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Artykuły w czasopismach na temat "London High School (London, Ohio)"
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Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, Robert W. Dubay, John T. Reilly, James F. Marran, Ann W. Ellis i in. "Book Reviews". Teaching History: A Journal of Methods 10, nr 2 (4.05.2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
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Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.
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G, Shanmugam. "100 years of the Devine Teacher - Student relationship among the three Generations of Indian Geoscientists (1920s – 2020s): A remarkable Story of Knowledge transfer from T. N. Muthuswami Iyer “TNM” through A. Parthasarathy to G. Shanmugam and beyond". Journal of The Indian Association of Sedimentologists 1, nr 1 (31.12.2022): 2–40. http://dx.doi.org/10.51710/jias.v1i1.221.
Pełny tekst źródłaStreszczenie:
The divine teacher-student relationship that covers 100 years of knowledge transfer is the underpinning of this remarkable personal story. Importantly, this narrative is about an Indian genius and a geologic pioneer, Professor T. N. Muthuswami Iyer, known as TNM. The first generation (1920s-1960s) TNM began his teaching career as a crystallographer and a mineralogist at the University of Madras-Gundy Campus (Chennai) in 1924, and continued at the Presidency College (Madras), Sager University (Madhya Pradesh), and Annamalai University (Tamil Nadu). One of his early students at Presidency was A. Parthasarathy, who later studied at the Imperial College in London (UK) and earned his Ph.D. in Engineering Geology from the London University (UL) in 1954. The second generation (1940s-1980s) Prof. Parthasarathy became the Head of Applied Geology section in the Civil Engineering Department at the Indian Institute of Technology (IIT) Bombay in 1964. The third generation (1960s-2020s) G. Shanmugam earned his B.Sc. in Geology and Chemistry from Annamalai University with a First Class (1965) and started teaching science in a local high school in his hometown of Sirkazhi, Tamil Nadu. TNM, who was the Head of Geology at Annamalai University in 1965, motivated G. Shanmugam to quit his teaching job and pursue M.Sc. in Applied Geology at IIT Bombay. Shanmugam earned his M.Sc. in Applied Geology at IIT Bombay under the guidance of Prof. Parthasarathy. Education and training at IIT Bombay propelled Shanmugam to receive his second M.S. and Ph.D. degrees in the USA. His Ph.D. research under the guidance of Prof. Kenneth R. Walker at University of Tennessee on Ordovician tectonics and sedimentation in the Southern Appalachians led to securing a research position with Mobil Oil Company in Dallas, Texas in 1978. Because of his global research on multiple domains while at Mobil and as post-retirement consultant since 2000 for oil companies in India and China, Shanmugam has to his credit 382 published works that include three Elsevier books on process sedimentology and petroleum geology, with the first two books were translated into Chinese language. He has authored 6 invited Encyclopedia Chapters for Elsevier and McGraw Hill Book Companies and has delivered 89 lectures worldwide during 1980-2021 period. He won the top "Special Prize" from Springer Journal of Palaeogeography in 2020 for "Excellent Papers" based on Science Citation Index (SCI) of five articles published during 2012-2018. Shanmugam's efforts in knowledge transfer during the COVID-19 global pandemic included giving virtual lectures on Zoom, Google Meet, and WebEx platforms to academia (e.g., Royal Holloway, University of London, IIT Bombay, and Ohio University). Shanmugam organized 23 onsite workshops on "Deep-water sandstone petroleum reservoirs" worldwide, which included (1) the UK Government Department of Trade and Industry (DTI), Edinburgh, UK, (2) Reliance Industries Ltd., Kakinada, India, (3) Hardy Oil, Chennai, India, (4) Oil and Natural Gas Corporation (ONGC), Mumbai and Kajuraho, India, (5) Petrobras, Rio de Janeiro, Brazil, (6) Research Institute of Petroleum Exploration and Development (RIPED) of PetroChina, Beijing, China, and (7) China University of Petroleum, Qingdao, China. The T. N. Muthuswami - A. Parthasarathy - G. Shanmugam lineage, spanning over 100 years, is unique and phenomenal in knowledge transfer among geoscientists. On the economic front, TNM and his lineages contributed directly to the petroleum, atomic mineral, cement, gemstone, and geothermal energy industries, among many others. The acronym "TNM" for T. N. Muthuswami Iyer is just perfect for a Transformational, Neoteric and a Motivating teacher and a noble soul!
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Johnson, Shaina Willen, Susan Redline, Carol Rosen, Mark J. Rodeghier i Michael DeBaun. "Low Nocturnal Hemoglobin Oxygen Saturation Does Not Predict Pain or Acute Chest Syndrome Episodes in Children with Sickle Cell Anemia". Blood 128, nr 22 (2.12.2016): 1320. http://dx.doi.org/10.1182/blood.v128.22.1320.1320.
