Articoli di riviste sul tema "Walla Walla Public School"
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Dent, Jonathan. "Civic Capacity and Community Response to Government Action: The Endangered Species Act and State Water Law in the Methow and Walla Walla Basins in the Pacific Northwest". International Journal of Public Administration 31, n. 3 (febbraio 2008): 262–76. http://dx.doi.org/10.1080/01900690701590439.
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Davis, Jessica. "Beyond School Walls: Challenges to Collaborations between Public Schools and Community Arts Centers". Arts Education Policy Review 95, n. 5 (giugno 1994): 12–14. http://dx.doi.org/10.1080/10632913.1994.9936382.
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Alshech, Eli. "The Doctrine of al-Walla’ wal-Bara’ in the Salafi-Jihadi Perspective: Flexibility within Rigidity". Journal for Interdisciplinary Middle Eastern Studies 7, n. 1 (2021): 35–61. http://dx.doi.org/10.26351/jimes/7-1/7.
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Salafi-jihadi scholars typically take conservative positions on matters relating to the doctrine of al-wala’ wa’l-bara’. Often, their stances are more restrictive than those of non-militant Salafi scholars (known in the academic literature as Taqlidis). However, an analysis of their responses to questions pertaining to the doctrine of al-wala’ wa’l-bara’ indicates that, under certain circumstances, the Salafi-jihadi scholars exercise an interpretive flexibility that results in more flexible edicts. In general, it appears that in matters with political and/or public implications (such as declaring takfir on a political leader, declaring jihad against apostates, and representing an apostate ruler), the Salafi-jihadis will often express opinions that are inflexible and restrictive. When the matter at hand pertains to personal life, however, even in the case of the doctrine of al-wala’ wa’l-bara’, Salafi-jihadis often express opinions that are surprisingly flexible. The detailed explanations that appear in Salafi-jihadi responses indicate that Salafi-jihadi scholars understand the complexity faced by Muslims who live in non-Muslim societies and states and who face uncertainty as to application of the doctrine of al-wala’ wa’l-bara’ to their day-to-day lives. Accordingly, when responding to practical questions about how such Muslims may function within close personal relationships and/or work environments shared with non-Muslims, Salafi-jihadi scholars tread carefully and attempt to provide creative solutions. In so doing, they skirt the edges of doctrinal interpretation.
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Epanchin, Betty C., e Karen Colucci. "The Professional Development School Without Walls". Remedial and Special Education 23, n. 6 (novembre 2002): 350–59. http://dx.doi.org/10.1177/07419325020230060501.
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Asim, Salman. "The Public School System in Sindh: Empirical Insights". LAHORE JOURNAL OF ECONOMICS 18, Special Edition (1 settembre 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.
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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary walls. Against this backdrop, we examine key trends in education outcomes using the Pakistan Living Standards and Measurement surveys for 2004/05 and 2010/11. We find that the net enrollment rates (NERs) at primary, middle, and secondary level in Sindh stagnated, at best, during 2007–11 after a sharp increase registered in 2006; this trend is similar to that of the rest of Pakistan. Gains in NER vary significantly across districts with some performing exceptionally better than others. Finally, we cross-validate these statistics using independent household- and school-level census data on 300 communities, collected as part of an ongoing impact evaluation study in three districts of rural Sindh.
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Irira, Grace, e Mussa S. Muneja, ThD. "Prevalence of School Based Bullying among Monduli District Public Secondary Schools, Tanzania". EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 3, n. 5 (29 ottobre 2022): 125–29. http://dx.doi.org/10.46606/eajess2022v03i05.0226.
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The study aimed to analyze the prevalence rate of School Based Bullying. The study was done at Monduli District Public Secondary Schools, in Tanzania and it used descriptive survey design which falls in a quantitative research approach. A standardized closed-ended questionnaire was used in data collection from students of the schools. The population of the study was 121 representing respondents from each Public School in Monduli District. The study applied systematic sampling to identify students for the study. Data were analyzed using descriptive statistics by employing mean, frequencies and percentages. The findings showed that various forms of bullying took place in schools under investigation including stealing other learners’ property, beating, tarnishing others’ image by drawing on building walls, spreading disinformation, excluding others, taunting others and bad nicknaming. The study recommends that in order to lower the prevalence rate of bullying in schools, the ministry of education ought to provide a clearer guidance at school-level on dealing with school violence and particularly bullying behaviors. Measures taken against bullying would include anonymous reporting mechanism and corresponding stricter punitive consequences. The study further recommends that the government should provide continuous capacity building workshops with teachers on how to deal with and eradicate bullying behaviors in schools.
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Mangila, Benjamin Baguio. "WHEN WALLS BECOME SILENT BATTLEGROUNDS: DECIPHERING COLLEGE STUDENTS’ GRAFFITI WRITINGS ON SCHOOL CAMPUS WALLS". International Journal of Asia Pacific Studies 19, n. 1 (18 gennaio 2023): 51–70. http://dx.doi.org/10.21315/ijaps2023.19.1.3.
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Although graffiti has become a significant cultural and linguistic phenomenon and has been studied throughout history, there is still room for the exploration of how graffiti in different contexts, particularly in a higher education institution, serves to voice the anonymous student writers’ thoughts and feelings. Thus, this study examines the common themes and the lexical and syntactic features of college students’ graffiti writings on the walls of a state college in Zamboanga del Sur, Mindanao, Philippines. Employing thematic analysis, this study reveals that students’ graffiti writings contain a variety of themes such as love, discrimination, self and group identities, hatred, sex, faith and religion, management, education, and fanaticism, with love and discrimination as the most prevailing social themes. Students’ graffiti writings also exemplify distinct lexical features such as loan and swear words, taboo words/expressions, abbreviations, ironies, acronyms, repetitions, and compound words. Borrowings and using offensive or swear words are the most common lexical features found among these graffiti writings. In addition, students often use brief or terse statements to clearly express their thoughts and feelings to the public. Indeed, graffiti writings are a distinctive and silent way of communication, particularly for students who are in the marginalised section of any society.
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Gallardo, Vanessa Baldin, e Benamy Turkienicz. "Converting the Schoolyard Into a Learning Space: A Strategy for Public Education". Space and Culture 23, n. 4 (9 aprile 2018): 444–61. http://dx.doi.org/10.1177/1206331218767057.
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Technology and globalization have shaped the generation of students in the 21st century. However, actions to configure school space remain stuck in 20th century standards. This article describes a study that contributes with strategies of innovative pedagogies by exploring the use of available spaces in Brazilian public schools. The study involved teaching and learning school curricular subjects in the schoolyard through physical interventions that were designed using playground equipment. Despite the absence of spatial boundaries, usually made by walls in seminar rooms, the interventions polarized the distribution of students in the courtyard with no loss of pedagogical control. An implicit hierarchy was established in the relationship between teacher and students, since the teacher’s position did not differ spatially from the student’s position, offering freedom for interaction.
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Hornink, Gabriel Gerber, e Maurício Compiani. "Reflections of online mediations in the process of continuing teacher training focusing on local environmental problems". ETD - Educação Temática Digital 19, n. 4 (6 ottobre 2017): 773. http://dx.doi.org/10.20396/etd.v19i4.8646285.
