Gotowa bibliografia na temat „Parker School”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Parker School”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Parker School"
1
Hush, Noel S., i Leo Radom. "David Parker Craig 1919–2015". Historical Records of Australian Science 28, nr 2 (2017): 159. http://dx.doi.org/10.1071/hr17018.
Pełny tekst źródłaStreszczenie:
David Craig was an outstanding Australian theoretical chemist whose academic life oscillated between Australia (University of Sydney and Australian National University (ANU)) and the UK (University College London). The Craig Building of the Research School of Chemistry of the ANU was named in his honour in 1995. He was President of the Australian Academy of Science from 1990 to 1994, and the Academy's David Craig Medal, which recognizes outstanding contributions to chemistry research, was inaugurated in his honour. His best-known research is in the fields of quantum theory and spectroscopy of aromatic molecules, molecular crystals, quantum electrodynamics and chirality.
2
Parker, Caroline. "ACE awareness in school nursing – becoming a trauma-informed service". British Journal of Child Health 3, nr 1 (2.02.2022): 39–43. http://dx.doi.org/10.12968/chhe.2022.3.1.39.
Pełny tekst źródłaStreszczenie:
Adverse childhood experiences (ACEs) can have a serious impact on children and young people's mental health and wellbeing, as well as affect their future. Caroline Parker explains why ACE awareness is essential for school nurses and shares her experience of developing training.
3
Silva, Teresa Cristina Rodrigues. "Popper por Dennis Parker: O manifesto que revelou a música contida no "High School of Cello Playing"". Revista Música 15, nr 1 (26.04.2015): 195. http://dx.doi.org/10.11606/rm.v15i1.114709.
Pełny tekst źródła
4
Schwartz, Kathleen Barker. "The Legacy of Mary Parker Follett: Implications for School Reform". Journal of Educational Administration and History 23, nr 1 (styczeń 1991): 33–41. http://dx.doi.org/10.1080/0022062910230103.
Pełny tekst źródła
5
Henty, Neil. "When play counts". Early Years Educator 22, nr 9 (2.04.2021): 37–39. http://dx.doi.org/10.12968/eyed.2021.22.9.37.
Pełny tekst źródłaStreszczenie:
Neil Henty talks to Amy Parker, head of early years at Prince Edward School in Sheffield, about how it has implemented the Talk for Maths Mastery programme, which makes language and play fundamental to effective learning.
6
Schmitt, Natalie Crohn. "CREATING COMMUNITY: EXPERIMENTS IN DRAMA AT FRANCIS W. PARKER SCHOOL, CHICAGO". Theatre Survey 49, nr 1 (maj 2008): 37–64. http://dx.doi.org/10.1017/s0040557408000033.
Pełny tekst źródłaStreszczenie:
I am grateful to the Francis W. Parker School, Chicago, for allowing me free access to Morning Exercises and to the archives housed at the school. I would also like to thank the many current and former teachers and students who took the time to answer my questions, especially Andy Kaplan and John Holabird. I also thank Eric Martin, Christine Harris, and the anonymous readers at Theatre Survey for their patient editorial work.
7
Hemati Alamdarloo, Ghorban, Shahram Moradi i Sajedeh Moradi. "Job Stress among General and Special School Teachers in Jahrom City, Iran". International Journal of Public Health Research 13, nr 01 (27.02.2023): 1659–66. http://dx.doi.org/10.17576/ijphr.1301.2023.01.
Pełny tekst źródłaStreszczenie:
Introduction: Teaching is among the careers which are associated with a lot of stress. Occupational or job stress is an unfavorable mental state which is caused by the workplace environment and can seriously impede employees’ performance. Objectives: The purpose of this research was to compare occupational stress among general and special school teachers. Methods: 84 teachers (42 were general school teachers and 42 were special school teachers) from Jahrom, Iran were selected as study samples. Special school teachers and general school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. Parker and DeCotiis’s job stress scale was used to assess job stress. The collected data were analyzed by two-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). Results: Results showed that job stress and its subscales were significantly higher among general school teachers than special school teachers (p <0.05); however, there was no significant difference between male and female teachers in terms of job stress and its subscales (p<0.05). Conclusion: According to the findings of this study, the Ministry of Education is recommended to prevent job stress by improving the level of services where general school teachers work and holding workshops with the aim of offering teachers some coping strategies to deal with stress in schools. Keywords: Job stress, occupational stress, teachers, general schools, special schools
8
Bickmore, Steven T. "Off the Shelves: Robert B. Parker Tackles the Adolescent Detective Novel". English Journal 100, nr 1 (1.09.2010): 120–22. http://dx.doi.org/10.58680/ej201011704.
Pełny tekst źródła
9
Porto Silva, Elisabete, i Glória Franco. "RELAÇÃO ENTRE A INTELIGÊNCIA EMOCIONAL E O RENDIMENTO ESCOLAR EM CRIANÇAS DO 1.º CICLO DO ENSINO BÁSICO DA RAM". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, nr 1 (18.09.2016): 419. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.457.