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Abstract Background: Previous evidence has shown that low mean nocturnal oxyhemoglobin saturation is significantly associated with a higher number of pain days per year Hargrave et al. (Blood. 2003; 101(3)846-8). We tested the primary hypothesis that sleep disordered breathing, described by low mean nocturnal oxygen saturation (SpO2), is associated with increased rates of severe vaso-occlusive pain and acute chest syndrome (ACS). Our secondary hypothesis investigated the association between high obstructive apnea hypopnea index (OAHI; the number of obstructive apneas and hypopneas with >3% SpO2desaturations or arousals per hour of sleep) with increased incidence of severe pain requiring hospitalization and ACS episodes. Study design: A prospective cohort study of children and adolescents from the Sleep and Asthma Cohort (SAC) was assembled. Children with sickle cell anemia (SCA), defined as HgbSS or Hb Sβ°, were enrolled from 4 to 18 years of age at three clinical centers, Washington University School of Medicine in St. Louis, Missouri; Case Western Reserve University in Cleveland, Ohio; and University College London in London, UK (which recruited from three London hospitals). At each site, SAC study-certified technicians performed full 12 channel in-laboratory research polysomnography (PSG) including continuous measurements of nocturnal oxygen saturation using standardized protocols according to American Academy of Sleep Medicine guidelines for data acquisition and scoring. All PSGs were read centrally at Vanderbilt University School of Medicine. Negative binomial regression was used to test the association between nocturnal SpO2 and the incidence rate of severe pain requiring hospitalization and ACS episodes. Covariates in the primary models for pain and ACS included: age at polysomnography, sex, hemoglobin, white blood cell count (WBC), OAHI, and mean nocturnal SpO2. All covariates meeting a significance criteria of p<0.20 were subsequently included in the final model for pain or ACS. Pain rate was defined as number of vaso-occlusive pain events that required hospitalization per year. ACS event was defined as an episode of acute respiratory distress associated with a new radiodensity on chest roentgenogram and at least one of the following: temperature greater than 38° Celsius, increased respiratory effort, decreased oxygen saturation, or increased respiratory rate documented in the medical record. A diagnosis of pneumonia was considered an ACS episode. If a pain event occurred with an ACS episode, the participant was counted as having an ACS event. Results: A total of 252 participants with SCA underwent polysomnography and after quality control, 243 were included; of these 223 had values for pain and ACS after polysomnography; missing data were due to lack of follow-up. Of the 223 participants, 18 on hydroxyurea therapy at the time of PSG and one with missing hydroxyurea status were excluded in primary analyses as hydroxyurea treatment is known to significantly influence pain incidence. The final sample included 204 participants, median age 10.4 years (interquartile range 7.3). Participants were followed for median 5.0 years (interquartile range 1.8 after PSG). After adjusting for age, sex, WBC, and hemoglobin, higher nocturnal SpO2 was associated with increased incidence of pain, which is in the opposite direction of our hypothesis (incidence rate ratio 1.11, 95% CI 1.06-1.17, p<0.001). Mean nocturnal SpO2 was not associated with ACS (incidence rate ratio 1.02, CI 0.96-1.09, p=0.500). In separate models, adjusting for age, sex, WBC, and hemoglobin, OAHI was not associated with future pain using either the log OAHI (IRR 0.99, CI 0.88-1.10, p=0.805) or with OAHI ≥2 (IRR 0.87, CI 0.55-1.41, p=0.569). After adjustment for covariates, OAHI was not associated with ACS using either the log OAHI (IRR 1.06, CI 0.92-1.21, p=0.450) or with OAHI ≥2 (IRR 0.86, CI 0.53-1.39, p=0.541). In an attempt to replicate the Hargrave analysis (Blood. 2003; 101(3)846-8), we investigated whether pain days per year was associated with nocturnal SpO2. Nocturnal SpO2was associated with pain days per year, but in the opposite direction of our hypothesis (IRR 1.12, 95% CI 1.05-1.20, p= 0.001). Conclusion: In an unselected group of children with SCA, low mean nocturnal SpO2 and elevated OAHI are not associated with clinically relevant increased incidence rates of vaso-occlusive pain or ACS. Disclosures No relevant conflicts of interest to declare.
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Caraher, M., S. Lloyd i T. Madelin. "The “School Foodshed”: schools and fast-food outlets in a London borough". British Food Journal 116, nr 3 (25.02.2014): 472–93. http://dx.doi.org/10.1108/bfj-02-2012-0042.
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Purpose – The purpose of this paper is to explore the location of fast-food outlets around secondary schools and the influence of fast-food availability on the food choices of school children in an inner-London borough. Design/methodology/approach – A number of methods including: mapping of outlets relative to schools; sampling food; gathering data on secondary school food policies; observing food behaviour in fast food outlets and focus groups with young people. Findings were fed back to a committee consisting of representatives from nutrition, public health, planning services and local community groups. Findings – There are concentrations of fast-food outlets near schools and students reported use of these, including “stories” of skipping lunch in order to save money and eat after school at these outlets. Food from fast-food outlets was high in fat, saturated fat and salt, but these are not the only source of high such foods, with many of the students reporting buying from shops near the school or on the way to or from school. At lunchtime food outlets were less likely to be used by school students in areas near schools that have a “closed gate” policy. Research limitations/implications – The “snapshot” nature of the research limited what can be said about the food behaviours of the children outside school hours. Practical implications – The local policy context requires action to improve both the food offered in schools and the immediate environment around the school in order to tackle fast-food and other competitive foods on offer outside the school. Originality/value – This is one of the first studies in the UK to systematically map fast food outlets around schools and explore what might be done. This research shows how it is possible to link the findings of local research and develop local responses from both public health and local authority planning perspectives. The research moves away from a mere documenting of problems to devising integrated public health solutions. The findings show how public health and planning services can work together to the mutual benefit of each other.