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The city walls go beyond their physical aspect towards the perception that invisible walls divide society and generate significant impacts. This theme was part of the fieldwork for high school students from public schools in Campinas-SP (Brazil) in the context of the Anhumas River in the School Project (ARS). The fieldwork Walls was developed by a multidisciplinary group of teachers through face-to-face meetings and online activities in the TelEduc learning virtual environment. This work focuses on how online mediation with face-to-face interaction allowed the construction of the fieldwork, making participants think critically about social and spatial organization. To analyze this process, the mediated action theory was used, admitting “agents-acting-with-cultural-tools” and statements as units of analysis. A method was developed to analyze the online forum and its relations, together with other TelEduc data and interviews. The results indicate a strong relationship between online and face-to-face discussions, although at an early stage of the use of digital technology, highlighting the possibility of an independent access schedule. The analysis of semantic flows in the forums indicated the route for the construction of the concept of walls, starting with concrete / physical walls and proceeding to the abstract and the consequences for the use and occupation of space. The enhancement of the work was expected from the use of digital technologies, which actually happened, though culturally there remains a difficulty in online collaborative work, which highlights the use of email regarding the diversity of tools, requiring a deeper process of digital enculturation.
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Rathey, Danielle A. "Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth?" Education and Urban Society 53, n. 1 (20 aprile 2020): 3–22. http://dx.doi.org/10.1177/0013124519894977.
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This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of students in a low performing district has similarly aligned attitudes and self-reported behaviors related to achievement and success as a neighboring affluent district. Differences appear when students reflect upon safety and resources. This article demonstrates that public education works when the right resources are in place; so why push minorities out of their neighborhood schools toward charters and magnets rather than bolster and make equitable the existing system?
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Rezaini, Mulki Siti. "The Translation Procedures on School Notices Board at SMAN 3 Kota Serang". Journal of English Language Teaching and Cultural Studies 2, n. 1 (7 giugno 2019): 63–72. http://dx.doi.org/10.48181/jelts.v2i1.7747.
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Translation has an important role especially for people in Indonesia. This is owing to the fact that only little information is available in Bahasa Indonesia. That is, a great deal of information is mostly presented in foreign languages, particularly in English. In this reseach, the writer discusses about translation in school notices school and researchers concent this reseach in one of senior high school in Serang. At this time in various schools the rules for the use of school bulletin boards that are affixed to the walls of the school and the language used in English with varying words have meaning. School notice board is a surface intended for the posting of public messages, for example, to advertise items wanted or for sale, announce events, or provide information. Researchers found that is the existence of writing errors in writing and translating words and also sentences on the school bulletin board because on the basis of a lot of bulletin boards in schools that use English language. In this study the researchers wants to analyze of translation procedures school notices board in senior high school.
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Calderón Mora, Roxy, e Glenda Rodríguez Chaves. "English Acquisition of Reading and Writing Skills on Learners at Fourth Grade at Jesus School". Innovaciones Educativas 16, n. 21 (27 giugno 2014): 13–22. http://dx.doi.org/10.22458/ie.v16i21.906.
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Teaching English in II Cycle at public primary schools in Costa Rica relies on integrating and interrelating the four basic skills in the communication process. The English Acquisition of Reading and Writing Skills on Learners at fourth grade at Jesus School article is a consolidation of the research study developed in 2013. The purpose of this study was to research on learning strategies that stimulate the acquisition of reading and writing skills in fourth level at Jesus de Atenas public school located in Atenas. The study implemented reading and writing strategies. The collection of data was performed by using a qualitative approach using four different instruments: three classroom observations, two artifacts as evidence of the students’ performance, a focus group and, an interview to the English advisor at Regional de Alajuela. The data collection process demonstrated that students improved both reading and writing competence after performing strategies such as Word Walls, Group Writing and Print- Rich Environment. The analyzed results in this study confirmed that the applied strategies stimulate the acquisition of reading and writing skills in fourth graders at a public school.
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Cook, Kathleen B., Katie E. Bennett, Justin D. Lane e Theologia K. Mataras. "Beyond the brick walls: Homeschooling students with special needs". Physical Disabilities: Education and Related Services 32, n. 2 (1 novembre 2013): 98–111. http://dx.doi.org/10.14434/pders.v32i2.12997.
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The percentage of children with special needs receiving academic instruction at home has substantially increased since a resurgence of homeschooling during the 1990s. In light of this information, the purpose of this article was to provide an overview of the history and laws related to homeschooling, the characteristics of homeschool families, and the relevant issues that parents of children with disabilities encountered when choosing to homeschool. This is followed by a discussion of the reasons parents chose to homeschool their children with special needs, as well as the current state of research on homeschooling students with disabilities. Finally, suggestions related to homeschooling students with disabilities were made for future researchers, parents, and public school educators.
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Macuha, Richmark. "EVALUATING THE PHYSICAL VULNERABILITY OF PUBLIC SCHOOL BUILDINGS AGAINST FLOODING IN METRO MANILA, PHILIPPINES". ASEAN Engineering Journal 13, n. 2 (31 maggio 2023): 101–6. http://dx.doi.org/10.11113/aej.v13.18959.
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Vulnerability analysis has always been an integral part of disaster risk assessment. This study aims to assess the physical vulnerability of public school buildings against flooding. It discusses the vulnerable elements or attributes, the extent of damages incurred during flood events, the damage response, and the future steps that must be taken to increase flood resiliency. The study used empirical data collection using semi-structured interviews to characterize the common types of public schools and to collate the damage responses. Quantity surveying was performed to measure the amount of damages related to different flood depths. Structural damages to public school buildings are not expected for flood heights ranging from ground level up to ten (10) m. However, damages are incurred by building finishes and fixtures. Floors, walls, and septic system are cosmetically damaged. Vulnerable components include wooden elements like doors, cabinets, blackboards and ceiling, and electrical fixtures such as wiring, lighting, outlets, switches, and fire alarm system. Comprehensive vulnerability description of public school buildings were represented as curves of flood depth vs. damage index. The damage ratio decreases as the number of floors increase. Maximum damage to one-story building is 23.6% while at 15.02% for four-story school building. This study is an attempt to promote further research of the subject matter in developing countries towards flood resiliency in the built environment.
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Ximenes Medeiros, Yan Liszt, Suéllen Mota Marques Costa, Cláudio Santos Rodrigues e Rita De Castro Engler. "GRAPHIC DESIGN FOR THE PREVENTION OF VIOLENCE IN A PUBLIC SCHOOL". MIX Sustentável 10, n. 2 (29 maggio 2024): 115–26. http://dx.doi.org/10.29183/2447-3073.mix2024.v10.n2.115-126.
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This project aimed to answer the following problem-question: how could Graphic Design contribute to the prevention of violence in a public school? The object of study was a public school located in the city of Belo Horizonte, where there were cases of violence among students between 11 and 14 years old. The goal was to plan, execute and evaluate actions to prevent violence among students. The method consisted of carrying out two workshops for the production of violence prevention posters, followed by the production of an artistic intervention on the inner face of one of the school's outer walls. The results indicate that Graphic Design can contribute by creating and/or strengthening support networks for violence prevention.
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Setiati, Grace. "Pembuatan Mural di Sekolah Dasar Kristen Kalam Kudus Kesamben Blitar". Prima Abdika : Jurnal Pengabdian Masyarakat 2, n. 4 (18 dicembre 2022): 458–65. http://dx.doi.org/10.37478/abdika.v2i4.2263.
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This community service activity in the form of making murals aims to add beauty and provide a new atmosphere for the school environment, especially for children at the Kalam Kudus Blitar Christian Elementary School. The partners wanted the school environment with plain walls to be beautified with murals. The methods implemented are site surveys, material preparation, mural work and activity evaluation. The application of murals in schools does not only prioritize beauty but also educational values according to school age. By incorporating elements of art into the school room, the atmosphere of the room becomes more expressive and becomes a stimulus for creativity for children in carrying out the teaching and learning process. The activity ran smoothly and the partners liked the work they made because the mural created a pleasant learning atmosphere. The impact of this activity for the students of the Interior Design Study Program at Petra Christian University who are involved is that students can develop their creativity in drawing and sharing it with the public. Students also learn about time management and working in teams.
