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Artykuły w czasopismach na temat "Grade 8"
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Ishiwata, Kazuya, Naoyuki Uchida, Hisashi Yamamoto, Shinsuke Takagi, Daisuke Kato, Sachiko Seo, Naofumi Matsuno i in. "Incidence of Adenovirus and BK Virus Reactivation and Diseases Following Reduced-Intensity Cord Blood Transplantation for Adult Patients." Blood 110, nr 11 (16.11.2007): 1073. http://dx.doi.org/10.1182/blood.v110.11.1073.1073.
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Abstract Background Late-onset hemorrhagic cystitis (HC) is a common viral infections after allogeneic hematopoietic stem cell transplantation (HSCT). Most cases of HC occurring after HSCT are self-limited, but they can cause pain, pollakiuria, and prolonged hospitalization. In cases with progression of HC, ureteral stenosis has occurred and occasionaly resulted in obstructive renal failure. Several risk factors associated with HC after bone marrow transplantation(BMT) and peripheral blood stem cell transplantation(PBSCT) have been reported in several studies. However, most of these risk factors for HC after cord blood transplantation(CBT) have not been observed in detail. Subjects and methods We retrospectively analyzed the clinical records of 461 patients who underwent HSCT at Toranomon Hospital between November 2002 and December 2006. Median age of the patients was 53 years (range 17– 79). Source of HSCT was peripheral blood (PB) in 79 patients (17%), cord blood (CB) in 281 patients (61%), bone marrow (BM) in 101 patients (22%). Underlying diseases were AML(n= 146), ALL(n=61), MDS(n=68), ATL(n=34), CML(n=8), NHL (n=109), other(n=35). The most frequently used conditioning regimens were fludarabine (Flu), alkylating agent (melphalan, busulfan or cyclophosphamide) with total body irradination (TBI).The most frequently used prophylaxis regimens for graft-versus-host disease (GVHD) were calcineurin inhibitor (CI) alone or CI plus methotrexate. HC was defined as the presence of sustained microscopic hematuria for more than 7 days at least 10 days after HSCT in the absence of other conditions such as gynecologic-related bleeding, multiple organ dysfunction, or sepsis. HC was graded according to the following criteria: grade0 = no HC, grade1 = microscopic hematuria, grade2 = macroscopic hematuria, grade3 = macroscopic hematuria with clots, grade4 = macroscopic hematuria requiring instrumentation for clot evacuation or causing urinary retention. BK virus and adenovirus were detected by PCR on urinary samples in all patients who developed HC. Results Overall, 73 patients (16%) developed HC. The median day of presentation was 55 days (range 10 to 505 days). HC cases were graded as follows: grade 1 (8%), grade 2 (64%), grade 3 (24%), grade 4 (4%). The following variables were associated with a higher incidence of HC: CB source vs BM vs PB (14.2% vs 19.8% vs 16.5%, p<0.01). Adenovirus was detected in 27 patients (ADV type11 in 16 patients). BK virus was detected in 42 patients. Both virus was detected in 9 patients. The incidence of HC was significantly associated with grade II to IV acute GVHD in CBT (p<0.01). Conclusion We concluded that there is no significant disparity in the rate of HC among CBT and other HSCT, and immune reconstitution in parallel with BK and adenovirus viruria after CBT stand comparison with other HSCT.
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Yaseen, Ummer, Shazia Shah i Aquisa Bashir. "Combination of platelet rich plasma and microneedling in the management of atrophic acne scars". International Journal of Research in Dermatology 3, nr 3 (24.08.2017): 346. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20173691.
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<p class="abstract"><strong>Background:</strong> Acne scars have a lot of psychosocial implications, they are difficult to treat and can cause depression in the affected patient. The objective of the study was to assess the efficacy of combination of platelet rich plasma (PRP) injections and microneedling in the management of acne scars.</p><p class="abstract"><strong>Methods:</strong> Thirty-five patients with atrophic acne scars were enrolled and graded using Goodman and Baron qualitative grading. Platelet rich plasma injection and microneedling were done at 2-week interval alternatively for a total of 6 sessions of each. Acne scars were graded before and 6 months after starting the treatment. Patients own evaluation of improvement was also recorded.<strong></strong></p><p class="abstract"><strong>Results:</strong> A total of 12 patients had grade 4 acne scars, 8 (66.6%) improved to grade 2 and 4 (33.3%) improved to grade 3 scars. Out of 15 grade 3 scars, 8(53.3%) improved to grade 1, 7 (46.6%) improved to grade 2. 8 (100%) grade 2 patients improved to grade 1. All patients were highly satisfied with the results.</p><p><strong>Conclusions:</strong> This combination has shown good results in all grades of acne scars.</p>
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Іващенко, О. В., Т. В. Карпунець i Ю. В. Крінін. "Teaching control motor readiness boys 7—8 grades". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 3 (23.09.2014): 3–9. http://dx.doi.org/10.17309/tmfv.2014.3.1102.