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Rood, Sarah, i Katherine Sheedy. "Sydney Rubbo". Microbiology Australia 30, nr 3 (2009): 30. http://dx.doi.org/10.1071/ma09s30.
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Born in Sydney in 1911, Sydney Dattilo Rubbo was educated at Sydney Boys? High School and the University of Sydney (BSc, 1934) before travelling to London to further his studies. He obtained a diploma in bacteriology from the London School of Hygiene and Tropical Medicine (1935) and was awarded a scholarship for microbiological research at the University of London (PhD, 1937). Returning to Australia in 1937, Rubbo took up an appointment as a senior lecturer in the Department of Bacteriology at the University of Melbourne where he taught students of medicine, dentistry, science and agricultural science. A ?brilliant and provocative lecturer?, he inspired a generation of students. He also studied and completed a medical degree (MB, BS, 1943) and in 1945, at the age of 33, was appointed Professor of Bacteriology (Microbiology from 1964), a position he held until 1969.
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Makagon, Daniel. "I Want You Around: The Ramones and the Making of Rock ‘N’ Roll High School, Stephen B. Armstrong (2023)". Punk & Post-Punk 12, nr 3 (1.10.2023): 406–9. http://dx.doi.org/10.1386/punk_00226_5.
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Pavlou, Victoria. "Teaching and Learning in Art Education: Cultivating Students’ Potential from Pre-K through High School, D. Sickler-Voigth (2020)". International Journal of Education Through Art 16, nr 3 (1.09.2020): 465–67. http://dx.doi.org/10.1386/eta_00046_5.
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Review of: Teaching and Learning in Art Education: Cultivating Students’ Potential from Pre-K through High School, D. Sickler-Voigth (2020)New York and London: Routledge, 438 pp.,ISBN 978-1-13854-931-9, h/bk, £104.00
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Steil, Lucien, i John Simpson. "An Alternative Project for the Euston Station Area in London". Journal of Traditional Building, Architecture and Urbanism, nr 3 (8.11.2022): 273–88. http://dx.doi.org/10.51303/jtbau.vi3.601.
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In July 2018 the University of Buckingham School of Architecture and the University of Notre Dame held a joint Architecture and Urban Design Summer Program in Central London: a four-week, full-time series of seminars, lectures, and field studies focusing on the Euston area between King’s Cross Station and Regent’s Park that will be impacted by the proposed HS2 high-speed railway terminus development. The program explored how a modern transport interchange can be accommodated within a historic city such as London in a manner that may enhance urban connectivity and serve the local community.
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Barst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis i Richard A. Krasuski. "Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease". Advances in Pulmonary Hypertension 6, nr 3 (1.08.2007): 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.
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This discussion was moderated by Robyn J. Barst, MD, Professor of Pediatrics, Divisions of Pediatric Cardiology at Columbia University College of Physicians and Surgeons and Cornell Medical Center, and Director of New York Presbyterian Pulmonary Hypertension Center at Columbia University Medical Center, New York, New York. Panel members included Jeffrey R. Fineman, MD, Pediatric Critical Care Specialist and Associate Investigator of the Cardiovascular Research Institute, University of California, San Francisco; John Granton, MD, Assistant Professor of Medicine, University of Toronto, Pulmonary Arterial Hypertension Programme, University Health Network, Toronto, Ontario; Michael A. Gatzoulis, MD, PhD, Professor of Cardiology, Congenital Heart Disease, and Consultant Cardiologist and Director of the Adult Congenital Heart Centre at the Royal Brompton Hospital and the National Heart and Lung Institute, Imperial College School of Medicine, London, UK; and Richard A. Krasuski, MD, Director of Adult Congenital Heart Disease Services, Department of Cardiovascular Medicine, Cleveland Clinic, Cleveland, Ohio.
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Manu, Emmanuel, i Xavela T. Maluleke. "Learners' Substance Abuse at School in Selected High Schools in East London of South Africa". International Journal of Educational Sciences 19, nr 1 (3.10.2017): 15–23. http://dx.doi.org/10.1080/09751122.2017.1368190.
Pełny tekst źródłaRozprawy doktorskie na temat "London High School (London, Ohio)"
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Ladokun, Ayodele Olanrewaju. "Geographies of juvenile crime: a study of crime in selected high schools in East London, South Africa". Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/345.
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Youth crime has been and still is a social problem in South Africa. It is a problem that shakes the very fabric of the society. The problem with the youth in modern society is both a national concern and an important subject for academic study. High school environments are where youths converge for learning purposes, but they have also turned to hotspots for crime. Different theories on explanations for high school crime have been developed over time. This particular study, conducted in 2008, adopts the criminal opportunity theory to study the social, economic and the demographic characteristics of selected environments in which high schools are located to determine significant factors that are conducive for high schools to be crime hotspots. Three schools were selected in different neighbourhoods in East London for the study. The study used an intensive case design technique to conduct the research. Different characteristics of the communities in which the schools that were studied were located showed different crime pattern. The Law enforcement agencies also realize these differences and they try to address crime issues in various communities in the study areas individually
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Carelse, Garth Craig. "An investigative case study of the introduction of democratic decision-making within an East London secondary school". Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1007404.