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Bal, Nesrin. "Beyond Classroom Walls: High School Foreign Language Learning with Linguistic Landscape Activities". Bellaterra Journal of Teaching & Learning Language & Literature 17, n. 1 (26 marzo 2024): e1345. http://dx.doi.org/10.5565/rev/jtl3.1345.
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In addition to its widespread use in various disciplines, LL has garnered attention from researchers in education for its role in enhancing language learning and promoting linguistic diversity. However, its systematic integration into language teaching contexts, particularly in high school settings, remains limited. This paper aims to demonstrate how LL-centered activities were designed for integration into an 11th-grade English classroom in a public high school in southeastern Turkey. Over a 12-week period with 32 students, three LL-oriented tasks—Designing a job advertisement, Creating a T-shirt design, and Crafting a ‘Wanted’ sign—all aligned with the curriculum were implemented. Following the stages outlined by the pedagogical model of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL), LL activities were systematically integrated. The objective is to provide a comprehensive illustration of the step-by-step integration of LL resources into high school English classrooms, supplemented by sample student works to offer a clear overview of the process. The study concludes by offering recommendations and implications for language education professionals.
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Almeida, Kênia Machado de, Maria Cláudia Porfirio André, Maria Raquel Hidalgo Campos e Mário Ernesto Piscoya Díaz. "Hygienic, sanitary, physical, and functional conditions of Brazilian public school food services". Revista de Nutrição 27, n. 3 (giugno 2014): 343–56. http://dx.doi.org/10.1590/1415-52732014000300008.
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OBJECTIVE: To verify the physical, functional, hygienic, and sanitary conditions of the food services of municipal schools located in the Brazilian Midwest region. METHODS: This is a cross-sectional study of 296 school food services conducted from February to June 2012. The food services were assessed by a semi-structured check list divided into the following sections: physical conditions, available equipment, food handlers' conduct, and food service cleaning processes and procedures. The study variables were classified as compliant or noncompliant with the regulations passed by the National Sanitary Surveillance Agency. RESULTS: Noncompliances were found in all study food services, especially with respect to food service conditions, and the wiring and plumbing in the food preparation area. In this section, 62.7 to 95.9% of the food services did not comply with nine out of the thirteen study items. The main problems were: poorly cleaned external areas, deteriorated walls, floors, ceilings, roofs, drains, and roof gutters; and unscreened doors and windows, allowing the entrance of insects; among others. The main noncompliance regarding processes and procedures was the uncontrolled temperature of the ready-to-eat foods. CONCLUSION: The conditions of the study food services are unsatisfactory for the production of safe meals, possibly compromising meal quality, food safety, and the effectiveness of the School Food Program.
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Leeman, Jennifer, Lisa Rabin e Esperanza Román-Mendoza. "Critical Pedagogy beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education". Heritage Language Journal 8, n. 3 (15 novembre 2011): 293–314. http://dx.doi.org/10.46538/hlj.8.3.1.
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This article describes a critical service-learning initiative in which college students of Spanish taught in an after-school Spanish class for young heritage language (HL) speakers at a local elementary school. We contextualize the program within broad curricular revisions made to the undergraduate Spanish program in recent years, explaining how critical pedagogy and our students’ experiences motivated the design of the program. After describing the program, we analyze reflections from participants that show how the experience helped them take their critical language agency beyond the classroom walls and integrate university, school and community knowledges, as both the college students and the children they taught came to view their cultural and linguistic heritages to be of educational and public importance.
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Alcocer, Sergio M., David Murià-Vila, Luciano R. Fernández-Sola, Mario Ordaz e José C. Arce. "Observed damage in public school buildings during the 2017 Mexico earthquakes". Earthquake Spectra 36, n. 2_suppl (3 luglio 2020): 110–29. http://dx.doi.org/10.1177/8755293020926183.
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In September 2017, two major earthquakes struck south and central Mexico. These earthquakes produced widespread damage in public and private school infrastructure. In Mexico, all school buildings are classified as essential infrastructure and are expected to attain an immediate occupancy performance level after major earthquakes. However, there is a large variation in the quality of the design and construction practices of these buildings due to age of construction, material quality and availability, and great socioeconomic gaps around the country. In this article, an analysis of the observed damage in public school buildings is presented. The results are analyzed depending on the structural system, construction material, and year of construction. The results showed that damage intensity in seismically designed buildings was significantly lower than that observed in the pre-1985 structures. Load bearing and infill masonry walls were the most damaged structural elements.
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Tena-Colunga, Arturo. "Some Retrofit Options for the Seismic Upgrading of Old Low-Rise School Buildings in Mexico". Earthquake Spectra 12, n. 4 (novembre 1996): 883–902. http://dx.doi.org/10.1193/1.1585915.
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An analytical study regarding the seismic upgrading of typical 60's and 70's designs for public school buildings in Mexico is presented. Some schools with these designs were moderately damaged during the 1985 Michoacán Earthquake in Mexico City. The damage was primarily observed in their longitudinal direction where existing slender RC columns have their weak axis. In addition, these columns are confined and shortened by masonry walls that do not run all the story height. These walls are supposed to be non-structural components, however, they experienced shear cracking during the quake due to the distress of the confined columns. Some school buildings were retrofitted after the Michoacán Earthquake adding post-tensioned bracing systems composed of prestressed high-slenderness steel strands (tension-only bracing systems), a retrofit option that is economical. In fact, there is an interest on assessing the effectiveness of this retrofit scheme in other regions with different soil conditions, as for example, the hard soils of the Mexican Pacific Coast. Therefore, the post-tensioning retrofit scheme used for the school buildings in Mexico City was also evaluated for hypothetical locations in the Mexican Pacific Coast. Another option that seems economical for the seismic retrofit of old school buildings in the Mexican Pacific Coast is the use of base isolators. Then, a retrofit plan using lead-rubber bearings was also evaluated. Acceleration time-histories recorded in the Mexican Pacific Coast during the 1985 Michoacán and the 1995 Manzanillo Earthquakes were used to assess the effectiveness of the studied retrofit schemes. Records in Mexico City for the 1985 Michoacán Earthquake and postulated ground motions for a Ms = 8.1 earthquake in Mexico City were also used. The effectiveness of each retrofit scheme is discussed through the comparison of the seismic behavior of original and retrofit structures using a comprehensive set of analyses.
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Odia, James O., e Agnes Anuoluwapo Odia. "Gender Differences and Environmental Friendliness among Secondary School Students in Benin Metropolis, Nigeria". Indonesian Journal of Contemporary Management Research 1, n. 1 (3 febbraio 2019): 1. http://dx.doi.org/10.33455/ijcmr.v1i1.82.
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The paper investigated gender difference and practice of environmental friendliness (PEF) among senior secondary school (SSS) students in Benin Metropolis, Nigeria. The sampling population comprised 480 SSS1 students from twenty-four (24) public and private schools in Benin Metropolis. The data was analyzed using percentage, independent t-test and the Ordinary Least Square (OLS). Besides the male students were found to engage in more environmental unfriendly practices than the female students. The findings from the independent t-test showed significant gender differences in four PEFs with regard to: use of waste bins, urinating around school buildings, writing and pasting posters on the walls and bush burning. The OLS results showed that gender, school administration environmental knowledge and attitude had significantly negative impact on PEF Moreover, whereas the interaction of gender on environmental knowledge has significant and positive impact on PEF, the interaction of gender with environmental attitude has significantly negative association on PEF. Therefore, the paper has implication in the redesign of the school curriculum to address students’ environment and sustainability issues as well as the introduction of affective based teaching methods to help correct the negative students’ attitude/behaviour.