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Purpose — to determine information parameters and motor functional training boys 7—8 grades.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, educational testing and treatment methods of mathematical statistics research results. The study was attended by 24 people. Grade 7, 35 — 8th grade.Research results. Analysis shows that the test results are observed between boys seventh and eighth grade on most indicators statistically significant differences (p <0,05: 0,001). By functional state of the respiratory and circulatory boys grades 7—8 are assessed as healthy untrained.Conclusions. Structural canonical discriminant function coefficients indicate that the most significant feature is a function associated with the number 8, 6, 4 and 5 variables: thus a significant difference between boys seventh and eighth grade observed in the development of motor skills: speed strength, coordination capabilities and its own power.
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Іващенко, О. В., i О. М. Худолій. "Features functional, coordination and power training boys 8—9 grades". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 1 (31.03.2014): 15–23. http://dx.doi.org/10.17309/tmfv.2014.1.1041.
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Purpose — to determine patterns of functional and motor preparedness Junior classes.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, teacher testing and treatment methods of mathematical statistics research results. In the study involved 17 boys 8th grade, 9th grade 17 boys.Conclusions. Statistically significant differences between students of classes 8 and 9 are observed in the sample Schtange. Students in grade 9 to 11.69 s performed better than Grade 8 students (p < 0,04). For the functional state of the respiratory and circulatory students of classes 8 and 9 are rated as healthy untrained.Statistically significant differences between students of classes 8 and 9 are observed in test 8 "Height in folded hands" and test 9 "Long jump from place" (p < 0,001; p < 0,002 respectively). Students in grade 9 to 19.69 s performed better than students in the 8th grade test 8 "Height in folded hands» (p < 0,001) and 18.44 inches in test 9 "Long jump from place» (p < 0,002) . According to the results of other tests differences between mean values not statistically significant (p > 0,05).On 8 and 9 pupils most informative class (20.155%, 21.987%) has functional preparedness respiratory and cardiovascular systems.In the factorial structure takes priority functional coordination and strength training of boys 8—9 grades.
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South, David B., i James L. Rakestraw. "A Loblolly Pine Seedling-Grade by Genotype Study". Southern Journal of Applied Forestry 26, nr 3 (1.08.2002): 153–58. http://dx.doi.org/10.1093/sjaf/26.3.153.
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Abstract A loblolly pine (Pinus taeda L.) seedling grade study was established in January 1987 on a Coastal Plain site at Bellville, Georgia. The factorial study involved three seedling grades (Wakeley's Grade 1, 2, and 3) and three half-sib families (#5, 25, 56). Trees were measured at ages 8 and 13 yr. Both family and seedling grade affected survival, height, and diameter at age 8 yr. Survival among families varied by as much as 3 percentage points while there was a 10 percentage point difference between Grade 1 and Grade 2 seedlings. Only family was related to height and diameter at age 13. Volume gains from planting Grade 1 seedlings instead of Grade 3 seedlings varied by family but there were no significant interactions between family and seedling grade. Differences in height among families and among seedling grades decreased over time. At age 8, there was a 5.3 ft difference between the tallest and shortest family but by age 13, the difference declined to 3.7 ft.Overall, planting family 56 instead of family 25 resulted in an additional 645 ft3/ac by age 13. Planting Grade 1 seedlings instead of Grade 3 seedlings produced an additional 303 ft3/ac. Per acre volume differences among families were greater at age 13 than at age 8. In contrast, differences among seedling grades were about the same at age 8 and 13 yr. The overall mean annual increment (MAI) for this study was 207 ft3/ac/yr. In comparison, the MAI for Grade 1 seedlings of family 56 was 239 ft3/ac/yr. South. J. Appl. For. 26(3):153–158.
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Oskarsson, Magnus, Nina Eliasson i Karl Göran Karlsson. "Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8? Everyday life context in grade 4 or knowledge without context in grade 8". Nordic Studies in Science Education 13, nr 1 (17.02.2017): 36–51. http://dx.doi.org/10.5617/nordina.2878.
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AbstractInternational comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students. Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.
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Augškalne, Inese, i Beatrise Garjāne. "MORAL COMPETENCY OF GRADE 8 AND 9 STUDENTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (26.05.2016): 15. http://dx.doi.org/10.17770/sie2016vol2.1387.
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Sustainability of society demands diversified and balanced development of one’s personality with morality-based quality of knowledge and skills. This can be achieved by respecting the mission of education, namely, to facilitate integrity of social and personal competencies. The goal of the study is to highlight the understanding of teachers and parents about ethical views and moral competency of the young people. The article reveals views of teenagers about values of people and life, about human beings and their obligations. The study combined the quantitative and qualitative research methods, and included content analysis of research documents, surveys and data of pedagogical observations. Moral opinions expressed by the students in the framework of the study reveal that their views on human beings, their obligations towards themselves and society are superficial and declarative. Knowledge about morality and values is notional; therefore, it does not act as motivation for civic action. Moral competency, which is based on relativism, is not complete.
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Folarin, Bamidele Adepeju. "Comparison of Personal Space as a Function of Grade and Sex of Interacting Pairs of Children". Perceptual and Motor Skills 68, nr 3 (czerwiec 1989): 873–74. http://dx.doi.org/10.2466/pms.1989.68.3.873.