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The move towards greater democracy and participation in our education system is legislated quite succinctly in our South African Schools Act. The Act furthermore, and more importantly for this case study, posits that decision-making should be democratic in nature and our schools should eventually become governed in a collaborative and co-operative manner. Other policy texts such as the Labour Relations Act and the South African Constitution canonise the demand for a democratic South African society. This study investigates how democratic decision-making practices are taking place in an East London Secondary School namely Ebenezer Majombozi High. Even though distinct links exist between management and governance arms of schools, this study concentrates predominantly on decision-making within the school governing body and touches briefly on management thinking trends as a theoretical background to the kind of management at the school. What makes the school interesting as a case study is its rich history and its location in a deprived and impoverished township environment. The school was also part of the ex-Department of Education and Training, the black educational department of the past apartheid state. The kind of research undertaken was in the form of unstructured personal interviews with influential stakeholders at the school. Some of these stakeholders fonn part of the school governing body and the questions asked probed forms of governance at the school and how decision-making impacted on the overall school governance. The research findings acknowledges that decision-making does occur democratically at the school but that the practical implementation of positive consensual decisions are rarely realized. The school governing body only meets to deal with crises underpinned by a lack of learning and teaching and has not even debated the policies within the South African Schools Act. The study also argues that only by building capacity within the school and empowering the stakeholders, can constructive participation by all become a reality.
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Mbuqe, Bongeka. "Procurement of learner teacher support materials in East London District public secondary schools". Diss., 2020.
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This study explores the flawed procurement and delivery of Learner Teacher Support Materials (LTSM) in East London district at public secondary schools in the Eastern Cape province. Poor management of the procurement of LTSM has the result that some schools in the country have limited access to LTSM because of late delivery, non-delivery, incorrect and, or delivery shortages. These problems have contributed to under-achievement in the affected schools and in turn undermine the learners’ constitutional rights and educational aims and goals. Like many other provinces, the Eastern Cape also encountered difficulties with the procurement and delivery of textbooks to various public schools.
To investigate the problem, a qualitative and exploratory study was carried out. The data were collected from a sample of 19 participants involved in the three levels of the procurement process; that is, district officials, school principals and the provincial head office officials. The researcher conducted face-to-face interviews using open-ended questions. The research results showed that although the procurement process of LTSM is centralised at the head office level, the other two levels, namely the district office and the school levels, play a significant part. While these levels play an important role in determining and collating the textbook needs, they require additional communication processes and systems to be in place to avoid prolonged timeframes and follow ups that bring about delays of the overall procurement process. Between communication of the relevant guidelines, and collating and submitting book needs information, delays happen along the way at one or more levels and these ultimately lead to either late procurement, late or non-delivery of books to the relevant schools.
The study showed that although there are rules, regulations and various policies that serve as guidelines in the procurement process, the actual implementation and monitoring is flawed. The lack of coherence promotes mistrust and conflict between the relevant stakeholders, which in turn brings about minimal consultation on changes relating to effective management processes during procurement and distribution of LTSM. The study recommends changes that are needed to achieve effective management to alleviate problems encountered during the procurement and distribution of LTSM in the East London district public secondary schoolsEntrepreneurship, Supply Chain, Transport, Tourism and Logistics Management
M. Com. (Logistics)
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Mostert, Jacques. "An analysis of reintegration experiences and development of a resilience-based reintegration programme for learners with behavioural, emotional and social difficulties in the London Borough of Waltham Forest, United Kingdom". Thesis, 2014. http://hdl.handle.net/10210/8997.
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D.Ed. (Psychology of Education)Behavioural Emotional and Social Difficulties (BESD) is a significant impediment in the effective learning in secondary schools in England. Legislation includes BESD. within the range of Special Education Needs (SEN). In-schooJLearning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term learning programmes, followed by the mandatory, often failed, reintegration of learners into mainstream education. The research focused on the reintegration experiences of these learners in the London Borough of Waltham Forest. A qualitative research approach in two phases through a generic phenomenological enquiry within an interpretivist-constructivist paradigm was pursued. Data collection included participant writing activities; analysis of documents and records; a qualitative parent questionnaire; participant interviews; teacher participant feedback and professionals' interviews. A purposive sample of 13 reintegrated learners with BESD (aged 11 - 14 years) from four secondary schools was used. The findings indicated that learners experienced incongruity between promotive and risk factors within the themes of emotional experiences, relationships and the reintegration process. The contribution of this new understanding to existing knowledge win support practitioners, teachers and education policy makers to adjust their reintegration practices in order to support the sustained .improvement of inclusive education provision to learners with BESD. A new perspective theoretical through the amalgamation of Bioecological Theory and Resilience Theory contributed to Positive Psychology and supported our understanding of the learners' reintegration experiences. From this a resilience-based reintegration programme to provide practitioners and policy makers with a tri-strand programme to develop emotional competence, facilitate skills in promotive relationships and a reintegration route, was developed. The RRP has potential on a wider field as it can be adjusted to be included in the policies that guide practitioners in the way they provide support to enhance inclusive education in similar situations internationally.
Książki na temat "London High School (London, Ohio)"
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Davies, Helen. The poetry games: North London & Middlesex. Peterborough: Young Writers, 2013.