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Fülöp, Ludovic. "Prospects of Seismic Upgrading a Weak R.C. School Building Using Light Gauge Steel Walls". Applied Mechanics and Materials 777 (luglio 2015): 179–84. http://dx.doi.org/10.4028/www.scientific.net/amm.777.179.
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Significant number of reinforced concrete building frames executed in the ‘50’s-60’s in Europe need seismic upgrading. At those times understanding of earthquake effects was insufficient and quality control on construction sites lacking. This combination resulted in buildings framed in reinforced concrete with bad quality materials and inadequate reinforcement. The low-medium rise buildings often house public functions today. In this paper, we analyze the potentials and limitations of using light prefabricated steel wall systems (LGSW) to upgrade frames to higher seismic standard. Results show that r.c. frames with virtually no seismic resistance (PGA~0.05·g) can be upgraded to resist intermediate earthquakes, possibly up to PGA~0.2·g. The LGSW’s have remarkable flexibility to adapt to the refurbishment requirements in terms of stiffness and strength, and also provide adequate ductility.
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Acharya, Lalmani. "State of Sanitation in Public Schools of Banke District: Practices and Challenges". Voice: A Biannual & Bilingual Journal 15, n. 2 (31 dicembre 2023): 58–67. http://dx.doi.org/10.3126/voice.v15i2.61451.
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The study aimed to assess the sanitary facilities and practices of public schools in Nepalgunj Sub Metropolitan. The study used a descriptive research design based on primary data from questionnaires. The data were analyzed using percentage and frequency tables. The results showed that the schools had concrete boundary walls, but lacked gardens and playgrounds. The water supply was adequate, but the purification was poor. Only 20% of the schools used purified water. The toilets were satisfactory, but 80% of them had no facilities inside. The waste disposal was haphazard and unmanaged. Only 20% of the schools cleaned their surroundings and classrooms daily. The study concluded that the sanitary facilities and practices were satisfactory, but not well managed. The schools had no plans or ideas for improving their physical plant. The study recommended that the government should include regular programs on sanitation in the curriculum and the schools should implement them properly.
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Gomes, Vanise Cássia Araújo Dutra. "Can philosophy be incorporated in Caxias? and the voices of children from the periphery". Praxis & Saber 10, n. 23 (4 luglio 2019): 19–37. http://dx.doi.org/10.19053/22160159.v10.n23.2019.9688.
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This text reflects on questions arising from the displacements associated with a philosophical project entitled Can philosophy be incorporated in Caxias? The public school bets on thinking, which is carried out with children from a public school located on a periphery in Brazil. This is a university extension project implemented by State University of Rio de Janeiro [UERJ in its Portuguese acronym]. It is coordinated by the Philosophy and Children Studies Group from the master’s program in Education at UERJ and it is developed in Municipal School Joaquim da Silva Peçanha in the municipality of Duque de Caxias in Rio de Janeiro; my workplace. We will try to make a brief foray into living this enigmatic exercise in a territory where the intention is to think about philosophy outside the university walls; a peripheral place where philosophy seems to have always been missing. However, when present, it affirms students’ and teachers’ strong, unique, and different voices as well as their thoughts on children in a Brazilian public school.
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Pandey, Anjali. "BAWDI: THE ELOQUENT EXAMPLE OF HYDROLIC ENGINEERING AND ORNAMENTAL ARCHITECTURE". International Journal of Research -GRANTHAALAYAH 4, n. 1 (31 gennaio 2016): 217–22. http://dx.doi.org/10.29121/granthaalayah.v4.i1.2016.2867.
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“The secular Indian architecture includes town planning, palaces, general houses and forts of various categories. There was a constant growth in forms of this architecture from the period of harappan culture up to the Vijaynagar epoch. The towns were protected by walls (prakara) and the moats parikha. Each town provided places of general public utility, such as temples, stupas, schools, hospitals, markets, gardens and ponds”.1
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Lagomarsino, Sergio, e Stefano Podestà. "Damage and Vulnerability Assessment of Churches after the 2002 Molise, Italy, Earthquake". Earthquake Spectra 20, n. 1_suppl (luglio 2004): 271–83. http://dx.doi.org/10.1193/1.1767161.
Testo completoAbstract (sommario):
The 2002 Molise, Italy, earthquake sequence shocked the Italian public because it killed school children, but it also highlighted the fact that seismic vulnerability of historic masonry buildings has increased because of reinforcement work that has been done in the last 50 years. Replacing the original wooden roof structure with new reinforced concrete or steel elements, inserting reinforced concrete tie-beams in the masonry and new reinforced concrete floors, and using reinforced concrete jacketing on the shear walls are all widely used interventions. However, they lead to increased seismic force (because of greater weight) and to deformations incompatible with the masonry walls. The authors present results of an extensive survey of damage resulting from recent Italian seismic events (with particular reference to the Molise earthquake). We evaluate the effectiveness and applicability of some retrofitting methods in the hope that these findings will be taken into account in technical codes.
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Nanlohy, Ansye, Renny Betaubun, Goldrief Leiwakabessy e Rowel Nunumete. "Analysis Damage to the Inpres Elementary School Building Village Asilulu Central Maluku Regency". International Journal of Advanced Engineering Research and Science 10, n. 5 (2023): 120–24. http://dx.doi.org/10.22161/ijaers.105.17.
Testo completoAbstract (sommario):
Maintenance (Maintenance) is very important at a building, especially in vital buildings. Maintenance often ignored by the Regional Government until building become damaged heavy. INPRES Village Public Elementary School Building Asilulu Central Maluku Regency is facilities and infrastructure-built education _ 2013. Service period something building building is 20 years in accordance rule government. But In fact, in 2019 the Village INPRES Public Elementary School building Asilulu Already happen damage heavy. Percentage and weight damage based on Permen PU No.24/PRT/M/2008 and SNI 2847-2013. During time intervals six year, building the experience damage of 96.31%. Weight value damage work for roof 100%, ceiling 98.18%, column 50%, walls of 98.86% and installation by 100%. Calculation results weight work experience deviation price from work maintenance and work construction as big IDR 145,785,777.70 or 52.72%.
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Klun, Martin, David Antolinc e Vlatko Bosiljkov. "Out-of-Plane Experimental Study of Strengthening Slender Non-Structural Masonry Walls". Applied Sciences 11, n. 19 (29 settembre 2021): 9098. http://dx.doi.org/10.3390/app11199098.
Testo completoAbstract (sommario):
Non-structural masonry partition walls, which are mainly designed to functionally separate spaces in the buildings and provide physical barriers between rooms, were traditionally built from either solid or hollow clay units or autoclaved aerated concrete blocks. Recent earthquakes have revealed the high vulnerability of these elements, even in the case of low to moderate seismic events. Public buildings (e.g., hospitals and schools) are particularly vulnerable. Due to their greater floor-to-floor heights and the response spectra of floors, the dynamic response of primary structure may provoke significantly higher seismic loads on partition walls. The main goal of the presented experimental study was to investigate the behavior of slender partition walls loaded out-of-plane with a simple and cost-effective approach that may be applied through routine refurbishment works. Eleven full-scale slender non-structural masonry partition walls were built with brickwork and cement–lime mortar. Eight of them were additionally strengthened with different techniques, including glass fiber-reinforcing fabric and low-cost glass fiber-rendering mesh. To evaluate the efficiency of the applied strengthening solutions, out-of-plane quasi-static cyclic experiments were conducted. By applying meshes over the entire surfaces, the resistance was significantly improved with the low-cost approach reaching half of the resistance of the commercially available strengthening system preserving the same displacement capacity.