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Using Nigerian children in Grades 2 and 6 as subjects, separately 4 boys and 4 girls approached 8 boys on two occasions. This was repeated with 8 girls being approached, resulting in personal space measures for 8 pairs of boys, 8 girl-boy pairs, 8 pairs of girls and 8 boy-girl pairs, for each grade. Significantly greater personal space characterized children in Grade 2 and all children when pairs were of the opposite sex.
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Rubenstein, Ross, Amy Ellen Schwartz, Leanna Stiefel i Jeffrey Zabel. "Spending, Size, and Grade Span in K–8 Schools". Education Finance and Policy 4, nr 1 (styczeń 2009): 60–88. http://dx.doi.org/10.1162/edfp.2009.4.1.60.
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Reorganizing primary school grade spans is a tractable and relatively inexpensive school reform. However, assessing the effects of reorganization requires also examining other organizational changes that may accompany grade span reforms. Using data on New York City public schools from 1996 to 2002 and exploiting within-school variations, we examine relationships among grade span, spending, and size. We find that school grade span is associated with differences in school size, class size, and grade size, though generally not with spending and other resources. In addition, we find class size and grade size differences in the same grade level at schools with different configurations, suggesting that school grade span affects not only school size but also class size and grade size. We find few relationships, though, between grade span and school-level performance, pointing to the need to augment these analyses with pupil-level data. We conclude with implications for research and practice.
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Jozsa, Krisztian, i George A. Morgan. "Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8". European Journal of Psychology of Education 29, nr 3 (22.02.2014): 521–35. http://dx.doi.org/10.1007/s10212-014-0211-z.
Pełny tekst źródłaRozprawy doktorskie na temat "Grade 8"
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Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.
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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.10000-01-01
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Woodward, Tige L. "An exploration of grade 8 students' fraction sense". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37668.pdf.
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McCall, Cynthia Ann. "Math computation difficulties in grade 7 and 8 students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41236.pdf.
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Lewis, Sharon, i University of Lethbridge Faculty of Education. "Using telecommunications to enhance the grade 8 science curriculum". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/31.
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The primary objective of this study was to implement a project that utilizes telecommunications as a tool to enhance the grade eight science curriculum. The process of becoming prepared to undertake this study was examined and documentd so that teachers in all subject areas at all grade levels could use it as a guide for similar projects. It was proposed to do this by conducting a collaborative project in which the students would use the scientific method to develop research questions that could be used to discover why the incidence of asthma is so high in Central Alberta. These questions would be sent out to schools across Canada and then the data would be analyzed and interpreted. The results would be shared with all participants as well as asthma researchers. The study met with many barriers whcih impeded the progress as well as made it impossible to fulfil the original goal of having the students collaborate with the experts and contribute their own research to the field. Whe embarking on a new project using technology it is inevitable that there will be barriers. Through repeated reconnaissance we were able to adjust our goals and still pursue very worthwile, but very different computer and telecommunications projects. The students attitudes towards learning science, science in society and computers were measured by pre and post surveys. The findings showed that the students were aware of the importance of all these factors in their lives. Without completing the asthma study, it is impossible to know how much of a difference there would have been in the results. The qualitative results showed very clearly that computers are a motivator for students. They enjoy working on them and the challenge they present. Many of them will do extra homework so that they can take advantage of every opportunity to work on the computer. Unfortunately, many teachers do not have the time or support to learn enough about the Internet/Schoolnet and what is available to take full advantage of what is has to offer our students and ourselves. For the most part, there are few teachers in each disrict becoming involved. This will change over time only if there is a support system in place and the pioneers share what they have learned. We cannot run the risk of the forerunners becoming discouraged and giving up. The Internet is a global community. For that community to grow and flourish we must share what we have learned and provide the means to make the path smoother for those who follow. Through this study, the projects have been documented and resources have been prepared that are intended to help others get online and access a wide variety of resources that are sure to enhance all programs and professional development.xiii, 228 leaves : ill. ; 28 cm.
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Coetzee, Ghauderen N. "An intervention to improve reading comprehension for grade 8 learners". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/934.
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Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
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Cardinal, Raili Marita E. "Teaching about sexuality in grade 7-8 public school classrooms". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28180.pdf.
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Kim, Sun Hi. "Preferred contexts for mathematical literacy of Korean grade 8-10 learners". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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The twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would prefer to deal with mathematics, in order to improve these weak points and thus increase their mathematical power. The aim of the study was to investigate mathematical literacy in connection with the relevance of mathematics and mathematical modelling. The study paid more attention to mathematics education in real life situations.
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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
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Van, Rensburg Adriana Janse. "Guided composition : an integrated, outcomes-based music curriculum for grade 8". Thesis, Stellenbosch : University of Stellenbosch, 2000. http://hdl.handle.net/10019.1/51781.