Pełny tekst źródłaStreszczenie:
Abstract:The growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school performance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demographic and educational survey where they gathered, in addition to the socio-demographic data, academic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.Key-words: Emotional intelligence, school performance.Resumo:O crescente interesse pela Inteligência Emocional tem motivado, desde os anos 90, o desenvolvimento de numerosos estudos sobre o tema. Um dos enfoques desses estudos tem sido a relação entre a Inteligência Emocional e o rendimento escolar, não existindo muita concordância nos resultados (Ângelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al.,2006; Silva & Duarte, 2012), pelo que se desenvolveu mais esta pesquisa. A pesquisa foi desenvolvida com um conjunto de 129 indivíduos de ambos os sexos da RAM (Região Autónoma da Madeira), no sentido de dar resposta às questões: Será que existe alguma relação entre a IE, a IE percebida e o rendimento escolar? Será que o género, a idade, o índice de participação social, o estatuto socioeconómico dos pais e a retenção escolar influenciam a IE e o rendimento escolar? Os instrumentos usados foram: um questionário Sociodemográfico e Educativo onde se recolheram, para além dos dados sociodemográficos, os dados do rendimento académico como: a retenção, as notas da Língua Portuguesa, da Matemática, do Estudo do Meio, nota das provas de aferição a: Língua Portuguesa e Matemática; e o questionário de Inteligência Emocional de Bar-On (Candeias & Rebocho,2007, Candeias et al., 2008). Os resultados revelam que apenas alguns aspetos da IE se relacionam com algumas das variáveis do rendimento escolar, nomeadamente as classificações a Português e a Matemática.Palavras-chave: Inteligência emocional, rendimento escolar.
10
Herrera Torres, Lucía, Rafael Enrique Buitrago Bonilla i Sergio Cepero Espinosa. "Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis". Universitas Psychologica 16, nr 3 (14.11.2017): 1. http://dx.doi.org/10.11144/javeriana.upsy16-3.eips.
Pełny tekst źródłaStreszczenie:
This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.
Rozprawy doktorskie na temat "Parker School"
1
Santana, Adriana Menezes de. "Apresentais os fatos, ensinais a efetuar o mundo : as cartas de Parker em Sergipe (1912-1953)". Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4833.
Pełny tekst źródłaStreszczenie:
This work has as study object the Parker charters, school materials focused on discipline arithmetic. The research aims to investigate the movement of such materials that have contributed to the modernization of the teaching of this discipline. The time frame begins in 1912, year of the new organization of primary education in Sergipe, and the final milestone is the year 1953, referred to the dating of the latest report of the education inspector found. To prepare this study, I adopted the evidentiary paradigm in order to dialogue with bibliographic and documentary sources: laws, decrees, messages, educational programs, magazines, in addition to Parker works. Also articulated the evidence located to the concepts of school culture (FELGUEIRAS, 2010b), culture school material (FELGUEIRAS, 2010b), school
materials (CARVALHO, 2011), school discipline (Chervel, 1990) and circulation (CHARTIER, 1990), to elucidate this aspect of school material culture in Sergipe, in the fields of history of mathematics education and the history of school subjects.A presente dissertação tem como objeto de estudo as Cartas de Parker, materiais escolares voltados à disciplina Aritmética. A pesquisa tem como objetivo principal investigar a circulação desses materiais que contribuíram para modernização do ensino dessa disciplina. O recorte temporal inicia em 1912, ano da nova organização do ensino primário em Sergipe, e o marco final é o ano de 1953, ano a que se refere a datação do último relatório do inspetor de ensino encontrado. Para a elaboração deste estudo, adotei o paradigma indiciário, a fim de dialogar com as fontes bibliográficas e documentais: leis, decretos, mensagens, programas de ensino, revistas, além das obras de Parker. Também articulei os indícios localizados aos conceitos de cultura escolar (FELGUEIRAS, 2010b), cultura material escolar (FELGUEIRAS, 2010b), materiais escolares (CARVALHO, 2011), disciplina escolar (CHERVEL, 1990) e circulação (CHARTIER, 1990), visando elucidar esse aspecto da cultura material escolar em Sergipe, nos campos da história da educação matemática e da história das disciplinas escolares.
2
Song, Chang-Jin. "Pianism in selected partsong accompaniments and chamber music of the Second New England School (Amy Beach, Arthur Foote, George Whitefield Chadwick, and Horatio Parker), 1880-1930". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325988.