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Kurniawati, Eighty Mardiyan, Nur Anisah Rahmawati, Cahyani Tiara Safitri e Safa Salsabila Hanum. "Informational and instrumental support related to menstruation: adolescents’ perspective". International Journal of Public Health Science (IJPHS) 11, n. 4 (1 dicembre 2022): 1317. http://dx.doi.org/10.11591/ijphs.v11i4.21806.
Testo completoAbstract (sommario):
<div align="center">Adolescent girls can experience puberty and menstruation in their school environment, especially when they decide to study in a boarding school for girls. The study aimed to describe the adolescent perception of informational and instrumental support related to menstruation. The descriptive study was conducted at a single institution-boarding school for girls in East Java, Indonesia. There were 236 students in junior high school were asked to fill out a questionnaire. Absenteeism due to menstruation was experienced by 35 students with 1-2 days of absence. In terms of informational support, more than 50% of students received information related to menstruation from their teachers. The school did not provide materials on menstrual hygiene on the toilet walls. In terms of instrumental support, most adolescents reported that clean water was available but soap for washing hands was not always available. Closed trash cans and access to a sanitary pad are available. According to most of the adolescents, the latrines in their school were easy to clean, but there were still around 10% who stated that the latrines were difficult to clean. Schools need to evaluate and improve support for students who are menstruating at school. Teachers' knowledge of reproductive health is a major concern.</div>
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Fournier, Bonnie, Velma Illasiak, Kaysi Eastlick Kushner e Kim Raine. "The adoption, implementation and maintenance of a school food policy in the Canadian Arctic: a retrospective case study". Health Promotion International 34, n. 5 (21 giugno 2018): 902–11. http://dx.doi.org/10.1093/heapro/day040.
Testo completoAbstract (sommario):
Summary With increasing childhood obesity rates and type 2 diabetes developing in younger age groups, many schools have initiated policies to support healthy eating and active living. Policy interventions can influence not only health behaviours in students but can also impact these behaviours beyond the school walls into the community. We articulate a policy story that emerged during the data collection phase of a study focused on building knowledge and capacity to support healthy eating and active living policy options in a small hamlet located in the Canadian Arctic. The policy processes of a local school food policy to address unhealthy eating are discussed. Through 14 interviews, decision makers, policy influencers and health practitioners described a policy process, retrospectively, including facilitators and barriers to adopting and implementing policy. A number of key activities facilitated the successful policy implementation process and the building of a critical mass to support healthy eating and active living in the community. A key contextual factor in school food policies in the Arctic is the influence of traditional (country) foods. This study is the first to provide an in-depth examination of the implementation of a food policy in a Canadian Arctic school. Recommendations are offered to inform intervention research and guide a food policy implementation process in a school environment facing similar issues.
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Brownell, Cassie J. "“Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies". Education Sciences 10, n. 6 (11 giugno 2020): 159. http://dx.doi.org/10.3390/educsci10060159.
Testo completoAbstract (sommario):
Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls’ literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls’ making exemplified the six components of the Black Girls’ Literacies Framework—an asset-oriented framing that highlights how Black girls’ literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls’ literacies to be made visible through making.
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ALMEIDA, Ricardo M. S. F., e Vasco Peixoto DE FREITAS. "AN INSULATION THICKNESS OPTIMIZATION METHODOLOGY FOR SCHOOL BUILDINGS REHABILITATION COMBINING ARTIFICIAL NEURAL NETWORKS AND LIFE CYCLE COST". JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 22, n. 7 (12 luglio 2016): 915–23. http://dx.doi.org/10.3846/13923730.2014.928364.
Testo completoAbstract (sommario):
The energy efficiency of buildings, including public buildings, is a major concern for all European governments,since they are responsible for a large share of the total energy bill of the states. School buildings play an importantrole in these costs. The best strategy for reversing this scenario includes efforts on buildings retrofit, seeking tooptimize their energy efficiency and indoor environmental quality. However, in the unfavourable economic climate weare experiencing, which requires great prudence when it comes to public investment, special attention should be givento this multi-objective optimization process. In this research, a methodology to optimize the insulation thickness of theexternal walls and roof on school buildings retrofit is proposed. The procedure includes the optimization of the buildingperformance considering the following objectives: the minimization of the annual heating load; the minimization of thediscomfort in the classrooms due to overheating; and the minimization of the life cycle cost of retrofitting external wallsand roof. This methodology was applied to two Portuguese school buildings.
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Guy, Mary. "Mom Work Versus Dad Work in Local Government". Administration & Society 49, n. 1 (27 luglio 2016): 48–64. http://dx.doi.org/10.1177/0095399716641989.
Testo completoAbstract (sommario):
The work context reconstructs the feminine and the masculine, rendering public service a mirror of gender asymmetry. Nowhere is this clearer than in local government, where many face-to-face services are delivered. In cities and counties, the largest job categories are education and police work. Almost 90% of elementary school teachers are women and less than 12% of police officers are women. The sequelae to job segregation—overlooking the emotive component of jobs, pay inequity, and glass walls—will not change until organizational logic catches up with a more nuanced appreciation of gender.
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Leiper, Janet. "Nurturing Commitment in the Legal Profession: Student Experiences with the Osgoode Public Interest Requirement". German Law Journal 10, n. 6-7 (luglio 2009): 1087–94. http://dx.doi.org/10.1017/s2071832200001486.
Testo completoAbstract (sommario):
“Eye-opening,” “disheartening,” and “inspiring” are some of the words used by law students who met in 2008–2009 to discuss their mosaic of experience in the field doing public interest work. These students had returned from placements under the first mandatory public interest requirement to be introduced in a Canadian law school (the Osgoode Public Interest Requirement, OPIR). OPIR arose from questions about the relationship between what is learned in law school and what is required to be a professional. Academics have challenged each other to do more to instill an “ethos of professionalism” during law school. Others have suggested that law students who do not receive exposure to the world outside the walls of the law school carry an “idealized conception of the profession” and are often unaware of the many practice contexts available to them. Others have warned that if ethical and professional responsibilities are not modeled and articulated for students, that teaching only the “law of lawyering” does not prepare students for becoming ethical lawyers. Teacher-educator Lee Shulman has bluntly accused law schools of “failing miserably” at connecting its lessons in how to “think like a lawyer” with how to “act like a lawyer.” For years, there have been similar concerns raised about the decline of professionalism among lawyers, both in Canada and in the U.S. A survey of Osgoode graduates revealed that students wanted more opportunities to engage with the community and to experience non-traditional forms of law practice. Osgoode Hall Law School grappled with many of these questions, and in 2007 it approved changes to the curriculum, including a new first year Ethics course (Ethical Lawyering in a Global Community, ELGC) and OPIR. In addition to the more traditional first year mandatory course load, Osgoode Hall law students must also complete ELGC, a minimum of 40 hours of public interest work and then engage in a discussion or written exercise reflecting on their experiences. These reflections are a valuable lens for seeing the profession and the administration of justice through the eyes of first and second year law students. Their experiences remind us in the profession that learning can flow in both directions.
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Lefdal, Else Margrethe. "Verdsetting av brukermedvirkning ved utforming av skoleanlegg". Acta Didactica Norge 9, n. 1 (4 marzo 2015): 1. http://dx.doi.org/10.5617/adno.1297.