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Thesis (MMus) -- University of Stellenbosch, 2000.ENGLISH ABSTRACT: This study involves the research and documentation to develop an integrated, outcomesbased curriculum for music education in Grade 8 in South Africa by using guided composition as a teaching method. Directives from the new national curriculum, i.e. Curriculum 2005, the current Western Cape Education Department's syllabus for Music and the British National Music Curriculum are considered and applied. Composition is a medium that assists learners in exploring sound in an approach that emphasizes discovery through processes of creative thinking when organizing sound. Music as an art form cannot be mastered through discussion and performance alone. This study focuses on how composition helps learners to explore and discover through problem-solving activities when learning to think in sound and to manipulate the language of music. General perspectives on music education curricula are researched to determine an acceptable theoretical proficiency level for Grade 8. The praxial music educational approach of David Elliott is used as a philosophical foundation for developing the composition program curriculum. Actively making music, developing musicianship and developing creativity in music education form the backbone of this author's approach and hence an accountable basis for a curriculum. Fundamental issues in developing a curriculum are examined, the crux being how we learn. Cognitive apprenticeship and reflective thinking as praxial techniques focussing on integrated and holistic learning are proposed as a methodology for a music education curriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according to the four stages of curriculum development as proposed by David Elliott. Orientation, preparation and planning, teaching and learning and evaluation and assessment are addressed. This composition program attempts to situate and activate musical learning by proposing teaching and learning skills through which learners can activate and catalyze their creativity. When learning and experiencing music in a situated, authentic and practical way, as through composition, lifelong involvement, musical skills and continued enjoyment and accountability for the subject can be stimulated and established.
AFRIKAANSE OPSOMMING: Hierdie studie behels die navorsing en dokumentasie van die ontwikkeling van 'n geïntegreerde, uitkomsgebaseerde kurrikulum vir musiekopvoeding in Graad 8 in Suid- Afrika deur begeleide komposisie as 'n onderrigmetode te gebruik. Riglyne uit die nuwe nasionale kurrikulum, nl. Kurrikulum 2005, die huidige Wes-Kaap Onderwysdepartement se sillabus vir musiek en die Britse Nasionale Musiekkurrikulum word ondersoek en toegepas. Komposisie is 'n medium wat hom by uitstek daartoe verleen om op ontdekkende wyse, deur middel van kreatiewe prossesse, klank te eksploreer wanneer dit georganiseer word. Musiek as kunsvorm kan nie bemeester word deur blote besprekings oor musiek en voordrag alleen nie. Hierdie studie ondersoek hoe komposisie leerders kan help om te eksploreer en te ontdek deur middel van probleemoplossingsaktiwitieite wanneer hulle leer om in klank te dink en die taal van musiek te manipuleer. Breë perspektiewe op musiekopvoedkundige kurrikula word ondersoek om 'n aanvaarde vlak van teoretiese bevoegdheid vir leerders in Graad 8 te bepaal. Die praksiële musiekopvoedkundige benadering van David Elliott is die vertrekpunt om as filosofiese basis vir die ontwikkeling van hierdie komposisieprogram te dien. Aktiewe musisering. die ontwikkeling van musiseerderskap en die stimulering van kreatiwiteit in musiekopvoeding vorm die ruggraat van hierdie outeur se benadering en derhalwe 'n besinde basis vir 'n kurrikulum. Fundamentele aangeleenthede in die ontwikkeling van 'n kurrikulum word ondersoek, waar die kruks lê in hoe ons leer. Kognitiewe vakleerlingskap en reflektiewe denke is praksiële tegnieke wat fokus op geïntegreerde en holistiese leer en word voorgestel as 'n metodologie vir 'n musiekopvoedkundige kurrikulum, in hierdie geval komposisie. 'n Kurrikulum vir begeleide komposisie word ontwerp en word voorgestel in vier fases volgens die vier fases van kurrikulum-ontwikkeling van David Elliott nl. oriëntasie, voorbereiding en beplanning, onderrig en leer en evaluasie en assessering. Die komposisieprogram word geëvalueer en metodes van kurrikulum-evaluering word beskryf. Die komposisieprogram poog om musikale leer te situeer en te aktiveer deur onderrigen leervaardighede voor te stel waardeur leerders hul kreatiwiteit kan aktiveer en kataliseer. Wanneer musiek in 'n gesitueerde en outentiek praktiese wyse geleer en ervaar word, soos deur komposisie, kan lewenslange leer, musikale vaardighede, voortgehoue genot van musiek en regverdiging van die vak gestimuleer en gevestig word.
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de, Jager Gerdi. "Opportunities for the development of understanding in Grade 8 mathematics classrooms". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60992.
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Learner performance in South Africa is poor in comparison with other countries as
a result of poor teaching. At the core of the concern about learners' performance in
mathematics in South Africa lies a controversy regarding how mathematics should
be taught. The purpose of this study was to explore Grade 8 mathematics teachers'
creation and utilisation of opportunities for learners to develop mathematical
understanding in their classrooms. To accomplish this, an explorative case study
was conducted to explore three mathematics teachers' instructional practices by
using Schoenfeld et al.'s (2014) five dimensions of Teaching for the Robust
Understanding of Mathematics (TRU Math) scheme, namely, the mathematics,
cognitive demand, access to mathematical content, mathematical agency, authority
and identity and uses of assessment. The three participants were conveniently
selected from three private schools in Mpumalanga. The data collected consist of a
document analysis, two lessons observations and a post-observation interview per
teacher.
