significant and that  HR1 ; HR3; HR4; HR5 are rejected while HR2 is confirmed.  the general hypothesis is significant P<.005 for most research hypotheses; this same general hypothesis is not validated. The perceived working climate does not increase the counter-productive behaviors of secondary school teachers in Cameroon.

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Brown, Richard. "New Encyclopedic Dictionary of School Law By Richard D. Gatti and Daniel J. Gatti. West Nyack, N.Y.: Parker Publishing Co., 1983." NASSP Bulletin 69, no. 481 (May 1985): 125–26. http://dx.doi.org/10.1177/019263658506948126.

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Khairani, Sayang, and Rahmat Suryanto Pirngadi. "INFLUENCE OF HUMAN RESOURCES ON THE INCOME OF SMALL AND MEDIUM ENTERPRISES IN GALANG DISTRICT OF DELI SERDANG REGENCY." Jurnal Ilmiah Teunuleh 2, no. 4 (December 21, 2021): 33–39. http://dx.doi.org/10.51612/teunuleh.v2i4.73.

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Rumah Makan Tenda Biru one of the largest restaurants in Galang district of Deli Serdang district, this restaurant provides Javanese and typical Minang cuisine. This business continues to grow over time, where at the beginning of the establishment of the building is only a small tent, and at this time already has a large building. The purpose of this study is to look at the influence of human resources on the income of Blue House, what problems are faced, and analyze consumer behavior. The results showed that, the location of human resources is very influential on the income of small and medium-sized businesses, by employing employees of graduates of High School (SMA) this business is able to reap profits of Rp. 105.000.000/month or Rp. 3.500.000 per day, when compared to when their employees graduated from Junior High School (SMP), the turnover obtained was only 60.000.000/month. In the time of the pandemic, there was a decrease in income, where before the pandemic profits reached Rp. 135.000.000/month. The obstacle experienced is the high PPH burden and must be paid every year for Rp 10.500.000. An analysis of consumer behavior states that 48% of consumers choose food as the main reason to visit the Tenda Biru Restaurant, 25% choose cleanliness, 15% choose service and 12% choose a vehicle parker place.

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Deschamps, Bérangère. "Interview with Simon C. Parker, Business Transfer as an Entrepreneurial Mode of Entry. Professor of Entrepreneurship at the Ivey Business School, Canada." Revue de l’Entrepreneuriat Prépublication (November 23, 2022): Iy—VIIy. http://dx.doi.org/10.3917/entre1.pr.0032.

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Sahlström, Fritjof. "Reviews : Eder, Donna, Catherine Colleen Evans & Stephen Parker: School talk. Gender and adolescent culture New Brunswick, NJ: Rutgers University Press, 1995." YOUNG 5, no. 3 (September 1997): 59–60. http://dx.doi.org/10.1177/110330889700500305.

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Samuel, Sajay. ">Mary Parker Follett—Prophet of Management/A Celebration of Writings from the 1920'sMary Parker Follett—Prophet of Management/A Celebration of Writings from the 1920's, edited by GrahamPauline. Cambridge, MA: Harvard Business School Press, 1995." Academy of Management Review 21, no. 3 (July 1996): 863–67. http://dx.doi.org/10.5465/amr.1996.9702100318.

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Firouzeh, Sepehrianazar, and Dilmaghanian Turkan. "Investigating the relationship between personality traits, fear of negative evaluation, and perceived stress with math anxiety of female students." Journal of Educational Sciences & Psychology 12 (74), no. 1 (2022): 48–55. http://dx.doi.org/10.51865/jesp.2022.1.06.

