Littérature scientifique sur le sujet « Infant School Society of the City of Boston »

Community schools have a long history of helping students succeed in school by addressing the problems they face outside of school. But without specific data on students and the full range of their needs, community schools cannot be as effective as they would like to be. Driven by the desire to make more data-informed decisions, the Children’s Aid Society worked with City Connects, a program based at Boston College’s Lynch School of Education, to gather data, assess it, and develop more creative ways to meet the full range of children’s and their families’ needs.

The impact of mothers' work during pregnancy upon neonatal outcome has not been fully elucidated. A study of maternal health habits and neonatal outcome conducted from 1977 to 1979 at Boston City Hospital assessed the effects of paid work outside the home during pregnancy, particularly third trimester work in a standing position, upon duration of gestation and intrauterine growth, while controlling for potentially confounding variables. Postpartum, 1,690 low-income women were interviewed to provide detailed information on their sociodemographic and health characteristics. Of the 1,507 women whose work status during pregnancy could be classified, 55% did not perform paid work outside the home or attend school, 7% worked into the third trimester in a standing position, and 38% had other work histories or attended school. Infants were examined according to a standard protocol by pediatricians blind to mothers' work history. There was no significant relationship between the mothers' work history during pregnancy and the infants' length of gestation, weight, or head circumference at birth, when confounding variables were controlled statistically by multiple regression analyses. However, women who worked in a standing position into the third trimester delivered infants who were longer than infants born either to mothers with other work histories or to mothers who did not work or attend school. Healthy women with uncomplicated low-risk pregnancies who feel well enough to attend school or work during pregnancy, even in a job requiring some standing, may do so without fear that their infant will suffer shortened gestation or impaired intrauterine growth.

The article deals with Jean Gottmann’s concept of the megalopolis. In the middle of the twentieth century Gottmann fixed the beginning of a new stage of urbanization, which is characterized by the formation of vast urban regions. “Regional iconography” is the basis for his concept of the megalopolis. According to “regional iconography” borders are formed under the influence of culture and lifestyle, and so they are symbolic entities. The development of information and communication technologies, according to Gottmann, changes the daily lives of people, in particular, simplifies moving over long distances, which makes the formation of a megalopolis possible. The researcher focuses on the urbanized region of the northeast coast of the United States, which covers the territory from Boston to Washington. This urbanized region without significant differences between urban and rural areas is called “megalopolis” by Gottmann. Megalopolises, according to Gottmann, are one of the leading forms of urbanization of the 20th century and are considered as the result of the formation of a post-industrial society, with an increasing number of people employed in the service sector who are actively involved in the suburbanization process. One of the main problems is the lack of megalopolises’ effective management, because decision-making requires combined actions from the authorities of several administrative-territorial units. Nevertheless, city planning should be gradually superseded by regional planning, since it corresponds to the urbanization trends fixed in the second half of the 20th century. Gottmann’s ideas on the formation of urbanized regions become common, their continuation are the works of researchers at the Los Angeles School, for example.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. 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Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). 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Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). 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Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. 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Empirical studies proved that good corporate governance had a positive link to the success of an organization. Good in directing and managing organizational processes, structures, and information mean satisfaction guaranteed was given to all stakeholders. Essential factor like working atmosphere may be considered when looking into corporate governance as well as organizational success. However, limited literature focused on the importance of communication climate and its connection to corporate governance and organizational success. Hence, this study looked into the predicting effect of communication climate to perceived corporate governance and organizational success. A total of ninety-eight rank and file employees voluntarily participated in accomplishing three questionnaires such as the Communication Climate Inventory by Costigen & Schiedler; Corporate Governance Survey adapted from Wickramanayake’s Seven Characteristics of Corporate Governance; and Organizational Success Survey adapted from Ilyas & Rafig used to measure communication climate, corporate governance, and organizational success respectively. Results revealed that communication climate was a predictor of perceived corporate governance and organizational success. This implied that the role of supervisors in setting work conditions was essential on how rank and file employees perceived corporate governance and organizational success.ReferencesAbdu Rashid, M., Azman bin Othman, M., Zainudin bin Othman, M., Ain bt Arshad, F. (2015). The influence of work environment on employees job performance: a case study of Administrative staff in a manufacturing industry. 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This paper continues an initiative conducted by the International Society for Disease Surveillance with funding from the Defense Threat Reduction Agency to connect near-term analytical needs of public health practice with technical expertise from the global research community. The goal is to enhance investigation capabilities of day-to-day population health monitors. A prior paper described the formation of consultancies for requirements analysis and dialogue regarding costs and benefits of sustainable analytic tools. Each funded consultancy targets a use case of near-term concern to practitioners. The consultancy featured here focused on improving predictions of asthma exacerbation risk in demographic and geographic subdivisions of the city of Boston, Massachusetts, USA based on the combination of known risk factors for which evidence is routinely available.A cross-disciplinary group of 28 stakeholders attended the consultancy on March 30-31, 2016 at the Boston Public Health Commission (BPHC).Known asthma exacerbation risk factors are upper respiratory virus transmission, particularly in school-age children, harsh or extreme weather conditions, and poor air quality. Meteorological subject matter experts described availability and usage of data sources representing these risk factors. Modelers presented multiple analytic approaches including mechanistic models, machine learning approaches, simulation techniques, and hybrids. Health department staff and local partners discussed surveillance operations, constraints, and operational system requirements. Attendees valued the direct exchange of information among public health practitioners, system designers, and modelers. Discussion finalized design of an 8-year de-identified dataset of Boston ED patient records for modeling partners who sign a standard data use agreement.