This study revealed that only one of the three teachers applied all Schoenfeld et
al.'s (2014) TRU Math dimensions. The dimension identified which the teachers
applied most in their classrooms was the mathematics. The dimensions identified
where teachers still lack skills were cognitive demand, access to mathematical
content, agency, authority and identity, and uses of assessment. This study
revealed that the content of most tasks and lessons was focused and coherent, and
built meaningful connections. However, the content did not engage learners in
important mathematical content or provided opportunities for learners to apply the
content to solve real-life problems. Due to the small sample used, the results from
this study cannot be generalised. However, I hope that the findings will contribute
to student-teacher training and in-service teacher training in both government and
private schools. Future research could possibly build on this study by examining
the learners and how they learn with understanding by using the TRU Math
dimensions.Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
Książki na temat "Grade 8"
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Associated Board of the Royal Schools of Music. Pianoforte. Grade 8. London: Caligraving Ltd, 1986.
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Glencoe/McGraw-Hill, red. Grade 8 mathematics. New York, N.Y: McGraw Hill/Glencoe, 2000.
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Alexander, Sherry Lawlor. Geography: Migration : grade 8. [Kitchener, Ont.]: Waterloo Region District School Board, 1999.
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Spectrum math: Grade 8. Columbus, Ohio: Frank Schaffer Publications, 2007.
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National Geographic Society (U.S.). Florida science: Grade 8. New York, N.Y: Glencoe/McGraw-Hill, 2005.
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Marian, Small, Kestell Mary Louise i Beales Bernard A, red. Neslon Mathematics Grade 8. Toronto, Ont: Thomson Nelson, 2005.
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hand2mind. VersaTiles EBook Bundle, Grade 8: Grade 8. hand2mind, 2016.
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Barker, Chris, Ingrid Freebairn i Brian Abbs. Snapshot Romania Grade 8 SBk Grade 8 SBk. Pearson Education, Limited, 2001.
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Reading Comprehension 8: Grade 8. Frank Schaffer Publications, 1996.
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Complete MathSmart 8: Grade 8. Popular Book Company (USA) Ltd., 2020.
Znajdź pełny tekst źródłaCzęści książek na temat "Grade 8"
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Hess, Mark. "Nonverbal Interpretation Dictionary". W Hands-On Literacy, Grade 5, 91–95. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003321989-8.
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Hess, Mark. "It's in the Eyes". W Hands-On Literacy, Grade 4, 66–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003321958-8.
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Fay, Colin, Sébastien Rochette, Vincent Guyader i Cervan Girard. "UX Matters". W Engineering Production-Grade Shiny Apps, 81–112. Boca Raton: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/9781003029878-8.
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Pellegrino, Anthony, Jennifer Drake-Patrick, Brad Rankin, Erin E. Peters-Burton, Janet B. Walton i Carla C. Johnson. "Creating Global Bonds – Module Lessons". W Creating Global Bonds, Grade 12, 67–112. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362371-8.
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Peters-Burton, Erin E., Carla C. Johnson, Toni A. May i Tamara J. Moore. "Strategies Used in the STEM Road Map Curriculum Series". W The Speed of Green, Grade 8, 9–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-3.
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Walton, Janet B., James M. Caruthers i Carla C. Johnson. "The Speed of Green Lesson Plans". W The Speed of Green, Grade 8, 47–249. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-6.
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Johnson, Carla C. "Transforming Learning with the Speed of Green and the STEM Road Map Curriculum Series". W The Speed of Green, Grade 8, 251–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-7.
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Walton, Janet B., James M. Caruthers i Carla C. Johnson. "The Speed Of Green Module Overview". W The Speed of Green, Grade 8, 25–46. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-5.
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Johnson, Carla C., Erin E. Peters-Burton i Tamara J. Moore. "Overview of the STEM Road Map Curriculum Series". W The Speed of Green, Grade 8, 1–7. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-2.
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Newton, Nicki. "Week 8". W Day-by-Day Math Thinking Routines in Third Grade, 35–39. New York, NY: Routledge, 2020. |: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003006442-8.
Pełny tekst źródłaStreszczenia konferencji na temat "Grade 8"
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Hunter, Jennifer J. "Photonics professionals and the new grade 8 optics curriculum". W Opto-Canada: SPIE Regional Meeting on Optoelectronics, Photonics, and Imaging, redaktor John C. Armitage. SPIE, 2017. http://dx.doi.org/10.1117/12.2283982.
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Cramer, Keith, I. C. Handsy i J. Peter Ault. "Performance of Zinc and Zinc Alloy Platings on Grade 8 Fasteners". W International Congress & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1996. http://dx.doi.org/10.4271/960815.
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Lee, Hwa Young, i Lino Guajardo. "An analysis of coordinate systems presented in grade 6-8 textbooks". W 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-53.
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Semilarski, Helen, Regina Soobard, Jack Holbrook i Miia Rannikmäe. "GRADE 8 AND 11 STUDENTS´ SCIENCE AND SCIENCE-RELATED CAREER PROFILES". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1509.