Testo completoAbstract (sommario):
Ved planlegging av offentlige bygninger i Norge forutsettes det at brukerne medvirker i prosessen. Dette er forankret i lov- og avtaleverk og motiveres ved at brukerne innehar en kompetanse som er av betydning for byggenes funksjonalitet. I denne artikkelen vil jeg belyse brukermedvirkningsproblematikk i planleggingen av et skoleanlegg for videregående opplæring. Tilgjengelige plan- og byggesaksdokumenter i den aktuelle fylkeskommunens digitale og fysiske arkiver er blitt analysert. I referater fra brukermøtene fremmes det for eksempel ønsker fra brukerne om begrenset bruk av glass. Det ferdige skole-anlegget har imidlertid utstrakt bruk av innvendige glassvegger, men det er ikke dokumentert diskusjoner knyttet til bestemmelsen av dette. Et profesjons- og maktperspektiv er relevant for å forstå hva som blir verdsatt, og hvilke strukt-urer og mekanismer som har påvirket planleggingsprosessen. De sentrale aktørgruppene er skoleeier og representantene for lærer- og arkitekt-profesjonen. Omfattende bruk av innvendig glass i skoleanlegget tolker jeg som et kompromiss mellom skoleeiers ønske om åpenhet og kontroll, lærernes ønske om mindre støy og arkitektens ønske om å skape romfølelse og visuelle siktlinjer.AbstractWhen planning public buildings in Norway, it is expected that users are involved in the process. This is grounded in legislation and agreements, and motivated by the idea that users have an expertise which is significant for the planning of the building’s functionality. The aim of this article is to investigate user participation in planning the school facilities for a secondary school. I have analyzed planning and building documents available in government records, digital and physical. In the reports from meetings with user groups, it is for example stated that users want to limit the use of glass. However, the completed school building has extensive use of glass dividing walls, but any discussions leading to this decision have not been documented. Using a profession and power perspective is relevant in order to understand what has been valued, and to understand the structures and mechanisms that have influenced the planning process. The main actors are school owners and representatives of the professions of teachers and architects. Extensive use of glass dividing walls inside the school building can be interpreted as a compromise between the wishes of school owners who want transparency and control, teachers who want less noise, and architects who want to create spaciousness and visual sightlines. Keywords: school facilities, user groups, glass walls, openness, transparency, control, teachers, architects
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Martin, W. Marty, John Mazzeo e Briana Lemon. "Teaching Public Health Professionals Entrepreneurship: An Integrated Approach". Journal of Enterprising Culture 24, n. 02 (giugno 2016): 193–207. http://dx.doi.org/10.1142/s0218495816500084.
Testo completoAbstract (sommario):
Entrepreneurship is reflected in mass media and pop culture by television shows like Shark Tank and The Profit. In fact, entrepreneurship was characterized as the hype of the 1990s (De Leeuw, 1999) and entrepreneurship education has since been described as booming (Fayolle, 2013). The increase in college degree programs in entrepreneurship has been documented by a range of researchers (Jones et al., 2012; Kuratko, 2005; Wakefield, 2012). Recently, such entrepreneurship programs have begun to extend across campuses and beyond the walls of business schools. Such cross campus programs are currently to be found in curricula in the arts, the sciences, and engineering, as well as in medical schools (Nambisan, 2015). The aim of the present paper is to describe an interdepartmental entrepreneurship curriculum with extra-curricular activities developed at DePaul University in Chicago, Illinois, for graduate students in public health. Before describing this entrepreneurship curriculum, the changing healthcare landscape is briefly reviewed; the conceptual links between entrepreneurship and the social determinants model of health explored, and entrepreneurship education in the health professions discussed. Shepherd and Patzelt (2015) assert that entrepreneurship scholarship has pushed health topics largely to the periphery. This paper represents an attempt to bring entrepreneurial education among public health professionals closer to the core of healthcare.
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Fauzan, Febrin Anas Ismail, Geby Aryo Agista e Annisa Prita Melinda. "Rapid assessment of the public buildings after the February 25th, 2022 West Pasaman Earthquake". E3S Web of Conferences 464 (2023): 03004. http://dx.doi.org/10.1051/e3sconf/202346403004.
Testo completoAbstract (sommario):
The earthquake that occurred on February 25th, 2022 (6.2 M) and the aftershock in the West Pasaman Regency, West Sumatra Province has caused damages to infrastructure and community settlements. One of those affected by the Pasaman Earthquake 2022 are public buildings. To determine the level of public building damage, an assessment should be carried out before reoccupying the buildings. In this study, a rapid assessment of damaged public buildings was conducted after the Pasaman Earthquake by the Disaster Study Center of Andalas University team. The assessed buildings include the buildings of Balerong Hall, Ibnu Sina Hospital, Grand Mosque, Population and Civil Registration Agency (Disdukcapil) office, Regional Public Hospital, and Elementary School (SDN) 22 of Talamau. The results of the assessment show that in general, these public buildings have non-structural damages, such as cracks in the walls and ceiling crashes from their positions. Meanwhile, in the buildings of Elementary School (SDN) 22 Talamau, Grand Mosque, and Disdukcapil, it is found that there are some structural damages observed, such as cracks on the columns. The main factor causing the damage is the low quality of the concrete in the columns. Recommendations for repairing the damaged building are also discussed in this study.
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Barde, Dorcas Jummai, Kalu Chukwudi e Nok Alhas Maichibi. "Influence of principals' use of management information system in managing public senior secondary schools in Central Senatorial Zone, Kaduna State, Nigeria". Integrity Journal of Education and Training 7, n. 5 (30 dicembre 2023): 101–13. http://dx.doi.org/10.31248/ijet2023.201.
Testo completoAbstract (sommario):
The study assessed principals’ use of management information systems (MIS) in managing public secondary schools in Central Senatorial Zone, Kaduna State. The study was guided by three research questions with corresponding 3 objectives and 3 null hypotheses. The research design used for this study was descriptive survey research design. The total population of the study consisted of 168 principals and vice principals drawn from all 168 public senior secondary schools in the central senatorial zone of Kaduna State. The sample size of the study consisted of 84 respondents drawn from 84 secondary schools using a simple random sampling technique. The researcher’s self-developed instrument which consisted of 24 items was used for data collection. The instrument was validated and it yielded 0.63 as the logical validity index. The instrument was pilot tested on 20 principal and vice principal and the coefficient of internal consistency of 0.72 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions while Pearson product moment correlation was used to test all the hypotheses at a 0.05 level of significance. The major findings of the study indicated that MIS is effective in managing various aspects of staff and students' records and shows a significant relationship between MIS use and the management of students’ records, administrative competence, and teachers’ computer skills in recording students’ scores in public senior secondary schools in Central Senatorial Zone of Kaduna State. This implies that no meaningful records management process can ignore the impact of MIS in effective records management since it is clear that information creation, storage and retrieval have gone from pictorial representations on the walls of caves and artefacts to the invention of writing and computers. The study recommends that efforts should be intensified by government and stakeholders in education in collaboration with the School Based Management Committee (SBMC) to introduce and ensure its implementation of the use of modern technology such as Education Management Information System (MIS) for improved method of record management of students in public senior secondary schools of Central Senatorial Zone, Kaduna State.
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Coelho, Carolina Goulart, Roberto Ferreira dos Santos, Martha Lenora Copolillo e Renata Osborne. "What is said by what is not said: teaching perspective on violence in everyday school life and its marks". Concilium 23, n. 17 (28 ottobre 2023): 722–38. http://dx.doi.org/10.53660/clm-2133-23q05.
Testo completoAbstract (sommario):
The objective of this article is to present paths taken in research on violence at school, carried out in a public school. We developed a narrative review of the literature and semi-structured conversations/interviews with teachers from this school. We follow an evidentiary paradigm, which leads to individualized analyses, where each detail must have its place of visibility, because as an indication, it can leave the margins and assume the center of the discourses. The narratives are linked to the subjects' stories and there are signs that cannot be told with words, but with gestures, deep breaths, pauses, and eyes filled with tears. These “said by the unsaid”, an essential part of the results, suggest that experiencing situations of violence generates impacts that affect the emotional state of victims and can evolve into serious cases of depression. Although, when talking about school violence, what first comes to mind are physical attacks between students and between students and teachers, the data obtained shows that other forms of violence are more common at school and that they generate traumas and scars that are so profound that have repercussions on the lives of victims beyond the school walls.