Pełny tekst źródłaStreszczenie:
Four of the composers of the Second New England School, Amy Cheney Beach (1867-1944), Arthur Foote (1853-1937), George Whitefield Chadwick (1854-1931), and Horatio Parker (1863-1919), led the flowering of America's art music in the late nineteenth and early twentieth centuries. This study focused on these composers' partsongs that contain an original piano part and also on one chamber work with piano by each of them. The role of pianism within these works was the primary topic of this study, and the piano's contribution to the partsongs and the chamber works was compared and contrasted.The study centered on the four composers' compositional techniques, and the relationship between the voices or strings to the piano was identified. It also revealed the technical demands placed on the pianist. Each partsong or chamber work movement was first briefly analyzed and then suggestions to the pianist/ensemble were made, which were based on the analysis, and that intended to draw the pianist's attention to the most relevant concerns that he will face while preparing this music. The works that I included in this study are from the first period of American history in which American composers wrote significant pieces of art music. The compositions from this turning point in American history reveal a fascinating mix between German Romantic, Modernist, and "American" elements. I found both the partsongs and chamber pieces to be worthy of study, and the large body of works of these four composers, in my opinion, deserves greater exposure.The piano writing, in both their partsongs and chamber works, is quite accomplished and reveals just how gifted these four composers were as pianists. The varied piano textures and the technical demands for the pianist create challenging, yet enjoyable interesting, piano parts, which serve both the partsongs and chamber pieces very well. The piano writing of these four composers' chamber pieces is more complex than that of their partsongs, but both genres contain effective piano parts. Contemporary audiences of classical music would find the piano writing of these works (not to mention the works in their entirety) to be very worthwhile.School of Music
3
Zilberstein, Jacqueline. ""Parecer ser" : uma etnografia sobre a cultura juvenil, a educação física e a escola pública". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/149060.
Pełny tekst źródłaStreszczenie:
O presente estudo, uma dissertação de mestrado, trata de uma investigação de natureza qualitativa com o objetivo de compreender os aspectos simbólicos da cultura juvenil de estudantes do Ensino Médio de uma escola localizada em Porto Alegre e pertencente à Rede Estadual de Ensino do Rio Grande do Sul desde as aulas de Educação Física. O problema de pesquisa foi assim delimitado: como e quais são os aspectos simbólicos representativos da cultura juvenil dos estudantes do Ensino Médio de uma escola localizada em Porto Alegre e pertencente à Rede Estadual de Ensino do Rio Grande do Sul desde as aulas de Educação Física? A opção teórico-metodológica pela etnografia sobre a cultura escolar e as juventudes está amparada em Geertz, Magnani, Dayrell, Carrano e Neira, basicamente. O trabalho de campo foi realizado entre os meses de março e dezembro de 2015 (tendo duração de 10 meses), período no qual foi estabelecido contato direto com o cotidiano e rotinas dos jovens na escola. De maneira central, os participantes do estudo foram os estudantes da escola, das turmas de primeiro, segundo e terceiro ano do Ensino Médio e, de maneira privilegiada, foram os professores de Educação Física das referidas turmas, os quais acompanhei, principalmente, durante as aulas de Educação Física, nas trocas de período, no recreio e em alguns outros momentos do espaço-tempo escolar. Durante o trabalho de campo foram estabelecidos diálogos com professores de outras disciplinas, equipe diretiva, supervisão pedagógica, funcionários da escola e estagiários de Educação Física da ESEFID/UFRGS. Seu registro foi realizado em dois diários de campo os quais auxiliaram posteriormente no processo de interpretação das informações coletadas. Pouco antes da saída do campo (início do mês de dezembro), selecionei 06 estudantes com os quais realizei entrevistas semiestruturadas em profundidade, de forma a clarear algumas questões que emergiram do campo que ainda careciam de maior profundidade. Também foi feita a análise de documentos da Rede Estadual de Ensino do Rio Grande do Sul e da escola – como o Projeto Político Pedagógico, as normas da escola e os Planos de Trabalho dos professores. Interpretei que o jovem do colégio pesquisado assume diversas identidades de acordo com o contexto que se apresenta, seja o da sala de aula, do recreio, das aulas de Educação Física, ou dos grupos culturais pelos quais transitam, “parecendo ser” um sujeito em cada um desses espaços. Essa postura é assumida de forma a contornar as normatizações impostas pelo colégio, sejam elas as normas de convivência ou as regras colocadas pelos professores, de forma que esses jovens possam assim vivenciar e compartilhar a cultura juvenil dentro do ambiente escolar. As aulas de Educação Física poderiam ser o ambiente no qual a cultura juvenil encontraria espaço para se manifestar, uma vez que trata da cultura - cultura corporal de movimento. Contudo, a não inclusão da cultura dos jovens estudantes, sujeitos históricos e socioculturais, acaba por fazer desse um componente curricular obrigatório sem sentido, deixando assim um espaço de ausências.This master thesis is a qualitative research that aims at understanding the symbolic aspects of youth culture of high school students in a school located in Porto Alegre, which is part of the State Education Network of Rio Grande do Sul, from the Physical Education classes’ perspective. The research problem was delimited as follows: how and what are the representative symbolic aspects