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Abbondanza, Dean. "Steel Innovation: Changing the Economics of Below Grade Foundations". W International Foundation Congress and Equipment Expo 2009. Reston, VA: American Society of Civil Engineers, 2009. http://dx.doi.org/10.1061/41023(337)8.
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Engelbrecht, Petra, Julialet Rens i Hannelie Louw. "SOCIAL INEQUALITIES THAT AFFECT TRANSITION PROCESSES FROM GRADE 7 TO GRADE 8 WITHIN AN INCLUSIVE SOUTH AFRICAN EDUCATION SYSTEM". W 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0872.
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Aslam, N., M. Rai i C. Geller. "A Rare Case of Low Grade, PAX-8 Positive Papillary Thymic Adenocarcinoma". W American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a5845.
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Попова, Ксения Владимировна, i Елена Николаевна Малышева. "PRESENTATION OF DIDACTIC UNITS IN GRADE 8 ALGEBRA ON DIGITAL EDUCATIONAL PLATFORMS". W Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Июль 2022). Crossref, 2022. http://dx.doi.org/10.37539/july330.2022.27.52.006.
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В данной статье представлен анализ представления дидактических единиц (тем) учебников по алгебре 8 класса на популярных цифровых образовательных платформах («Российская электронная школа», «ЯКласс», «Skysmart Класс»). Используемые сегодня цифровые образовательные ресурсы находятся на различных платформах, что может негативно сказываться на образовательном процессе. This article presents an analysis of the presentation of didactic units (topics) of 8th grade algebra textbooks on popular digital educational platforms («Russian Electronic School», «Yaklass», «Skysmart Class»). The digital educational resources used today are on various platforms, which can negatively affect the educational process.
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Lisarani, Varetha, I. Nengah Parta i Tjang Daniel Chandra. "Variation of Mathematical Representation Used in Studentsr Textbook Grade 8 Semester 2". W 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icomse-17.2018.7.
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Glaister, Tamara, Julia F. Simons, Suneil A. Raju i John M. Hebden. "PTH-77 Biopsies for grade D oesophagitis; do we need them?" W Abstracts of the BSG Annual Meeting, 8–12 November 2021. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2021. http://dx.doi.org/10.1136/gutjnl-2021-bsg.256.
Pełny tekst źródłaRaporty organizacyjne na temat "Grade 8"
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Franzese, Oscar, i Diane Davidson. Effect of Weight and Roadway Grade on the Fuel Economy of Class-8 Frieght Trucks. Office of Scientific and Technical Information (OSTI), listopad 2011. http://dx.doi.org/10.2172/1029954.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Pełny tekst źródłaStreszczenie:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Kaffenberger, Michelle, Lant Pritchett i Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), grudzień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.
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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Clotfelter, Charles, Helen Ladd i Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, maj 2006. http://dx.doi.org/10.3386/w12207.
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Baader, Franz, i Oliver Fernández Gil. Decidability and Complexity of Threshold Description Logics Induced by Concept Similarity Measures. Technische Universität Dresden, 2016. http://dx.doi.org/10.25368/2022.229.
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In a recent research paper, we have proposed an extension of the lightweight Description Logic (DL) EL in which concepts can be defined in an approximate way. To this purpose, the notion of a graded membership function m, which instead of a Boolean membership value 0 or 1 yields a membership degree from the interval [0; 1], was introduced. Threshold concepts can then, for example, require that an individual belongs to a concept C with degree at least 0:8. Reasoning in the threshold DL T EL(m) obtained this way of course depends on the employed graded membership function m. The paper defines a specific such function, called deg, and determines the exact complexity of reasoning in T EL(deg). In addition, it shows how concept similarity measures (CSMs) ~ satisfying certain properties can be used to define graded membership functions m~, but it does not investigate the complexity of reasoning in the induced threshold DLs T EL(m~). In the present paper, we start filling this gap. In particular, we show that computability of ~ implies decidability of T EL(m~), and we introduce a class of CSMs for which reasoning in the induced threshold DLs has the same complexity as in T EL(deg).
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Santana Pérez, Germán, Claudio Moreno-Medina i Juan Manuel Parreño-Castellano. African Heritage in the Canary Islands: La Gomera-El Hierro. Servicio de Publicaciones y Difusión Científica de la Universidad de Las Palmas de Gran Canaria, lipiec 2022. http://dx.doi.org/10.20420/pac/2022.524.