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Renfrow, Dean. Connecticut final report for East Hartford High School, Norwalk High School, Hartford High School, New London High School, Sheridan Alternative School, Domus Foundation, 1998-99 school year. Salem, Or. (2410 Gibsonwoods Ct. NW, Salem 97304): D.L. Renfrow, 1999.
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Britain, Great. Gayton High School: London Borough of Harrow Local Education Authority : a report by HMI. [London]: Department of Education and Science, 1991.
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Department of Education & Science. Canon Palmer Roman Catholic High School: London Borough of Redbridge Local Education Authority : a report by HMI. Stanmore: Department of Education and Science, 1991.
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Goodson, Ivor. Through the schoolhouse door: Working papers. Toronto: Garamond Press in association with RUCCUS, 1993.
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Balet, Catherine. Identity: Dress codes in European schools : London, Paris, Berlin, Barcelona, Milan, January 2004-April 2006. Göttingen: Steidl, 2006.
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Ball, Stephen J. Choice, pathways, and transitions post-16: New youth, new economies in the global city. London: RoutledgeFalmer, 2000.
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Wenham, L. P. James Tate: Master of Richmond School, Yorkshire and canon of St Paul's Cathedral, London : schoolmaster and scholar. (Northallerton): North Yorkshire County Record Office, 1991.
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Brown, David M. Gone at 3:17: The Untold Story of the Worst School Disaster in American History. Washington, D.C: Potomac Books, 2012.
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Kinsella, Sharon. Female revolt in male cultural imagination in contemporary Japan. Redaktorzy Ruch Barbara, Mamiya Noriko, Chino Kaori Kinen "Shinshiten" Kōen (4th : 2006 : London, UK), Chūsei Nihon Kenkyūjo i Institute for Medieval Japanese Studies. Kyoto, Japan: Medieval Japanese Studies Institute, 2007.
Znajdź pełny tekst źródłaCzęści książek na temat "London High School (London, Ohio)"
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MacKechnie, Charlotte. "Angel Oak Academy, London, England". W Systematic synthetic phonics: case studies from Sounds-Write practitioners, 23–30. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1356.
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Angel Oak Academy is a two-form entry mainstream primary school in Peckham, South East London. Students are from a wide range of minority ethnic backgrounds; 55% speak English as an Additional Language (EAL), and many enter school at an early stage of learning English. A large majority of students are supported by additional government funding, including 47.2% of 411 students currently on roll qualifying as eligible for free school meals (compared to a national average of 23% across mainstream primary schools in England). The predecessor school became an academy within the STEP Academy Trust (a charitable trust with schools in areas of high social deprivation) in February 2015. In September 2015, following a recommendation from a STEP trustee, Angel Oak Academy began the process of implementing Sounds-Write.
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Moore, James. "A problem of scale and leadership? Manchester’s municipal ambitions and the ‘failure’ of public spirit". W High culture and tall chimneys, 190–220. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781784991470.003.0007.
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The 1870s and 1880s saw the Manchester art world arguably reach its cultural zenith. The rise of the proto-Impressionist ‘Manchester school’, the municipalisation of the Royal Manchester Institution building and the plans for a new city gallery produced an art community and institutional infrastructure second to nowhere in England, except London. However such progress concealed a growing disagreement about the purpose of municipal art institutions. As attendance at exhibitions fell, critics questioned the ability of large galleries to engage the public and called for more community-based art initiatives. The crisis point was reached when proposals for a new city art gallery in Piccadilly Square fell foul of Conservative and Labour opposition. At a time of economic slump, had art become an expensive luxury?
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Moore, Daniel. "‘A revolution of incalculable effect’: modernism and the teaching of art in schools". W Insane Acquaintances, 60–82. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266755.003.0003.
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This chapter explores a range of encounters between modernism and school-children. Focused most sharply on the work of Marion Richardson, teacher of art at Dudley High School for Girls, it ranges across arts education policy in Britain in the early twentieth century and some other initiatives designed to get abstract art into the classroom. Richardson, in particular, has hardly been attended to by modernist scholars, but her work at Dudley, and later at the London County Council, was crucial in transforming the teaching of visual art across Britain.
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Leibman, Laura Arnold. "The Material of Race". W Once We Were Slaves, 74–92. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197530474.003.0006.
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While the Lopez family struggled in Philadelphia, Sarah Brandon went east to London to attend a high-end Sephardic school. London presented Sarah with a new world of opportunities and connections. As in Philadelphia, many members of London’s Sephardic community had connections with Barbados, hence there was no hiding her past as a slave. Yet through friendship, trade ties, and money, Sarah Brandon made that past moot. Her most precious heirloom was part of the new self she constructed: an ivory miniature of herself painted in watercolor, beautiful and wide-eyed in a white empire-waist dress, her hair lifted in a Grecian knot. The portrait was an intimate gift to the man she would marry—Joshua Moses, a handsome and well-connected Jew from Philadelphia and New York. Ivories were a love token, but Sarah and Joshua’s marriage would also unite two major merchant families and change Sarah’s future, again.
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"William Drummond, Ben Jonson’ s literary table-talk (1619)". W English Renaissance Literary Criticism, redaktor Brian Vickers, 528–36. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198186793.003.0030.