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The main purpose of this study was to investigate the relationship between personality traits, fear of negative evaluation and perceived stress in predicting mathematical anxiety. The research method was descriptive and correlational. The statistical population of this study consisted of all grade one students of secondary school in the 2020 academic year (N=17,613). 375 people were selected as a statistical sample based on Cochran's formula and using a random cluster method and responded tothe perceived stress questionnaires of Bauer et al., big-five personality traits of McRee and Costa, Plake and Parker mathematical anxiety, and Leary fear of negative evaluation. Pearson correlation and multivariate regression tests were used to analyze the data. The results of the diagram show the fact that there is a significant relationship between personality traits, fear of negative evaluation and perceived stress with mathematical anxiety (p <0.05).Multivariate regression showed that neurosis and perceived stress were positively significant and flexibility was negatively significant, and they were the highest predictors of mathematical anxiety in this study. According to the obtained result, it is suggested to pay attention to psychological factors to reduce mathematical anxiety.

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Daly, Caroline, Jamie James, Catherine Jones, Lisa Taylor, Kelly Wegener, and Craig George. "Developing Professional Identity and Ethos through Research and Practice in Initial Teacher Education: The USW ITE Partnership Approach." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 233–55. http://dx.doi.org/10.16922/wje.22.1.11-en.

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Reform of the education sector in Wales has given university-school partnerships of Initial Teacher Education (ITE) in Wales much to grapple with conceptually and practically, in order to design new programmes of ITE that can attract national-level accreditation in line with the recommendations made by Professor John Furlong in 2015. These reforms have required a system-wide rethink of ITE, based on a philosophy for new provision. This article outlines an approach to ITE inspired by the work of Lee Shulman (2005) who argued that teacher education should prioritise the acquisition of three habits, corresponding to the 'what' the 'so what' and finally the 'who' of teaching, namely an understanding of one's professional identity, ethos and character. We describe a pedagogical model for embedding these principles in ITE, based on the work of Parker, Patton and O'Sullivan (2016). Finally, we consider the implications for mentors and lecturers, noting in particular the need to see all members of the ITE partnership as learners, both to ensure effective role models for beginning teachers, and also to remain faithful to the principle laid down in social development theory (Vygotsky, 1978) that learning is interactive and symbiotic.

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Patrick, Matthew, R. Peter Hobson, David Castle, Robert Howard, and Barbara Maughan. "Personality disorder and the mental representation of early social experience." Development and Psychopathology 6, no. 2 (1994): 375–88. http://dx.doi.org/10.1017/s0954579400004648.

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AbstractControversy surrounds the role of early social experience in the development of personality disorder. In particular, little is known of the means by which continuities from infancy through adulthood might be mediated. One suggestion is that a person's mental representations of relations between him- or herself and other people, either in the form of “internal working models” or “internal object relations,” provide the essential link. We report on an investigation of this issue in which we focused on the formal qualities of accounts of childhood offered by adults who were drawn from two contrasting clinical groups; borderline personality disorder and dysthymia. The results lend support to the claims made by attachment theory and the object relations school of psychoanalysis, that at least in certain groups of individuals, adults' modes of representing early experience are intimately related to styles of interpersonal functioning. More specifically, the form of interpersonal Psychopathology characteristic of borderline personality disorder may be associated with enmeshed and unresolved patterns of responding to the Adult Attachment Interview of George, Kaplan, and Main (1985) and with reports of low maternal care and high maternal overprotection on the Parental Bonding Instrument of Parker, Tupling, and Brown (1979).

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Finley, Susan, and Morgan A. Parker. "Children Talk to Charles Dickens about Their Own “Hard Times”." International Review of Qualitative Research 4, no. 4 (February 2011): 403–15. http://dx.doi.org/10.1525/irqr.2011.4.4.403.

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The focus of this research narrative is children's perceptions of social class and their experiences of poverty as a social identity. Participatory action research that includes narrative reflection is demonstrated for its capacity and potential as a source of agency that may contribute to youths' academic, social, and political emancipation. In this research we analyze perceptions and attitudes about social class as these perceptions and attitudes are expressed by a group of children who are economically poor and who reside in an urban area in the Pacific Northwest. Our purpose has been to engage our students in a transformative educational process, with the further intention of deepening students' understandings of their own power to act in the world, or to “write their own futures” This readers' theater narrative has been scripted from personal, cultural texts that the co-authors (Susan and Morgan) selected from young people's writing in response to reading Charles Dickens' Hard Times and other period literature. The research takes place in the context of the At Home At School (AHAS) program at Washington State University Vancouver, directed by Susan Finley and where Morgan Parker is an undergraduate research assistant.