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Todo traducido al inglés: El díptico consiste en dos páginas. En la primera, en su parte izquierda consta una descripción de la relación con África y del patrimonio relacionado con África de las islas de La Gomera y El Hierro, además de los logos de la Fundación CajaCanarias, de la Fundación La Caixa, del Servicio de Publicaciones de la ULPGC. y el IATEXT; también aparecen los autores, con sus correspondientes emails y número ORCID, el símbolo de la ruta del patrimonio africano en Canarias, el código QR, el DOI y la página web. www.patrimonioafricanocanarias.com En la parte derecha de la primera página figura la frase “PATRIMONIO AFRICANO EN CANARIAS. LA GOMERA EL HIERRO”, el símbolo de la ruta del Patrimonio Africano en Canarias, el contorno del mapa de las Islas Canarias con la posición resaltada de El Hierro y La Gomera, el contorno del mapa de África, el contorno en grande yuxtapuesto de las islas de La Gomera y El Hierro, una imagen del poblado de Guinea en El Hierro y de un Baltasar en la iglesia de San Salvador en San Sebastián de La Gomera y el símbolo de la Universidad de Las Palmas de Gran Canaria. En la segunda página aparece el grande el mapa de La Gomera y El Hierro, rodeado de 8 fotografías de elementos patrimoniales relacionados con África y sus correspondientes pies de fotos, además del título “PATRIMONIO AFRICANO EN CANARIAS: LA GOMERA-EL HIERRO”. En cada díptico se propone el seguimiento de una ruta sobre el patrimonio relacionado con África en Canarias.
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Santana Pérez, Germán, Claudio Moreno-Medina i Juan Manuel Parreño-Castellano. Patrimonio Africano en Canarias: La Gomera-El Hierro. Servicio de Publicaciones y Difusión Científica de la Universidad de Las Palmas de Gran Canaria, lipiec 2022. http://dx.doi.org/10.20420/pac/2022.518.
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El díptico consiste en dos páginas. En la primera, en su parte izquierda consta una descripción de la relación con África y del patrimonio relacionado con África de las islas de La Gomera y El Hierro, además de los logos de la Fundación CajaCanarias, de la Fundación La Caixa, del Servicio de Publicaciones de la ULPGC. y el IATEXT; también aparecen los autores, con sus correspondientes emails y número ORCID, el símbolo de la ruta del patrimonio africano en Canarias, el código QR, el DOI y la página web. www.patrimonioafricanocanarias.com En la parte derecha de la primera página figura la frase “PATRIMONIO AFRICANO EN CANARIAS. LA GOMERA EL HIERRO”, el símbolo de la ruta del Patrimonio Africano en Canarias, el contorno del mapa de las Islas Canarias con la posición resaltada de El Hierro y La Gomera, el contorno del mapa de África, el contorno en grande yuxtapuesto de las islas de La Gomera y El Hierro, una imagen del poblado de Guinea en El Hierro y de un Baltasar en la iglesia de San Salvador en San Sebastián de La Gomera y el símbolo de la Universidad de Las Palmas de Gran Canaria. En la segunda página aparece el grande el mapa de La Gomera y El Hierro, rodeado de 8 fotografías de elementos patrimoniales relacionados con África y sus correspondientes pies de fotos, además del título “PATRIMONIO AFRICANO EN CANARIAS: LA GOMERA-EL HIERRO”. En cada díptico se propone el seguimiento de una ruta sobre el patrimonio relacionado con África en Canarias.
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Ferreira, Nuno, Judith Townend, William McCready, Erika Carrière, Hannah Farkas i Samantha Robinson. Developing a cost-free legal advice service for asylum seekers and migrants in Brighton and Hove. University of Sussex Migration Law Clinic, listopad 2022. http://dx.doi.org/10.20919/wptu7861.
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In 2018, a team of University of Sussex undergraduate law students working under the supervision of academic staff, conducted the Migration Law Clinic Pilot Study. This was in response to growing and grave concerns about the lack of availability of legal support and services for those seeking asylum and other forms of leave to remain in the UK. These concerns have only heightened in the intervening period: most recently, in response to the government’s publication of a draft Bill of Rights to repeal and replace the Human Rights Act 1998, which would make it much more difficult for potential deportees to rely on Article 8 of the European Convention on Human Rights (ECHR) to prevent removal and might have a wider impact on the rights and status of vulnerable groups of migrants in the UK; and, among other initiatives, the government’s intention to involuntarily relocate asylum seekers to Rwanda, which will then be responsible for processing the asylum claim and for providing asylum in successful cases. The purposes of the study were: i) To better understand some of the challenges faced by asylum seekers and vulnerable migrants living in Brighton and Hove when applying for asylum, and other forms of leave to remain and leave to enter. ii) To identify the extent and reasons for any shortfall in cost-free immigration and asylum law advice and representation in Brighton and Hove. iii) To gauge whether there was demand for additional free legal advice in the form of a university law clinic, specialising in immigration and asylum law. The team undertook a review of the legal framework that governs the provision of legal aid for immigration and asylum law matters and of relevant academic commentary on its impact. The team also gathered new empirical data based on interviews with a range of local stakeholders. This report sets out the team’s findings, describes how it informed the development of the clinic, and makes recommendations both for the further development of the Clinic and for changes to the provision of legal aid. Finally, it offers advice to other universities contemplating setting up their own clinic in this area.
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Ørvig, Kjersti. Velferdsteknologi: En studie av holdninger/oppfatninger om bruk av velferdsteknologi for unge mennesker med nedsatt funksjonsevne i eller på vei til egen bolig. University of Stavanger, październik 2014. http://dx.doi.org/10.31265/usps.225.