Abstract Toward The End Of Her Life, Beach looked back gratefully to her early years in Boston, that “happy period” in a city that was “very musical indeed.” 1 It is hard to imagine another city-or indeed another time-that would have been as supportive of her as a woman and a musician. The special bonding that took place between patrons and artists, the high value that its Brahmin aristocracy placed on music as an art, and the support its individuals and musical institutions offered to its resident composers and performers resulted in a thriving community of musicians and helped create America’s first school of high art music. When George Whitefield Chadwick called Amy Beach “one of the boys,” he was welcoming her into that school. When the leading performing organizations in Boston-the Boston Symphony, the Handel and Haydn Society, and the Kneisel Quartet-presented her as a pianist and gave the premieres of her compositions, they were providing a woman a level of support that few, if any, other cities began to match.

Abstract with the disestablishment of religion in the early nineteenth century, New England clergy and laity who had enjoyed in statesanctioned Christianity a vision of a nation with a divine purpose were faced with the challenge of preserving their sense of national mission in a state that no longer officially authorized the practice of the Christian faith. Facing the steady growth of non-English-speaking, nonProtestant immigrants and the expansion of a frontier populated by unchurched whites and non-Christian Indians, a number of evangelical clergy, Christian professionals, businessmen, and well-stationed women formed benevolent societies such as the ABS (1816) and the ASSU (1824). These benevolent associations worked to reform the expanding American populace by producing enormous amounts of literature such as the Bible or Sunday school instructional materials and distributing them as widely as possible. The ATS was established in 1825 when the American Tract Society of Boston, formerly called the New England Tract Society, and many other smaller tract societies in the northeast merged with New York’s Religious Tract Society to form a national organization based in New York City on Nassau Street. Composed primarily of Presbyterians, Congregationalists, and Baptists, the ATS set itself the task of distributing tracts throughout the United States and around the world. Yet its greatest efforts were domestic.

Abstract This chapter considers the significance of post-bellum city philosophical societies to women’s philosophical lecturing by exploring Amalie J. Hathaway’s lectures to the Chicago Philosophical Society on Kant, Hegel, automatism, and pessimism between 1875-1881. Hathaway took courses as a special student at the University of Michigan at Ann Arbor, which had just opened to women. Her knowledge of philosophy and of German earned her an invitation to lecture to the Chicago Society. She also lectured at the Concord Summer School of Philosophy. Her lecture, on Schopenhauer, at Concord was published in a new Boston journal titled Education: An International Magazine. This chapter reflects upon the American context of Hathaway’s choice to speak on Schopenhauer at Concord and on her approach to him given his contemporary academic reception. It also considers where Hathaway’s career might have gone had she not died, at the age of forty-one, four months after her Concord appearance.