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Abstract William Drummond Of Hawthornden (1585-1649), Scottish poet, educated at the High School and University of Edinbugh, studied law at Bourges and Paris. On his father’ s death in 16m became laird of Hawthornden, thereafter devoting himself to poetry and mechanical experiments. His works include a lament on the death of Prince Henry, Tears on the Death of Moeliades (1613); Poems (1614); Forth Feasting (1617); and Flowers of Sion (1623). He invited Jonson to visit him in 1618-19: Jonson (who weighed about 20 stone) walked from London to Scotland.
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Haffenden, John. "‘Owl Empson’". W William Empson, 67–97. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199276592.003.0004.
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Abstract Praetoria House School stood on the western outskirts of Folkestone, near to Shorncliffe camp where troops were assembled before embarking for France. German pilots braved the Channel from Belgium, piloting small planes called Taubes (‘Crows’) with the intention of dropping a few bombs on London: if they had any left over after the dicey run across Kent and Sussex, or failed to reach the capital, they would dump their lethal cargo on Shorncliffe, Folkestone, or Dover. The school headmaster, as soon as he detected the high-pitched hum of an aeroplane, would fetch out a whistle that sounded like a siren and give several loud blasts; everyone would drop everything and make a mad dash for the air-raid shelter under the cricket pavilion.
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Nettle, Daniel. "Worriers". W Personality, 104–30. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199211425.003.0005.
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Abstract Some people seem to get all the bad luck. Susan seems to have hit on a seam of bad men. As her high-school years in a London suburb drew to a close, she was pondering what to do with her life next. The teachers thought she was good enough—the brightest they had ever taught, in fact—to try the competitive entrance examination for Oxford University. However, not only would she not do this, but she would not even put in an application for a second-tier, or any other, university instead. She had a notion she would apply to Art School, but after making a fact-finding visit, she found the rate of attrition from the course too worrying.
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Morris, Peter J. T., i Peter Reed. "Of Lancastrian Stock and the Formative Years". W Henry Enfield Roscoe, 25–40. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780190844257.003.0002.
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Abstract This chapter explores the formative period of Henry Enfield Roscoe’s life in Liverpool, the personal traits and achievements of his grandfather, William Roscoe, and his father, Henry Roscoe, influences of the family’s nonconformist circle of associates, and how Roscoe’s lifelong interest in experimental chemistry was kindled by William Balmain at the Liverpool Institute High School. William Roscoe (1753–1831) was an influential figure in Liverpool, being a lawyer, an MP, a slavery abolitionist, and a scholar of international repute. Henry Enfield Roscoe was born in London in January 1833 to Henry Roscoe (1800–1836) and his wife Maria (née Fletcher) (1798–1885). His father was a lawyer and legal writer; following his death from consumption in 1836 when his son was just three years old, the family moved to Liverpool, where Roscoe attended the High School of the Liverpool Institute and came under the influence of William Balmain.
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Scolieri, Paul A. "An Interesting Experiment in Eugenics". W Ted Shawn, 75–152. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199331062.003.0003.
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This chapter examines the formation and early years of Denishawn, the first American modern dance company and school. It argues that the newlywed Ruth St. Denis and Ted Shawn harnessed the cultural fascination with eugenics—the science of race betterment—to catapult their unique brand of theatrical dancing into public renown. A cultural phenomenon, Denishawn appeared in magazines from National Geographic to Vogue, fast becoming a sensation among Hollywood directors, vaudeville producers, and high society elites. Denishawn’s meteoric rise was curtailed by World War I and Shawn’s enlistment in the army as well as the interpersonal conflicts between St. Denis and Shawn, which led the couple to seek marriage counseling from Havelock Ellis, a pioneer of the British eugenics movement, while in London in 1922 with their company.
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Nurse, Lyudmila. "Identities and life choices of mothers in a disadvantaged neighbourhood in England". W Biographical Research and the Meanings of Mothering, 103–20. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781447365624.003.0006.
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The identities of mothers are interwoven into their multiple roles, and are often caught in between their individual identities and collective identities, their sense of belonging and their parental duties. Mothers constantly negotiate their identities by facing economic hardships, social, cultural and racial stereotypes, and are challenged by societal expectations of parenting styles. Societal expectations of the role of mothers are high, but what does it mean to live up to these expectations in a disadvantaged area of England while providing children with what they need? This chapter focuses on the findings from a biographical study of mothers of primary school children in a disadvantaged neighbourhood in Greater London, UK. Biographical narrative analysis contributes to an imaginative dialogue between two mothers on life choices, the meanings of mothering, parenting and mothers’ identities.
Streszczenia konferencji na temat "London High School (London, Ohio)"
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Mangat, Paramjeet Kaur. "ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS IN RELATION TO PEER PRESSURE". W 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.010.
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Quarcoo, Rosemary. "An Evaluation of the Conduciveness of Senior High School Clothing and Textiles Classroom Environment". W London International Conference on Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/lice.2021.0033.
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Sunprasert, Jutharat, Ekapong Hirunsirisawat, Narongrit Waraporn i Somporn Peansukmanee. "METAL SHIP AND ROBOTIC CAR: A HANDS-ON ACTIVITY TO DEVELOP SCIENTIFIC AND ENGINEERING SKILLS FOR HIGH SCHOOL STUDENTS". W 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.052.