of youth culture of high school students in a school located in Porto Alegre and belonging to the State Education Network of Rio Grande do Sul from the physical education classes’ perspective? The theoretical and methodological choice by ethnography about the school culture and Youths are supported by Geertz , Magnani , Dayrell, Carrano and Neira , Basically. The fieldwork was conducted between March and December 2015 (10 months), during which it was established direct contact with the daily life and routines of young people in school. Fundamentally, the participants of this study were students in their first, second and third year of high school; in a privileged way, the participants were also the physical education teachers of these students’ classes, which were observed especially during the Physical Education classes, exchanges of periods, breaks and also during some other times of the school daily routine. During the fieldwork, dialogues with teachers of other subjects were established, as well as with the management team, the pedagogical supervision, the school staff and the trainees of Physical Education at the School of Physical Education, Physiotherapy and Dance at the Federal University of Rio Grande do Sul (UFRGS). The dialogues were registered in two field diaries which later helped in the process of interpretation of the data collected. Shortly before leaving the fieldwork (during the beginning of December), it was made a selection of 6 students with whom semi-structured interviews were conducted, in order to clarify some questions that emerged from the field that still were lacking in depth. There was also a document analysis of the State Education Network of Rio Grande do Sul and of the school – documents such as the Pedagogical Political Project, the school rules and the work plan of the teachers. It has been interpreted that the teenagers of the researched school assume different identities according to the context that is presented to them, such as the context of the classroom, the break, the physical education classes or of the cultural groups which students pass through; students "seem to be" a different subject in each one of these spaces. This attitude is assumed in order to bypass the norms imposed by the school, whether the rules of coexistence or the rules posed by teachers, in a way that these young people can thus experience and share youth culture within the school environment. The Physical Education classes could be the environment in which youth culture finds space to express itself, since it deals with culture - the culture of body movement. On the other side, the exclusion of the young students’ culture, which are historical and socio-cultural subjects, ends up making this compulsory curricular component meaningless, thus leaving a space of emptiness.
Este estudio, tesis de maestría, es una investigación de naturaleza cualitativa con el fin de entender los aspectos simbólicos de la cultura juvenil de los estudiantes de secundaria en una escuela ubicada en Porto Alegre y que pertenece a las Escuelas del Estado del Rio Grande del Sur desde las clases de Educación física. El problema de investigación se limita a lo siguiente: ¿Cómo y cuáles son los aspectos simbólicos representativos de la cultura juvenil de los estudiantes de secundaria en una escuela ubicada en Porto Alegre y que pertenece a las Escuelas del Estado del Rio Grande del Sul desde las clases de educación física? La elección teórica y metodológica de la etnografia de la cultura escolar y los jóvenes son apoyados por Geertz, Magnani, Dayrell, Carrano y Neira, basicamente. El trabajo de campo se llevó a cabo entre marzo y diciembre de 2015 (con una duración de 10 meses), durante la cual se establece el contacto directo con la vida diaria y las rutinas de los jóvenes en la escuela. Centralmente, los participantes en el estudio eran estudiantes de la escuela, del primero, segundo y tercer año de la escuela secundaria y, de manera privilegiada, fueron los profesores de educación física de estas clases, que segui, especialmente durante la clases de Educación física, el período de intercambios, el intervalo y en algunos otros momentos del espacio-tiempo de la escuela. Durante el trabajo de campo se establecieron diálogos con profesores de otras materias, equipo de gestión, supervisión pedagógica, personal escolar y los aprendizes de Educación Física de la Escuela de Educación Física, Fisioterapia y Danza de la UFRGS. Su registro se realizó en dos diarios de campo que más tarde ayudaron en el proceso de interpretación de la información recogida. Poco antes de salir del campo (principios de diciembre), seleccioné 06 estudiantes con los que he llevado a cabo entrevistas semiestructuradas, con el fin de aclarar algunas cuestiones que surgieron del campo que todavía carecía de profundidad. También hice el análisis de documentos de la Red de Educación del Rio Grande del Sur y de la escuela - Proyecto Político Pedagógico, reglas de la escuela y el plan de trabajo de los maestros. Interpreté que los jóvenes investigados asumen diferentes identidades de acuerdo con el contexto que se presenta, en el aula, el intervalo, las clases de educación física o grupos culturales por las que pasan, "pareciendo ser" un sujeto en cada uno de eses espacios. Esta postura se toma con el fin de eludir las normas impuestas por la escuela, sean ellas las normas de convivencia o las normas planteados por los profesores, por lo que estos jóvenes pueden así vivenciar y compartir la cultura de los jóvenes en el espacio escolar. Las clases de educación física podrían ser el espacio en que la cultura juvenil podría se expresar, ya que se trata de la cultura del movimiento del cuerpo. Sin embargo, la no inclusión de la cultura de los jóvenes estudiantes, los sujetos históricos y socioculturales, termina haciendo de este un componente curricular obligatoria sin sentido, dejando así un espacio de ausencia.