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Park, William W. "International Commercial Arbitration and the Courts. The Parker School of Foreign and Comparative Law. Dobbs Ferry, N.Y.: Transnational Juris Publications, 1990. Pp. v, 460. $95. - The 1989 Guide to International Arbitration and Arbitrators. The Parker School of Foreign and Comparative Law. Dobbs Ferry, N.Y.: Transnational Juris Publications, 1989. Pp. ix, 981. $85." American Journal of International Law 85, no. 3 (July 1991): 586–87. http://dx.doi.org/10.2307/2203128.

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Frondel, Clifford. "The Geological Sciences at Harvard University from 1788 to 1850." Earth Sciences History 7, no. 1 (January 1, 1988): 1–22. http://dx.doi.org/10.17704/eshi.7.1.d563h7x08536571l.

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Formal course instruction in mineralogy and geology began in Harvard College in 1788 with Benjamin Waterhouse. He also assembled in the 1780's a reference and teaching collection of minerals, rocks, and ores—the first natural history collection at Harvard—that, following a gift by an English friend, J. C. Lettsom, became a cynosure of the College. Following Waterhouse's dismissal in 1812, the instruction was carried on by John Gorham until 1824. Waterhouse, his colleague Aaron Dexter, and Gorham all were professors in the Harvard Medical School, established 1782. The latter two men successively held an endowed chair therein, the Erving Professorship of Chemistry and Materia Medica. They produced some notable graduates: Parker Cleaveland in 1799, Lyman Spalding in 1797, Joseph Green Cogswell in 1806, John White Webster in 1811, John Fothergill Waterhouse in 1813, and Samuel Luther Dana and James Freeman Dana in 1813. Following years of futile effort by the Administration to establish a professorship of mineralogy and geology, with Cogswell as the selected candidate, the instruction in mineralogy and geology fell to John White Webster in 1824 in the Chemistry Department. The Erving Professorship also passed to him, with a change in title to Professor of Chemistry and Mineralogy. Webster's death in 1850, following his conviction for murder in a famous trial, terminated the first period of development of the geological sciences at Harvard. In this period, in spite of the early start by Waterhouse, Harvard lagged much behind the developments at Yale and other colleges in New England and beyond. The main period of development of the geological sciences at Harvard come in the latter 1800's. It was a consequence primarily of the founding of the the Lawrence Scientific School in 1848, with its emphasis on the applied aspects of the sciences, the appointments of Josiah Dwight Whitney and Raphael Pumpelly in 1865 and 1866, respectively to a School of Mines and Practical Geology endowed as a sub-unit therein, and the appointment of Josiah Parsons Cooke in 1850 as successor to Webster in the Chemistry Department.

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Pinelo Trancoso, Manuel Antonio, and Diego Ardura. "Deporte extraescolar e inteligencia emocional en estudiantes de secundaria: efectos del tipo de agrupamiento deportivo y del sexo." Cuadernos de Psicología del Deporte 23, no. 1 (January 4, 2023): 38–52. http://dx.doi.org/10.6018/cpd.510651.