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Alzahrani, Mona. "AN INVESTIGATION OF THE FLUCTUATION IN LANGUAGE LEARNING MOTIVATION OVER TIME: A QUALITATIVE CASE STUDY". W London –International Conference on Social Science & Humanities, 23-24April 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.243244.
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In SLA, the variation of motivation when learning a language is a significant research area (Kikuchi, 2015). It has been established that motivation fluctuates, and that high and low levels of motivation alternate during language learning cycles (Albalawi & Al-Hoorie, 2021; Kikuchi, 2015, 2019). This research aims to comprehend and investigate the complexity of motivation fluctuation across language learning experiences which involves demotivation and remotivation. It focuses on the language learning motivation fluctuations of female students who studied general English in Saudi Arabia for more than six years at the school level up until their first year of university at the age of nineteen. It considers the dynamic and changing nature of motivation and its context-specific nature. It explores motivation fluctuation with broad perspective considering typical and atypical, academic, and non-academic as well as internal and external factors that lead to language learners’ demotivation in English language learning and the demotivation process. It also explores how language learners get remotivated after experiencing demotivation in language learning, including factors, opportunities, and challenges. To help understand this transient nature and process, this research adopts a qualitive design and will utilize thick data captured through narrative inquiry. It aims to capture language learners’ motivation fluctuation, their loss of that motivation, as well as their regaining of it. The term "language learner" describes a person who is consciously involved in the process of acquiring, developing, or improving their skill in one or more languages that can be considered foreign or second languages and may take place in formal settings like universities and institutions or through independent study utilizing alternative resources (Littlewood, 1984).
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Saxena, A., S. Ramakrishnan, S. Kant i A. Roy. "42 Echocardiographic screening for rheumatic heart disease among asymptomatic adults: study from a region with high prevalence of echocardiographic rhd in asymptomatic school children". W British Congenital Cardiac Association, Annual meeting abstracts 9–10 November 2017, Great Ormond Street Institute of Child Health, London, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 2018. http://dx.doi.org/10.1136/heartjnl-2017-bcca.42.
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Chen, Zhan. "The Brilliance of Alexandra Road". W 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.51.
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Neave Brown’s Alexandra Road Estate stretches over a quarter mile and houses 1,660 residents in 520 units. The 16.3-acre site contains three housing blocks, two pedestrian streets, public park, retail, school, and community center. Completed in 1979, the project was part of a major build¬ing program for new models of dense, social housing in the Camden Borough of London. Unlike the reductive post-war typologies of towers and slabs, Alexandra Road is a radical reinterpretation of traditional English housing and urban¬ism. This paper examines the project’s design strategies and describes how these strategies provide uncommon freedoms in high-density housing.
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Eyt-Dessus, Annora, i Leonard Houx. "Excellence in design for online business". W ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.
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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.
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Sundborg, Bengt. "Making the Most of Daylight in Town Planning". W 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6687.
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Making the most of daylight in town planning is one of the important ingredients in the attempts for the sustainable city. Exactly 150 years ago Ildefons Cerdà presented his great work “Teoría General de la Urbanización” including methods for taking care of sunlight. However, with modern software, the possibilities to do comprehensive preparations are much better. This paper presents an urban typology considering daylight with basic geometric forms, shapes and patterns. Later this will be elaborated more in detail. The research includes three steps; choosing typical alternatives for settlements and designing some new principle urban solutions, calculations and evaluations of the alternatives considering especially energy saving. The quality and the quantity of daylight are dependent of the geometry of the urban spaces. That means the volumes for the buildings as well as the empty spaces in between. The accessibility for diffuse daylight from the sky and for direct rays from the sun is measurable by computer calculations where the sun angles and the skylight from the hemisphere are simulated. Relevant parameters are height, width and length. In a settlement with a high urban density it is more difficult to distribute daylight than in a settlement with low density. However the economy for exploitations is also worse with lower density. Therefore the comparisons between different settlements are with the same density. The orientation of the settlements according to the compass is of crucial importance looking to the direct sunlight and the shadows. How the local environment with parks, water, mountains and specific landmarks in the surroundings also affects the daylight distribution is included.References (100 words) Dubois, M.-C., Gentile, N., Amorim, C., Osterhaus, W., Stoffer, S.,Jakobiak, R., Geisler-Moroder, D., Matusiak, B., Onarheim, F. M., Tetri, E. (2016) Performance Evaluation of Lighting and Daylighting Retrofits: Results from IEA SHC Task 50. (Energy Procedia. vol. 91). Littefair, P. J. (2011) Site layout planning for daylight and sunlight: a guide to good practice (BRE, Building Research Establishment, IHS BRE Press, Watford). Rode, P., Keim, C., Robazza, G., Viejo, P. and Schofield, J. (2014) Cities and energy: urban morphology and heat energy demand (LSE, London School of Economics, Cities and EIFER, European Institute for Energy Research, Karlsruhe Institute of Technology, London).
Raporty organizacyjne na temat "London High School (London, Ohio)"
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Jones, Theresa, i Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), marzec 2022. http://dx.doi.org/10.19088/sshap.2022.005.