4
Le, Mat Aurore. "Parler de sexualité à l'école : Controverses et luttes de pouvoir autour des frontières de la vie privée". Thesis, Lille 2, 2018. http://www.theses.fr/2018LIL2D009/document.
Pełny tekst źródłaStreszczenie:
Comment parler de sexualité à l’École ? Cette question controversée trouve une première réponse officielle en 1973, dans une circulaire du ministère de l’Éducation nationale intitulée « information et éducation sexuelles » : c'est le début de la politique d'éducation à la sexualité en milieu scolaire en France. Depuis, les réponses apportées à cette même question ont évolué et ont fait l'objet d'affrontements entre différents acteurs. Et si la ligne de front est mouvante, celle-ci se structure toujours autour d'un même enjeu : la définition du public et du privé en matière de sexualité. Cette thèse propose de s'intéresser à cette frontière qui structure la politique d’éducation à la sexualité des années 1970 à nos jours, au prisme de trois histoires qui se déroulent des bureaux du ministère jusque dans la salle de classe. La première intrigue est celle d'un « récit de guerre », où des troupes de volontaires se relaient depuis les années 1970 pour définir ce que l’École a le droit de dire ou non aux enfants. La seconde est une incursion au cœur des stratégies élaborées par les institutions étatiques pour rendre légitime le rôle de l’École dans l'éducation à la sexualité. Enfin, le troisième récit s'apparente à une pièce de théâtre parfois comique, parfois tragique, sans rideau rouge et devant le tableau noir de la salle de classeHow to talk about sexuality at school ? This controversial question was first officially answered in 1973 in a circular from the Ministry of National Education entitled « Information and sexual education ». This was the beginning of the public policy of sex education in the French school environment. Since then, the answers to this same question have evolved and have been the subject of clashes betweendifferent actors. If the battle line has been shifting, there has been a core stake : the definition of public and private in terms of sexuality. This Ph.D proposes to focus on this boundary that structures sex education policy from the 1970s to the present day, through the lens of three stories that unfold from the ministry's offices to the classroom. The first plot is that of a "war story", where troops of volunteers have been taking turns since the 1970s to define what the School is allowed to say or not to say to children. The second is an incursion into the heart of the strategies developed by state institutions to legitimize the role of the school in sex education. In the end, the third story appears to be a theatreplay, sometimes comic, sometimes tragic. Yet it does not take place on a stage but in front of the blackboard
5
Salgado, Thais Moura de Oliveira. "A formação de professoras-estudantes da Pedagogia/PARFOR e o ensino de música". Universidade Católica de Santos, 2013. http://biblioteca.unisantos.br:8181/handle/tede/1222.
Pełny tekst źródłaStreszczenie:
Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-24T19:31:20Z
No. of bitstreams: 1
Thais Moura de Oliveira Salgado.pdf: 1434113 bytes, checksum: c5849c68b8089f00fcedba1ea228d688 (MD5)Made available in DSpace on 2015-04-24T19:31:20Z (GMT). No. of bitstreams: 1 Thais Moura de Oliveira Salgado.pdf: 1434113 bytes, checksum: c5849c68b8089f00fcedba1ea228d688 (MD5) Previous issue date: 2013-11-25
This paper intends to discuss perceptions/social representations of the teachers-students of Pedagogy/Parfor about teaching music. Starts from the premise that the knowledge acquired in the area of training and performance of these subjects can make the process of teaching and learning significant. Regarding, in this case, the teaching of music, which, from the Law 11.769/08 (BRAZIL, 2008), became mandatory content in the curriculum. The research is based on Moscovici (1978), insofar as his theory of social representations (TRS) contributes to the analysis of the collected data, namely, to support the perceptions /social representations of these subjects about teaching music. Also, authors like Brito (2003), Bastian (2010), among others, gave support to the questions surrounding the teaching of music. And authors like Nóvoa (1992), Abdalla (2006, 2008, 2009) and Tardif (2012) contribute to support the analysis of data relevant to teacher training. Regarding methodological procedures, the research was done in three stages. The first was a questionnaire to 43 research subjects with closed questions, open and evocation next to the greater integrated project to the International Social Representations - CIERS-Ed/FCC; noting, however, that this study only data were considered profile of these subjects. Second, we conducted a Focal Group with eight (8) teachers-students, and, in the third phase, semi-structured interviews were conducted with four (4) participants of the previous phases, going deep into the theme in question. We pointed the analysis¿s dimensions: historical-normative, as it took into account the teaching of music in the context of the history of Brazilian education and the implementation of Parfor;-professional- training in the pedagogical training in music and teaching music of the teachers-students reveal their perceptions / social representations about teaching music. The results point to difficulties in the training of these teachers-students in Pedagogy/Parfor related to the teaching music, and, consequently, to the difficulties of being developed more elaborate musical activities in their workplaces. The music is introduced into the work environment of teachers-students through musical activities incorporated in the playtime. The ludic contributes, according to these research subjects, for the children¿s musical development.
