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Books on the topic 'School closures'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Consult the top 22 books for your research on the topic 'School closures.'

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1

Essex, D. G. The politics of rural school closures in Warwickshire. [s.l.]: typescript, 1990.

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2

Strathclyde (Scotland). Department of Education. Glasgow Division. [Consultative documents relating to prposed school closures in Glasgow. Glasgow: Strathclyde Regional Council Department of Education, 1988.

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3

Rogers, Rick. Schools under threat: An ACE handbook on surplus places and school closures. London: Advisory Centre for Education, 1993.

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4

Hawaii. Department of Health. Report to the twentieth Legislature, State of Hawaii, 1999: Act 189, session laws of Hawaii 1995 requesting the Department of Health to submit annual reports to the Legislature describing the status of the plan to provide developmental disabilities services in the community and to ensure that the transition of Waimano Training School and Hospital residents to the community will be client-centered, taking into consideration the health, safety, and happiness of the residents and the concerns of their families. Honolulu, Hawaii]: Dept. of Health, 1998.

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5

Savarese, Josepine. A handbook on school closure for boards of education. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1991.

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6

University of Zimbabwe. Advisory Committee on the Closure of the University of Zimbabwe. Final report of the Advisory Committee on the Closure of the University of Zimbabwe. [Harare]: The Committee, 1990.

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7

Lutz, Frank W. Trends and options in the reorganization or closure of small or rural schools and districts. [Charleston, W. Va.]: ERIC Clearinghouse on Rural Education and Small Schools, 1990.

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8

Mosen, Linda. A case study of: The closure of a specialist school for the visually impaired and its relocation within a specialist school for "mixed disabilities". Birmingham: University of Birmingham, 1994.

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9

Gretchen, Van der Veer, ed. The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco: Jossey-Bass Publishers, 1998.

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10

Office, General Accounting. District of Columbia: Issues related to the Youngstown Prison report and Lorton closure process : report to the Honorable Thomas M. Davis III Chairman, Subcommittee on the District of Columbia, House Committee on Government Reform, House of Representatives. Washington, D.C: GAO, 2000.

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11

Geven, Koen, and Amer Hasan. Learning Losses in Pakistan Due to COVID-19 School Closures. World Bank, Washington, DC, 2020. http://dx.doi.org/10.1596/34659.

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12

Discharge of Federal Stafford Loans and Federal Supplemental Loans for Students (SLS) for borrowers affected by school closures. Washington, D.C: U.S. Dept. of Education, 1993.

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13

Azevedo, Joao Pedro, Amer Hasan, Diana Goldemberg, Syedah Aroob Iqbal, and Koen Geven. Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates. World Bank, Washington, DC, 2020. http://dx.doi.org/10.1596/1813-9450-9284.

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14

Council, Edinburgh (Scotland) City, ed. Smart schools initiative: Proposed closure of Orwell Primary School. Edinburgh: The City of Edinburgh Council, 2004.

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15

wa-al-Ittiṣāl, Markaz al-Quds lil-Iʻlām, ed. Palestinian education: A threat to Israel's security? : the Israeli policy of school closures in the occupied West Bank and Gaza Strip, December 1987-January 1989. [Jerusalem]: Jerusalem Media and Communication Centre, 1989.

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16

Thacker, Lionel Charles. Stress management in a residential special school under threat of closure. University of EastLondon, 1994.

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17

Takahashi, Kazuki. Yu-gi-oh! 2014.

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18

Thacker, Lionel c. STRESS management in a Residential Special School under threat of closure:A case study. 1994.

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19

Joyce-Beaulieu, Diana, and Brian A. Zaboski. Applied Cognitive Behavioral Therapy in Schools. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197581384.001.0001.

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One-quarter of students will experience mental health needs during their education, and many schoolchildren will never receive professional help at all. Because youth spend most of their time in school, school-based practitioners are in a unique position to remediate these needs. In this text, readers will learn the theoretical and practical applications of cognitive behavioral therapy (CBT), a scientifically based intervention for problems like behavioral dysregulation, anxiousness, emotional disturbances, trauma, family conflict, and the typical trials and tribulations of growing up. After offering practitioners invaluable micro skills (e.g., rapport building, relaxation techniques) and establishing a foundation of cultural competence, this text presents core CBT skills—behavioral activation, cognitive restructuring, and exposure and response prevention—essential for new and veteran practitioners alike. The text thoroughly addresses technological advancements in CBT, including therapy apps, e-readers, and virtual games. Rounding out the intervention process, it concludes by describing therapeutic closure and offering additional treatment options for more severe case presentations. With numerous school-based examples, detailed case presentations, and printable resources, this text provides both a thorough introduction and an excellent review of contemporary school-based CBT.

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20

Livesey, Steven J. Michael Segre, Higher Education and the Growth of Knowledge. A Historical Outline of Aims and Tensions (New York/London: Routledge, 2015), 197pp. ISBN: 9780415735667. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0022.

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This chapter reviews the book Higher Education and the Growth of Knowledge. A Historical Outline of Aims and Tensions (2015), by Michael Segre. Comprised of eleven chapters, Segre’s book presents a historical account of how many closed aspects of the university comprise a ‘superfluous heritage’. Segree does so by drawing on Karl Popper’s The Open Society and its Enemies (1945). Beginning with ancient Near Eastern literate societies, Segre traces the history of education and learning through the European medieval, Renaissance, and early modern universities, Enlightenment technological schools and Humboldtian reform movements. He also looks at contemporary American and European institutions that have expanded their reach worldwide. Along the way, Segre discusses the closures that restricted the growth of knowledge in the Western tradition.

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21

Gardner, John N., & Associates, and Gretchen Van der Veer. The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition (Jossey Bass Higher and Adult Education Series). Jossey-Bass, 1997.

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22

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Education. This booklet is a collective effort by academics who are Members of the Academy of Science of South Africa (ASSAf) and other invited scholars to help you appreciate some of the basic scientific facts that you need to know in order to understand the present crisis and the various options available to respond to it. We emphasise that the threat of infectious diseases is not an entirely new phenomenon that has sprung onto the stage out of nowhere. Infectious diseases and pandemics have been with us for centuries, in fact much longer. Scientists have warned us for years of the need to prepare for the next pandemic. Progress in medicine in the course of the 20th century has been formidable. Childhood mortality has greatly decreased almost everywhere in the world, thanks mainly, but not only, to the many vaccines that have been developed. Effective drugs now exist for many deadly diseases for which there were once no cures. For many of us, this progress has generated a false sense of security. It has caused us to believe that the likes of the 1918 ‘Spanish flu’ pandemic, which caused some 50 million deaths around the world within a span of a few months, could not be repeated in some form in today’s modern world. The Covid-19 pandemic reminds us that as new cures for old diseases are discovered, new diseases come along for which we are unprepared. And every hundred or so years one of these diseases wreaks havoc on the world and interferes severely with our usual ways of going about our lives. Today’s world has become increasingly interconnected and interdependent, through trade, migrations, and rapid air travel. This globalisation makes it easier for epidemics to spread, somewhat offsetting the power of modern medicine. In this booklet we have endeavoured to provide an historical perspective, and to enrich your knowledge with some of the basics of medicine, viruses, and epidemiology. Beyond the immediate Covid-19 crisis, South Africa faces a number of other major health challenges: highly unequal access to quality healthcare, widespread tuberculosis, HIV infection causing AIDS, a high prevalence of mental illness, and a low life expectancy, compared to what is possible with today’s medicine. It is essential that you, as young people, also learn about the nature of these new challenges, so that you may contribute to finding future solutions.

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