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The development of emotional intelligence has been related in previous studies to sports practice and physical activity. The purpose of this research was to analyze the effects of extracurricular sports practice, sports grouping (collective or individual), and gender on the emotional intelligence of adolescents. The sample comprised 384 secondary school students. Students averaged 14.1 years, being 53.5% girls and 46.5% boys. The measurement of emotional intelligence was carried out using the Bar-On’s Emotional Intelligence Inventory Youth Version (EQ-I: YV, Bar-On and Parker, 2000). Results showed that there is an uneven development in the different dimensions of emotional intelligence among Spanish secondary school students (h2=.478), with general mood and interpersonal intelligence being the most prominent features. In addition, girls outperformed boys in interpersonal (h2=.014) and intrapersonal intelligences (h2=.023), reaching boys higher scores in adaptability (h2=.016). At the same time, an impact of extracurricular sports practice and, in particular, of team sports on the students’ general state of mind was detected (h2=.028), while intrapersonal intelligence is directly related to the practice of individual sports. Finally, an interaction effect (h2=.032) between sport grouping and sex was observed in intrapersonal intelligence, indicating that girls could present an advantage in the development of this trait when practicing individual sports. El desarrollo de la inteligencia emocional se ha relacionado en estudios previos con la práctica deportiva y la actividad física. El propósito de esta investigación fue analizar los efectos de la práctica de deporte extraescolar, del agrupamiento deportivo (colectivo o individual) y del sexo en la inteligencia emocional de los adolescentes. La muestra estuvo compuesta por 384 estudiantes de educación secundaria. La edad media de las personas participantes fue de 14.1 años y su distribución por sexos: 53.5% de chicas y 46.5% de chicos. La medida de la inteligencia emocional se llevó a cabo utilizando el Inventario de Inteligencia Emocional de Bar-On en su versión para jóvenes (EQ-I: YV, Bar-On y Parker, 2000). Los resultados mostraron que existe un desarrollo desigual en las diferentes dimensiones de la inteligencia emocional entre el alumnado español de educación secundaria (h2=.478), siendo el estado de ánimo general y la inteligencia interpersonal los rasgos más destacados. Además, se han encontrado diferencias estadísticamente significativas a favor de las chicas en las inteligencias interpersonal (h2=.014) e intrapersonal (h2=.023), superándolas los chicos en la adaptabilidad (h2=.016). Paralelamente se detectó un impacto de la práctica deportiva extraescolar y, en particular, de los deportes colectivos en el estado de ánimo general del alumnado (h2=.028), mientras que la inteligencia intrapersonal está relacionada directamente con la práctica de deportes individuales. Finalmente, se observó un efecto de interacción (h2=.032) entre el agrupamiento deportivo y el sexo que indica que las chicas podrían presentar una ventaja en el desarrollo de su inteligencia intrapersonal mediante la práctica de deportes individuales. O desenvolvimento de a inteligência emocional tem sido previamente relacionada com a prática desportiva e com a atividade física. Esta investigação teve como objetivo analisar os efeitos da prática desportiva extracurricular e do agrupamento desportivo (coletivo ou individual) nos tipos de inteligência emocional em adolescentes. A amostra foi composta por 384 estudantes do ensino médio. O nível de inteligência emocional foi medido através do Inventário de Inteligência Emocional Bar-On, utilizando asua versão para jovens (EQ-I: YV, Bar-On e Parker, 2000). Os resultados sugeriram que há um desenvolvimento desigual nas diferentes dimensões da inteligência emocional nos alunos espanhóis de ensino médio; o humor geral e a inteligência interpessoal foram as características que mais se destacaram. Além disso, foram encontradas diferenças estatisticamente significativas a favor das meninas na inteligência interpessoal e intrapessoal, superando os meninos na adaptabilidade. Paralelamente, detetou-se um impacto da prática desportiva extracurricular e, em particular, dos desportos coletivos no estado de espírito geral dos alunos, enquanto a inteligência intrapessoal está diretamente relacionada com a prática desportiva individual. Por fim, observou-se um efeito de interação entre agrupamento desportivo e sexo, indicando que as meninas poderiam ter vantagem no desenvolvimento da sua inteligência intrapessoal através da prática de desportos individuais.

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Porter, Gayle. "Mary Parker Follett—Prophet of Management: A Celebration of Writings from the 1920sEdited by GrahamPauline, Boston, MA: Harvard Business School Press, 1995—296 pages, hardcover. $29,95." Academy of Management Perspectives 9, no. 1 (February 1995): 86–88. http://dx.doi.org/10.5465/ame.1995.9503133526.