Este trabalho pretende refletir sobre as percepções e/ou representações sociais das professoras-estudantes da Pedagogia/Parfor sobre o ensino de Música. Parte-se do pressuposto de que o conhecimento que se adquire no campo da formação e da atuação destes sujeitos, pode tornar significativo o processo de ensino e aprendizagem. Trata-se, neste caso, do ensino de Música, que, a partir da Lei 11.769/08 (BRASIL, 2008), tornou-se conteúdo obrigatório no currículo. A pesquisa se fundamenta em Moscovici (1978), na medida em que sua teoria das representações sociais (TRS) contribui para a análise dos dados coletados, ou seja, para fundamentar as percepções/representações destes sujeitos sobre o ensino de Música. Também, autores como Brito (2003), Bastian (2010), entre outros, deram suporte às questões em torno do ensino de Música. E autores como Nóvoa (1992), Abdalla (2006; 2008; 2009) e Tardif (2012) contribuem para fundamentar a análise dos dados pertinentes à formação de professores. Em relação aos procedimentos metodológicos, a pesquisa se desenvolveu em três etapas. Na primeira foi aplicado um questionário para 43 sujeitos da pesquisa, com questões fechadas, abertas e de evocação junto ao projeto maior integrado ao Centro Internacional de Representações Sociais ¿ CIERS-Ed/FCC; observando-se, porém, que, nesta pesquisa, só foram considerados os dados de perfil destes sujeitos. Na segunda, foi realizado um Grupo Focal com oito (8) professoras-estudantes; e, na terceira fase, foram realizadas entrevistas semiestruturadas com quatro (4) participantes das fases anteriores, aprofundando-se a temática em questão. Apontamos as dimensões de análise: histórico-normativa, em que se levou em conta o ensino de Música no contexto de história da educação brasileira e a implementação do Parfor; formativo-profissional, em que a formação pedagógica em Música e a didática musical das professoras-estudantes nos revelam suas percepções/representações sociais sobre o ensino de Música. Os resultados apontam para as dificuldades na formação destas professoras-estudantes na Pedagogia/Parfor referentes ao ensino de Música, e, consequentemente, para as dificuldades de serem desenvolvidas atividades musicais mais elaboradas em seus ambientes de trabalho. A Música é introduzida no ambiente de trabalho das professoras¿estudantes por meio de atividades musicais incorporadas às brincadeiras. O lúdico, assim, contribui, segundo estes sujeitos de pesquisa, para o desenvolvimento musical das crianças.
6
Norling, Natalie, i Elias Strömgren. "Vägen genom parken : Om hur nyanlända tjejer formar sina framtidsmål i mötet med sin omgivning och vilka didaktiska behov dessa mål skapar". Thesis, Uppsala universitet, Sociologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445552.
Pełny tekst źródła
7
Fernandez, Gisele Santos. "A gestão escolar no contexto das práticas e dos efeitos de uma política de formação de professores: PARFOR". Universidade Católica de Santos, 2015. http://biblioteca.unisantos.br:8181/handle/tede/2101.
Pełny tekst źródłaStreszczenie:
Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-02-18T12:45:23Z
No. of bitstreams: 1
Gisele Santos Fernandez.pdf: 2240643 bytes, checksum: fb4617f3cebeec4254b01ecd4ead4698 (MD5)Made available in DSpace on 2016-02-18T12:45:24Z (GMT). No. of bitstreams: 1 Gisele Santos Fernandez.pdf: 2240643 bytes, checksum: fb4617f3cebeec4254b01ecd4ead4698 (MD5) Previous issue date: 2015-08-06
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The PARFOR (Plano Nacional de Formação de Professores da Educação Básica) is an emergencial initiative for basic education teachers of the public schools that was created to offer free courses of graduation in Pedagogia for teachers who work in the basic education, but didn´t have adequate graduation. This research focuses on two schools´ managers where 12 teachers work from one Education course refunded by Parfor. It´s intends to analyse schools manager´s conditions to support them so that they can consolidate declared gains for them in previous researches. For this, analyze official documents on managers and professionals of the school, in the federal and municipal scope and analyze the everyday routine of these professionals. Three main ideas guide this study: school as level meso of analysis, the paper of the actors in the implementation of policy and the school as place of students and teachers education. The research is supported in studies on the reception of politics in the bases of the systems of education, in this case, schools, (BOWE; BALL; GOLD, 1992; BALL, 1994; MAINARDES, 2006; MAINARDES; FERREIRA; TELLO, 2011), in this case, in schools, and on politics of teacher´s formation, especially, the Parfor (BRAZIL, 2009a, 2009b; GATTI, BARRETO, ANDRÉ, 2011; PESSOA, ARAÚJO, 2013). Concerning management´s approach, it call on Canário (2005), Sander (2007), Silva (2007), Dourado (2007), Vieira (2009), Paro (2012), Libâneo (2008), Luck (2009, 2012) and Lima (2011) and concerning school as a formation place, called on Canário (1998; 2005), Nóvoa (1999), Abdalla (2006) and Cunha (2008). It adopts qualitative approach with documentary analysis, schools observation, and interviews. The analysis of the data points to four main categories: policy as text, policy as discourse, pedagogical-formative management and structure and functioning of the school. Results indicate that managers have legal, personal, professional and material conditions to give pedagogical support to the teachers from Parfor education course; They set clear that the attendance vestige of the basic education in the kinder-garden level, still found in the discourses and the legal functional condition of the teachers act as hurdle for the purposes/intention of the analyzed policy. Finally, it reinforce that, despite of other conditions, each school receives and enact one policy according to its managers performance and leadership.