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This brief sets out key considerations for risk communications and community engagement (RCCE) to promote adherence to COVID-19 preventive measures in greater Kampala, Uganda. It looks at adherence to COVID-19 preventive measures, assesses the challenges to their adoption and outlines key considerations for partners working in RCCE and the wider COVID-19 emergency response. The brief responds to concern (as of March 2022) about COVID-19 transmission in informal urban areas in Uganda due to their high population density, limited sanitary infrastructure, and reported low uptake of vaccination. Ensuring effective communication and engagement with a series of preventative measures is essential in limiting the spread of COVID-19. The Ministry of Health and response partners have been proactive, however interventions and guidance for COVID-19 have taken limited account of social science research about the perceptions and practices related to COVID-19 regulations. This brief aims to address this gap so these data may be used to inform more effective and practicable guidance for vulnerable groups. This brief draws primarily on an analysis of existing scientific and grey literature. Additional primary data was collected through consultation with six social science and RCCE experts who focus on this geographical area. The brief was requested by UNICEF Uganda in consultation with the Uganda Ministry of Health (MoH) RCCE subcommittee and the RCCE technical working group for the Eastern and South Africa region (ESAR). It was developed for SSHAP by Theresa Jones (Anthrologica) and supported by Elizabeth Storer (London School of Economics), with contributions and reviews by colleagues at Anthrologica, the Institute of Development Studies (IDS), UNICEF ESARO and Uganda, Makerere University, the London School of Hygiene and Tropical Medicine (LSHTM), Dreamline Products and the IFRC.
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Schmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath i Santiago Ripoll. The COVID-19 YPAR Project: Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, październik 2022. http://dx.doi.org/10.19088/ids.2022.072.
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Despite progress in COVID-19 vaccination rates overall in the US and UK, vaccine inequity persists as young people from minoritised and/or deprived communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among young people (ages 12-18) in Cleveland, Ohio, US and the London borough of Ealing, UK. Whilst public discourse may label young people as ‘vaccine hesitant,’ we found that there were differences based on social location and place and this labelling may portray young people as ‘ignorant.’ We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritised and deprived communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minoritised and deprived communities and the state, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.
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Kaawa-Mafigiri, David, Megan Schmidt-Sane i Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, listopad 2022. http://dx.doi.org/10.19088/sshap.2022.037.
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On 20 September 2022, an outbreak of the Sudan strain of Ebola Virus Disease – SVD – was announced as the first laboratory-confirmed patient was identified in a village in Mubende District in central Uganda. Uganda’s Ministry of Health (MoH) activated the National Task Force and developed and deployed a National Response Plan, which includes the activation of District Task Forces. The target areas include the epicentre (Mubende and Kassanda districts) and surrounding areas, as well as Masaka, Jinja and Kampala cities. This is of great concern, as Kampala is the capital city with a high population and linkages to neighbouring districts and international locations (via Entebbe Airport). It is also a serious matter given that there has been no outbreak of Ebola before in the city. This brief details how Risk Communication and Community Engagement (RCCE) activities and approaches can be adapted to reach people living in Greater Kampala to increase adoption of preventive behaviours and practices, early recognition of symptoms, care seeking and case reporting. The intended audiences include the National Task Force and District Task Forces in Kampala, Mukono, and Wakiso Districts, and other city-level RCCE practitioners and responders. The insights in this brief were collected from emergent on-the-ground observations from the current outbreak by embedded researchers, consultations with stakeholders, and a rapid review of relevant published and grey literature. This brief, requested by UNICEF Uganda, draws from the authors’ experience conducting social science research on Ebola preparedness and response in Uganda. It was written by David Kaawa-Mafigiri (Makerere University), Megan Schmidt-Sane (Institute of Development Studies (IDS)), and Tabitha Hrynick (IDS), with contributions from the MoH, UNICEF, the Center for Health, Human Rights and Development (CEHURD), the Uganda Harm Reduction Network (UHRN), Population Council and CLEAR Global/Translators without Borders. It includes some material from a SSHAP brief developed by Anthrologica and the London School of Economics. It was reviewed by the Uganda MoH, University of Waterloo, Anthrologica, IDS and the RCCE Collective Service. This brief is the responsibility of SSHAP.
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Lees, Shelley, i Mark Marchant. Key Considerations: Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, grudzień 2022. http://dx.doi.org/10.19088/sshap.2022.046.
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This brief summarises key considerations concerning cross-border dynamics between Tanzania and Uganda in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya and South Sudan. The current outbreak is of the Sudan strain of Ebola (SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The current outbreak began in Mubende, Uganda, on 19 September 2022, approximately 240km from the Uganda-Tanzania border. It has since spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. At the time of writing, there had been no cases of Ebola imported from Uganda into Tanzania. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, previous ethnographic research in Tanzania, and informal discussions with colleagues from the Tanzania’s Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC), Tanzania National Institute for Medical Research (NIMR), Uganda Red Cross Society, Tanzania Red Cross Society (TRCS), International Organization for Migration (IOM), IFRC, US CDC and CDC Tanzania. The brief was developed by Shelley Lees and Mark Marchant (London School of Hygiene & Tropical Medicine) with support from Olivia Tulloch (Anthrologica) and Hugh Lamarque (University of Edinburgh). Additional review and inputs were provided by The Tanzania Red Cross and UNICEF. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Moro, Leben, i Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, grudzień 2022. http://dx.doi.org/10.19088/sshap.2022.045.
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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).