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Kartinawati, Erwin, e Bening Tri Swasono. "JOURNALISTIC CARICATURE TRAINING to FASILITATE YOUTH CREATIVITY". JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA 3, n. 2 (29 settembre 2022): 84–90. http://dx.doi.org/10.47942/jpttg.v3i2.968.
Testo completoAbstract (sommario):
This community service activity was carried out to provide training to students on journalistic caricatures. The training was intended for senior high school level students considering that their age was youth or adolescent. Teenagers usually had a lot of creative ideas that need to be explored and expressed positively. They had feelings and or opinions about the conditions that occur. All was to be appreciated better so their activity couldn't damage and pollute the surrounding environment, such as painting the walls of public facilities. Social media feeds also need to be posted with more exciting and brilliant uploads when giving specific reactions to social, political, or economic phenomena. With this journalistic caricature training and competition, students were also expected to know about (mass) media content production. In this way, students as members of society were passive public who consume media content and learn how mass media content was produced/presented to the public.
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Sumadyo, Bambang, Dewi Indah Susanti e Jatut Yoga Prameswari. "FENOMENA CORAT-CORET KELULUSAN SISWA; MEMBENTUK KARAKTER SISWA MELALUI KETERAMPILAN MENULIS". Wacana : Jurnal Bahasa, Seni, dan Pengajaran 7, n. 1 (17 giugno 2023): 32–40. http://dx.doi.org/10.29407/jbsp.v7i1.20066.
Testo completoAbstract (sommario):
Character education is something that needs attention not only from educators, but broadly also the government and Indonesian society. Building national character means improving character education from an early age. That is, character education has an important role in shaping the attitudes and behavior of students especially when expressing themselves. Tradition of doodling done by students at graduation. This tradition is a form of deviation in the behavior of students in expressing themselves through language by scribbling on school clothes or walls in public facilities. Where character education can direct students to express themselves appropriately. For this reason, character education both at home and at school has a very important role in fostering and guiding students to express themselves. In conjunction, the phenomenon of scribbling itself is part of writing activities in language skills. However, it is the application and distribution of these writing skills that need to be directed so that they are appropriate and useful. Remember, writing activities are receptive and productive.
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Ta'amneh, Mohammad Abd Alhafeez Ali. "A Discourse Analysis Study of Graffiti at Secondary Schools in Jordan". Theory and Practice in Language Studies 11, n. 5 (1 maggio 2021): 539–48. http://dx.doi.org/10.17507/tpls.1105.12.
Testo completoAbstract (sommario):
This research aims to explore the thematic meanings of graffiti written on the walls and desks at secondary public schools in the Directorate of Education for the Qasabat Irbid District during the second semester of the academic year 2020/2021. The data comprise 207 written graffiti taken from different locations. Braun and Clarke's (2006) Thematic Analysis and Fairclough's (1995) Critical Discourse Analysis are adopted to account for the data thematically and linguistically. The findings of the study show that the qualitative and quantitative data fall into three main discourse themes: Religious, Political, and Emotional. Each one has been classified into subcategories accordingly. The results also show that the highest percentage of the discourse theme domains is related to the emotional one which constitutes the half of data. The lexical features indicate that the language of the graffiti is simple. Yet, it presents a complete thought. Languages and language variations are also identified.
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Lindle, Jane Clark. "Book Review: Truitt, T. E. (2006). Brick Walls: Reflections on Race in a Southern School District. Columbia, SC: University of South Carolina Press". Educational Administration Quarterly 45, n. 1 (febbraio 2009): 152–59. http://dx.doi.org/10.1177/0013161x08327560.
Testo completo
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Kaltakci, M. Y., M. Ozturk e M. H. Arslan. "An experimental investigation for external RC shear wall applications". Natural Hazards and Earth System Sciences 10, n. 9 (16 settembre 2010): 1941–50. http://dx.doi.org/10.5194/nhess-10-1941-2010.
Testo completoAbstract (sommario):
Abstract. The strength and rigidity of most reinforced concrete (RC) buildings in Turkey, which are frequently hit by destructive earthquakes, is not at a sufficient level. Therefore, the result of earthquakes is a significant loss of life and property. The strengthening method most commonly preferred for these type of RC buildings is the application of RC infilled walls (shear walls) in the frame openings of the building. However, since the whole building has to be emptied and additional heavy costs arise during this type of strengthening, users prefer not to strengthen their buildings despite the heavy risk they are exposed to. Therefore, it is necessary to develop easier-to-apply and more effective methods for the rapid strengthening of housing and the heavily-used public buildings which cannot be emptied during the strengthening process (such as hospitals and schools). This study empirically analyses the different methods of a new system which can meet this need. In this new system, named "external shear wall application", RC shear walls are applied on the external surface of the building, along the frame plane rather than in the building. To this end, 7 test samples in 1/2 and 1/3 geometrical scale were designed to analyse the efficiency of the strengthening technique where the shear wall leans on the frame from outside of the building (external shear wall application) and of the strengthening technique where a specific space is left between the frame and the external shear wall by using a coupling beam to connect elements (application of external shear wall with coupling beam). Test results showed that the maximum lateral load capacity, initial rigidity and energy dissipation behaviours of the samples strengthened with external shear wall were much better than those of the bare frames.
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Mitra, Dana L. "The Role of Intermediary Organizations in Sustaining Student Voice Initiatives". Teachers College Record: The Voice of Scholarship in Education 111, n. 7 (luglio 2009): 1834–70. http://dx.doi.org/10.1177/016146810911100708.
Testo completoAbstract (sommario):
Background/Context The sustainability of change efforts continues to be an important and challenging question in educational research. Purpose/Objective/Research Question/Focus of Study By examining 13 programs aimed at increasing student voice in school reform, this article examines conditions that enable and constrain the sustainability of this challenging form of educational change. Population/Participants/Subjects The 13 high schools in this study all received grant funding from a local foundation in the San Francisco Bay Area to work on building a student voice initiative in their school. All the grant recipients and their schools in the sample were situated within an urban environment, either within an inner city or a bedroom community in the Bay Area that possessed urban characteristics of the region. These characteristics include an ethnically diverse population comprising students of Asian, Latin, African, and European descent, insufficiently funded public schools, and high concentrations of poverty. Intervention/Program/Practice When placed into practice, student voice initiatives provide youth with opportunities to participate in school decision-making that will shape their lives and the lives of their peers. Student voice can range from the most basic level of youth sharing their opinions of problems and potential solutions, to allowing young people to collaborate with adults to address the problems in their schools, to youth taking the lead on seeking change. Research Design This study consists of a multiple case study designed for the purpose of explanation building. Data Collection and Analysis Semistructured telephone interviews served as the primary data source for this article. Observations, documents, and external evaluations served as validity checks and sources of triangulation for this study. Findings/Results The data indicate that the persistence of a student-voice effort after the initial influx of funds and support disappeared requires support from an intermediary organization (IO)—an organization located outside the auspices of school walls. IOs can help with fostering a clear and long-term vision, providing a more stable source of leadership, identifying ongoing financial and collaborative resources, and building a network for knowledge generation and sharing. Conclusions/Recommendations Although they are a part of many reform initiatives, partnerships with IOs are usually considered to be short-term relationships during the implementation phase of an initiative. This research instead suggests that IOs might be better suited as long-term partners in many change efforts. An awareness of the important roles that IOs can play in the long-term work toward change could help researchers, practitioners, and policy makers think more intentionally about how to plan for stabilizing such partnerships as an avenue toward sustaining reform initiatives.