O PARFOR (Plano Nacional de Formação de Professores da Educação Básica) é uma iniciativa emergencial para professores do ensino fundamental da rede pública criada para oferecer cursos gratuitos de graduação a professores que trabalham na educação básica, sem a formação adequada para tal. Esta pesquisa focaliza gestores de duas escolas onde atuam 12 professoras-egressas de um curso de Pedagogia subsidiado pelo Parfor. Intencionou analisar as condições de gestores escolares para apoiá-las para que consolidem os ganhos declarados por elas em pesquisas anteriores, com o curso realizado. Para tanto, analisa documentos oficiais sobre gestores e profissionais da escola, no âmbito federal e municipal e o cotidiano desses profissionais. Três ideias centrais norteiam o estudo: escola como nível meso de análise, o papel dos sujeitos na implementação de políticas e a escola como lugar de formação de alunos e professores. A pesquisa apoia-se em estudos sobre a recepção de políticas nas bases dos sistemas de ensino, no caso, nas escolas (BOWE; BALL; GOLD, 1992; BALL, 1994; MAINARDES, 2006; MAINARDES, FERREIRA; TELLO, 2011) e sobre políticas de formação de professores, especialmente, o Parfor (BRASIL, 2009a, 2009b; GATTI; BARRETO; ANDRÉ, 2011; PESSOA e ARAÚJO, 2013). Para abordar a gestão escolar recorre a Canário (2005, Sander (2007), Silva (2007), Dourado (2007), Vieira (2009), Paro (2012), Libâneo (2008), Luck (2009, 2012) e Lima (2011) e sobre a escola, como lugar de formação, recorre a Canário (1998; 2005), Nóvoa (1999), Abdalla (2006) e Cunha (2008). Adota abordagem qualitativa com análise documental, observação nas escolas e entrevistas. A análise dos dados apontou para quatro categorias principais: política como texto, política com o discurso, gestão pedagógico-formativa e estrutura e funcionamento da escola. Os resultados obtidos indicam que gestores têm condições legais, pessoais, profissionais e materiais para dar apoio pedagógico às professoras-egressas do curso de Pedagogia Parfor. Deixam claro que o resquício assistencialista das creches, ainda presente nos discursos, e a condição funcional legal das professoras atuam como limitadores para os fins da política analisada. Por fim, ratifica que cada escola recepciona e interpreta uma política, entre outras condições, de acordo com a atuação e liderança de seus gestores.
8
Vasconcelos, Cátia Sofia Lima. "Diagnóstico do meio escolar: análise de duas escolas de bairros do Porto, sob a perspetiva dos profissionais do ensino". Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4992.
Pełny tekst źródłaStreszczenie:
Dissertação apresentada à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção do grau de mestre em Psicologia, ramo de Psicologia da Educação e Intervenção ComunitáriaA avaliação de escolas, quer na sua vertente externa, quer interna, tem como grande finalidade melhorar as práticas, melhorar o ensino e a aprendizagem, pretendendo gerar impacto na melhoria dos resultados dos alunos no processo educativo (Azevedo, 2007; Alaíz, Góis & Gonçalves, 2003). A conjugação das duas vertentes é fundamental para que as escolas melhorem e se desenvolvam. O presente estudo experimental centra-se na administração do questionário Diagnóstico do Meio Escolar (DME) a uma amostra de 60 profissionais de ensino, professores e não professores em duas escolas na região do Porto, com idades compreendidas entre os 32 e os 60 anos de idade (com média de 48.3, desvio padrão de 7.3). Assim sendo, os objetivos da investigação são captar as perceções dos funcionários, professores e não professores, sobre os funcionamentos interno e externo das escolas; perceber de que forma os profissionais que trabalham nas escolas percebem o comportamento dos alunos; identificar indicadores do que poderá estar subjacente aos comportamentos menos adequados nos alunos, sob a perspetiva dos funcionários; e perceber até que ponto o meio físico envolvente pode interferir nos comportamentos dos alunos. Os resultados foram obtidos através de análises qualitativas e quantitativas. Todos os objetivos propostos foram conseguidos, conseguindo-se traçar um perfil das escolas a todo o nível de funcionamento quer interno quer externo das escolas. Os resultados mostraram que, apesar dos participantes percecionarem o meio físico de forma positiva, há a necessidade de se criarem espaços fechados de lazer para os alunos, condições logísticas melhores e o aumento de profissionais de ensino. A participação e envolvimento dos pais é percecionada como negativa e existem comportamentos inadequados na escola que obrigam o refletir das medidas disciplinares, tornando-se necessário redefinir formas de estimular a participação ativa de todos os agentes educativos.