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Dette er en rapport som bygger på en sosiologisk studie av pårørende og brukeres oppfatninger i tilknytning til en fremtidig innføring av velferdsteknologi i bolig for unge mennesker med nedsatt funksjonsevne. Hovedhensikten med studien er å dokumentere og diskutere muligheter og begrensninger ved velferdsteknologisk understøttelse i bolig slik den enkelte bruker/pårørende oppfatter dette. Målgruppen for studien er unge voksne (18-29 år) med nedsatt funksjonsevne som enten bor i egen bolig eller er på vei til egen bolig. Dette er en gruppe unge mennesker som har vært og fremdeles er lite synlig i debatten rundt innføring av velferdsteknologi som i all hovedsak har vært rettet mot eldre og/eller kronisk syke. Min analyse fokuseres rundt fem hovedtema: 1) kunnskaps- og kompetanseforutsetninger, 2) teknologiske utfordringer, 3) ny teknologi og det menneskelige aspektet, 4) fordeler og ulemper med moderne teknologi og 5) de blandede erfaringene med Nav. Et overordnet spørsmål i rapporten er hvordan velferdsteknologi kan bidra til inkludering for unge mennesker med funksjonsnedsettelser. Det ble anvendt en kvalitativ metode i studiet med bruk av semi-strukturerte intervjuer. Utvalget av informanter i målgruppen ble strategisk valgt i samsvar med prosjektets forskningsspørsmål. Dette omfattet unge voksne brukere (18-29 år) med nedsatt kognitiv og/eller fysisk funksjon samt pårørende til brukere i denne aldersgruppen. Et annet kriterium var at brukerne enten bodde i egen bolig eller var på vei til egen bolig de nærmeste årene. Totalt 13 informanter deltok, herav 5 brukere og 8 pårørende. 3 av de 5 brukerne som deltok i undersøkelsen bodde i egen bolig. Av det totale antallet brukere som var representert i undersøkelsen bodde 5 av brukere i egen bolig. Intervjuene ble gjennomført i fem kommuner i Rogaland høsten 2013 og vår 2014. Hvert intervju ble tatt opp på bånd og transkribert. Informantene ble rekruttert via to ulike interesseorganisasjoner. Funn Et hovedfunn viser at det er et stort behov for informasjon og kunnskap om hva velferdsteknologi omfatter og hva som er forskjellen på velferdsteknologi og mer tradisjonelle hjelpemidler. Samtidig indikerer funn at noen av brukerne og flere av de pårørende har kunnskap og kompetanse i bruk av smarttelefoner, pc, nettbrett etc. Dette er kunnskap som kan videreutvikles til bruk av ulike typer mer spesialtilpassede kommunikasjonsløsninger. Manglende tilgjengelig informasjon kan bidra til at det skapes ambivalente holdninger til ny teknologi. Dette er knyttet til oppfatninger om overvåkning og kontroll. En utfordring som kommer til uttrykk blant pårørende informantene i tilknytning til velferdsteknologi, er situasjoner hvor pårørende/bruker mangler digital kompetanse. Pårørende uttrykker i den sammenheng bekymring for ekskludering av en gruppe brukere som ikke får tilgang til moderne teknologi fordi det ikke søkes om dette. Resultatet kan bli at det ikke søkes om velferdsteknologiske løsninger fordi pårørende/sosiale nettverk ikke selv har kompetanse eller ikke bryr seg om å erverve denne kompetansen. Brukere som er avhengig av pårørende/sosiale nettverk for å håndtere teknologien kan bli særlig sårbare i denne sammenhengen. Et viktig funn som kommer frem her er at det må opprettes en type support gjennom Nav. Denne type support må være tilgjengelig i situasjoner hvor teknologien ikke fungerer som den skal eller ved andre behov for assistanse. Funn peker og på behovet for å sikre opplæring av kommunalt ansatte som mangler grunnleggende kompetanse om velferdsteknologi. Dette er i samsvar med flere fagrapporter på feltet. Et sentralt funn i undersøkelsen omfatter frykten for at velferdsteknologi skal erstatte menneskelig kontakt. Dette er i samsvar med «motstanderne» i debatten rundt innføring av moderne teknologi. Flere av informantene uttrykte og stor skepsis til ulike type overvåkningsutstyr av tjenestemottaker. Møtet med Nav/hjelpemidler viser at mange av mine informanter har svært blandede erfaringer i forhold til informasjon om moderne velferdsteknologiske løsninger (smarthusløsninger) samt få innvilget søknader til mer tradisjonelle hjelpemidler. Ingen av informantene har på noe tidspunkt fått tilbud om smarthusløsninger i bolig. Dette kan skyldes manglende kompetanse og kunnskap om velferdsteknologiske løsninger fra kommunens side samt representere en flaskehals i forhold til implementering av velferdsteknologi. En annen grunn kan være lav innkjøpskompetanse og svak økonomi. Bruk av ulike moderne teknologiske løsninger kan bidra til at mennesker med nedsatt funksjonsevne kan få en større grad av selvstendighet og kunne delta på flere av livets områder. En viktig forutsetning i denne sammenheng omfatter tilrettelegging og opplæring av funksjonshemmede, pårørende og sosiale nettverk samt aktører som har ansvar for tilrettelegging.