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Morrall, Mark. "Book review: David Middlewood and Richard Parker (2009) Leading and Managing Extended School — Ensuring Every Child Matters SAGE London. ISBN: 978-1-4129-4830-2 (pbk)." Management in Education 24, no. 2 (April 2010): 87. http://dx.doi.org/10.1177/0892020610364884.

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Chapman, Christopher. "Book Review: Creating a Learning School by David Middlewood, Richard Parker and Jackie Beere. London: Paul Chapman Publishing, 2005, ISBN 1412910420 (pbk), ISBN 1412910412 (hbk), £19.99." Educational Management Administration & Leadership 35, no. 4 (October 2007): 595–96. http://dx.doi.org/10.1177/17411432070350040904.

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Tikhomirova, T. N., D. A. Gaysina, and S. B. Malykh. "Adaptation of the Russian-language Version of Parental Bonding Instrument (PBI)." Sibirskiy Psikhologicheskiy Zhurnal, no. 81 (2021): 126–42. http://dx.doi.org/10.17223/17267081/81/6.

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The results of adaptation of the Russian-language version of the Parental Bonding Instrument (PBI) (Parker, Tupling, Brown, 1979) with "Mother's Attitude" and "Father's Attitude" options are presented in the article. The questionnaire is aimed to assess the perception of parenting attitudes among young people. According to the original (English) version of the questionnaire, aspects of parental attitude perception can be measured as quantitative indicators of the questionnaire scales: 1) "Care" and 2) "Overprotection". The "Care" scale consists of 12 statements such as “Seemed emotionally cold to me”, “Enjoyed talking things over with me”, “Did not talk with me very much”, etc. The "Overprotection" scale includes 13 statements such as "Felt I could not look after myself unless she/he was around", "Let me decide things for myself", "Let me dress in any way I pleased", etc. The study involved 504 high school students enrolled in schools in the Moscow and Leningrad regions, Samara and St. Petersburg, aged from 14.4 to 19.1 years, among them were 174 9th grade students (44.2% male), 169 10th grade students (34.7% male) and 161 11th grade students (51.1% male). The structure of the questionnaire was studied using exploratory factor analysis of the correlation matrix of the responses to 25 items of each version. The method of principal components with Varimax rotation was chosen for the analysis. The confirmatory factor analysis suggested the two-factor structure of the questionnaire was confirmed, with the following scales: “Care” and “Overprotection” for the options "Mother's Attitude" and "Father's Attitude". For reliability assessment, the scales were tested with the Cronbach's alpha coefficient of internal consistency. Satisfactory internal consistency of the scales on both options was revealed. The Cronbach's alphas reach satisfactory values both for Care and Overprotection scales. The effects of gender and age on the questionnaire scores were estimated. According to analysis, there are no sex differences of perception of maternal and paternal attitude in both “Care” and “Overprotection” scales. It was shown that the effect of age was statistically significant for “Overprotection” scale for paternal attitude only, with a small effect size. The effect of interaction of age and sex was statistically significant for “Care” for paternal attitude only, with a small effect size. According to the psychometric indicators presented in this paper, the Russian-language version of PBI can become a reliable tool to measure high school students’ perception of the parental attitude.

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Parker, Matt. "Humble Pi: When Math Goes Wrong in the Real World." Perspectives on Science and Christian Faith 72, no. 4 (December 2020): 255. http://dx.doi.org/10.56315/pscf12-20parker.