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Mazza, Fabio, e Angelo Donnici. "In-plane and out-of-plane seismic damage of masonry infills in existing r.c. structures: the case study of De Gasperi-Battaglia school in Norcia". Bulletin of Earthquake Engineering 19, n. 1 (24 ottobre 2020): 345–76. http://dx.doi.org/10.1007/s10518-020-00981-2.
Testo completoAbstract (sommario):
AbstractA significant correlation between the in-plane (IP) and out-of-plane (OOP) damage propagation of masonry infills (MIs) is frequently observed after strong earthquakes, posing a serious problem as regards vulnerability of public buildings such as schools. The present work is aimed at identifying the effects of different IP and OOP modelling assumptions of MIs on their seismic damage. To this end, the state secondary school De Gasperi-Battaglia in Norcia (Italy), object of monitoring by the Department of Civil Protection since 2000, is investigated for the heterogeneity of infill typologies. The school is composed of a basement and three storeys above ground level, with a reinforced concrete (r.c.) framed structure having a long-shaped rectangular plan. Two typologies can be identified in terms of transverse layout of MIs: (i) double-leaf interior partitions, made of hollow clay bricks; (ii) double-leaf exterior infill walls, constituted by facade solid bricks paired with hollow clay bricks. In addition, partial height infills in the longitudinal direction, due to classroom windows, make the columns susceptible to short column effects. MIs are represented by a five-element macro-model predicting both in-plane (IP) and out-of-plane (OOP) behaviour through a horizontal nonlinear truss and four diagonal nonlinear beam elements, respectively. Stiffness and strength values in the OOP direction are also reduced considering the evolution of the IP damage. Three assumptions are investigated for the behaviour of structural MIs: i.e. elastic both IP and OOP; inelastic IP and elastic OOP; inelastic both IP and OOP. Bare and infilled test structures are subjected to biaxial spectrum-compatible accelerograms, to evaluate the IP and OOP damage levels and effectiveness of the OOP simplified verification proposed by seismic codes.
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Bianchessi, Cleber. "A usabilidade dos dispositivos móveis no ambiente escolar". Cadernos de Educação Tecnologia e Sociedade 14, n. 2 (30 giugno 2021): 177–86. http://dx.doi.org/10.14571/brajets.v14.n2.177-186.
Testo completoAbstract (sommario):
The immersion of students in the school environment impacted by digital technologies, available on mobile devices, presents a significant increase due to the ease of communication and the possibility to remain informed and connected. The objective is to design as an investigative resource the students' behavior and understanding of State Law no. 18.118 / 2014 with a diagnosis that explores the usability of mobile devices in the school environment. The subjects studied are students of two classes of the third year of high school morning of a state public school in Curitiba PR. When considering educational practices, this article discusses the inhibitory nature of the usability of mobile devices in the school environment set forth in this law. The epistemological foundation will be Vygotsky's theory of mediation (2000; 2004). The diagnosis will be through the methodology classified as the objectives in an exploratory-descriptive way with qualitative-quantitative nature seen as complementary. The choice of the object of study benefits from the technique of data collection through the questionnaire in Google with online forms, by observation and bibliographic research. It will be classified as data analysis and content analysis technique with descriptive statistics to analyze the connection of students with the use of mobile devices integrated in the school environment and with learning beyond school walls. The results indicated the involvement of the students, and, in this context, it is indicated that the subjects investigated are understood by the students and practiced by them, dynamizing the school routine of the high school. The usability of mobile devices in the construction of knowledge requires a more in-depth discussion about their effectiveness, as well as making compatible the possibilities of these technologies that become instruments in pedagogical and didactic application.
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Anderson, Celia Rousseau, Erika C. Bullock, Beverly E. Cross e Angiline Powell. "From Corporation to Community: Culturally Relevant Pedagogy in an Urban Laboratory for School Reform". Teachers College Record: The Voice of Scholarship in Education 119, n. 1 (gennaio 2017): 1–34. http://dx.doi.org/10.1177/016146811711900105.
Testo completoAbstract (sommario):
Background/Context Memphis has, in many ways, become “ground zero” for neoliberal—or corporate—reform efforts, including a statewide turnaround school district, proliferation of charter schools, and value-added teacher evaluation measures. Along with these reforms come models of schooling that undermine the concept of the “community school,” leading to different conceptions of schools, teachers, and students. In this reform context, it is challenging to implement culturally relevant pedagogy (CRP) in a way that is true to its three pillars: academic achievement, cultural competence, and sociopolitical consciousness. The challenges that those who desire to implement CRP face can be categorized as either conceptual—representing a lack of understanding of CRP's conceptual underpinnings—or systemic—representing institutional barriers that impede the integration of CRP. Purpose/Objective The purpose of this analytic essay is to outline particular challenges to CRP in a hyper-reform context and to propose a framework describing changes that must take place in the process of implementing CRP. Setting The authors use Memphis as a model of hyper-reform and the backdrop for discussions of how CRP can be implemented in such a setting. Research Design This paper is an analytic essay. Conclusions/Recommendations We propose that effectively implementing CRP in a reform context is a process that requires a shift from a methodology of individualism to a methodology of collectivism. We align corporate reform with an individualist approach, while CRP, we argue, takes a more collectivist stance. The shift from individualism to collectivism also signals a shift in our conceptions of students, from trainees to successful citizens; teachers, from engineers to artists and activists; and schools, from corporations to community. A quick tour of the school reveals nothing out of the ordinary: classrooms, desks, cafeteria tables, bulletin boards, posters with announcements, etc. But a closer look exposes several clues to the influence of local and national trends in educational reform. First, it is a charter school, a fact attested to by the student uniforms ¾ plaid skirts and button-down shirts for girls, and khaki pants with shirt and tie for boys. Also, an observer would notice that each teacher's door is decorated with the name and paraphernalia of her or his college alma mater. The local public university is heavily represented on these doors, along with a small number of other local or regional universities. However, sprinkled throughout the school are decorations reflecting the universities of the Teach for America corps members who are part of the school's faculty: Syracuse, Valparaiso, Florida, Washington University, etc. In addition, a quick look inside each classroom reveals “data walls,” places to track student achievement over the course of the semester and school year. Similarly, an announcement on the television screen in the cafeteria announces the school's distinction as a “reward school,” meaning that the school's gains on the standardized achievement tests were among the highest in the state. In the same cafeteria is a bulletin board featuring examples of “nonverbal classroom cues,” “snapping,” and “tracking with your eyes.” The title of the bulletin board is, “What's the word on culture?”
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Darics, Erika. "Critical Language and Discourse Awareness in Management Education". Journal of Management Education 43, n. 6 (20 maggio 2019): 651–72. http://dx.doi.org/10.1177/1052562919848023.
Testo completoAbstract (sommario):
Communication and, through it, language have become key elements of business and organizational life. How organizations interact within their walls and with the outside world fundamentally affects business processes, creating organizational culture, shaping public perceptions, and influencing consumer choices. This essay calls for a greater acknowledgment of language and communication and suggests that management educators may want to review how they are incorporated in management education curricula. Expanding on the skill-based approach typically adopted in business school classes, the essay points to the utility of exposing business students to the dual function of language as a means of doing work and as a social action that constitutes social reality. Drawing on examples from scholarship in linguistics and discourse analysis, the essay demonstrates that the ability to notice, identify, and reflect on linguistic and discourse practices is a crucial managerial skill. Nurturing such analytical and thinking skills enables people to become not only better communicators but also critical thinkers able to understand and challenge when social control, power, or injustice is enacted in organizations.