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HUMBLE PI: When Math Goes Wrong in the Real World by Matt Parker. New York: Riverhead Books, 2020. 336 pages. Hardcover; $27.00. ISBN: 9780593084687. *Humble Pi delivers a veritable potpourri of mathematical mistakes in the real world, as the title suggests. Consequently, the book may be of interest to a wide variety of readers. Mathematics educators who are looking for reasons why their students should pay attention in class will find plenty of examples to convince even the most skeptical student that mathematical mistakes can have real-world consequences. Meanwhile, readers who struggled in math class may be happy to see that even the supposed experts suffer the consequences of their own miscalculations. While the book is predominantly written in a light-hearted tone that makes it relatively easy to read for a broad audience, it occasionally is somber when real lives are put in danger due to the math going wrong. *The author, Matt Parker, is likely more well known as a YouTube mathematician. His channel "Stand-up Maths" has half a million subscribers and sixty million views. Parker's attempt to channel his high energy, "math is fun" persona into the written word is a challenging task, but he mostly delivers. For example, the page numbers count down until they reach 0, causing an error so the next page is numbered 4,294,967,295. This seemingly random large number happens to be 232 - 1; reading the rest of the book will explain why. The chapters count up from 0, except for a small chapter 9.49 which follows the chapter on rounding. Parker adds levity at the meta level as well as in the writing itself which builds on itself effectively. For this reason, readers who already are familiar with Parker's work on YouTube will likely catch some extra inside jokes. However, to be clear, the book is not simply fan fiction; it is a well-researched and thorough account of mathematical mistakes in various contexts and should appeal to a wide audience. *The content of the book is organized into chapters based on the types of mistakes: losing track of time, counting errors, geometry gone awry, unit conversions, and statistics, to name a few. If one chapter fails to capture interest, the next one delivers something fresh. While this feature is mostly true, it fails in one way. So many of the mistakes come down to computer programming errors. At the core, there is a mathematical idea at play, but the mistake comes from improperly coding that idea into a computer. The author did research a rich set of mathematical mistakes, but often it was not the mathematics that failed but the programming. As a mathematician, I was hoping for more mistakes that felt like mathematics itself going wrong. Yet I suspect that for most readers this is a distinction without a difference. *While the author is not writing explicitly from a Christian perspective, that does not mean that the book is therefore neutral or without perspective. Parker finds a deep joy in the doing of mathematics, a latent aspect of creation awaiting cultivation; he may not express it this way, but the joy is unmistakable. Many of the errors depicted in the book have led to the loss, or near loss, of human lives, sometimes in the hundreds. In a way, this book deeply values life, and one possible outcome would be that people could be more aware of mitigating such errors. In the final chapter, titled "So, What Have We Learned from Our Mistakes?," Parker writes: *"I've done a lot of research from accident-investigation reports that were publicly released, but that generally happens only when there is a very obvious disaster. Many more, quiet mathematical mistakes are probably swept under the rug. Because we all make mistakes. Relentlessly. And that is nothing to be feared. Many people I speak to say that, when they were at school, they were put off mathematics because they simply didn't get it. But half the challenge of learning math is accepting that you may not be naturally good at it, but if you put the effort in, you can learn it. As far as I'm aware, the only quote from me that has been made into a poster by teachers and put up in the classrooms is: 'Mathematicians aren't people who find math easy; they're people who enjoy how hard it is'" (p. 7). *This is a book which outlines mathematical mistakes in the hope that it could prevent some future mistakes; this hope is laudable, and it provides some levity along the way, which is sorely needed in 2020. However, the example of the UK government refusing to change the picture of an incorrect soccer ball on their signs suggests that many mathematical mistakes are likely to be commonplace. *Finally, it should be noted that the book is not only about mistakes, it also provides lots of "Wow, I didn't know that!" moments. Did you know that a year of "seasons" and a year of the earth's orbit are not the same thing? The book is peppered with vignettes such as this that keep the reader wanting more. In the end, the book is entertaining, includes a lot of fresh examples of math in the real world that STEM educators might find helpful, and is written for a broad audience. The fact that mathematics goes wrong in the modern world mostly in connection with computers is important to note; that there are so many ways for it to go wrong is fascinating. *Reviewed by Thomas J. Clark, Department of Mathematics and Statistics, Dordt University, Sioux Center, IA 51250.

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Bliese, Loren F. "E. M. Parker and R. J. Hayward: An Afar-English-French dictionary (With grammatical notes in English). 306 pp. London: School of Oriental and African Studies, University of London, 1985." Bulletin of the School of Oriental and African Studies 50, no. 1 (February 1987): 208–9. http://dx.doi.org/10.1017/s0041977x00054033.

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Journal articles on the topic 'Parker School'

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