The evaluation of schools, both in its external or internal aspects, have the great purpose improve practices; enhance teaching and learning, seeking to create an advance in the students results at the educational process (Azevedo, 2007; Alaíz, Góis & Gonçalves, 2003). The combination of the two components is critical for schools to improve and develop. This experimental study focuses on the administration of the Diagnóstico do Meio Escolar (DME) questionnaire, into a sample of 60 education professionals, teachers and not teachers aged between 32 and 60 (mean 48.3, standard deviation 7.3) in two schools in the Oporto region. Therefore, the objectives of this research are understand the perceptions of the employees, teachers and non-teachers on the internal and external functioning of schools; realize how the professionals that work at schools comprehend the students behaviors, identify indicators that could underlie less suitable behaviors in students, under the perspective of employees and realize how can the surrounding physical environment affect that conducts. The results were obtained by qualitative and quantitative analyzes. All objectives were accomplished, so it was possible to draw a profile of all schools involved at any level of functioning, both internal and external. The results prove that despite the participants assumed the physical environment in a positive way, it is important to create enclosed spaces of leisure for students, better logistic conditions and increase education professionals. The participation and involvement of parents is assumed to be negative and there are inappropriate behaviors in school that force us to reflect in disciplinary action, making it necessary to redefine ways to stimulate the active participation of all education agents.
9
Lauret, Olivier. "Le juvenolecte réunionnais. Approches sociolinguistiques, morphosyntaxiques et lexico-sémantiques". Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0006.
Pełny tekst źródłaStreszczenie:
À la Réunion, le créole et le français cohabitent dans un même espace linguistique avec un mode spécifique de variation. Selon bon nombre de linguistes, renvoyant au vieux modèle de la diglossie, il existerait deux variétés de créole qui s'organiseraient selon leur proximité avec le français, la basilectale (dite éloignée du français) et l'acrolectale (réputée plus proche du français). Dans l'ensemble de la communauté, la définition de dialectes nets et le cloisonnement linguistique n'apparaissent donc pas toujours de manière saillante. Ce que certains ont appelé la « décomplexification » de la tension diglossique s'est en fin de compte effectuée dans un laps de temps assez court compte tenu de l'urbanisation croissante et de l'arrivée massive des moyens de communication de masse. Un cadre citadin en pleine construction, de nouveaux rapports entre segments sociaux, des types de contact inédits entre générations, l'influence croissante des outils médiatiques dans le paysage local, une considération inattendue pour la parole sérieuse, artistique et prestigieuse proférée en créole tendent à modifier l'expression des aînés et la réception des plus jeunes. Au fond, un constat s'impose aujourd'hui, c'est que traitant du créole et du français, l'on ne peut plus parler de systèmes linguistiques discrets et autonomes qui se départiraient l'un de l'autre, selon une frontière nette et harmonieuse. Le gauchissement du français dans les pratiques langagières quotidiennes des locuteurs créoles entraîne alors des difficultés descriptives pour les linguistes qui ne parviennent plus à classer ce qui appartient au créole ou au français. Ainsi, au vu d'une pluralité de lectes entre deux pôles linguistiques, nous adoptons le concept de macro-système mis en évidence par une jolie forme macaronique et assumée : l'interlecte. Intégrant des angles d'approche variés, nos travaux n'ont pas pour prétention d'apporter toutes les réponses que suggèrent les problématiques qui gravitent autour des « parlers jeunes ». Nous nous proposons d'analyser des mots, des locutions, des expressions, des énoncés que nous entendons dans la bouche des jeunes et à la radio, que nous lisons dans des textes artistiques et sur les écrans des réseaux sociaux. Dès lors, après avoir tenté une saisie complexe et diversifiée de ce matériau, nous soumettons ces mots ou expressions à analyse afin de dégager le sémantisme le plus large et le plus nuancé possible, tout en analysant des structures syntaxiques caractéristiques, notamment l'usage des auxiliaires verbaux, des pronoms ou des prépositionsIn Réunion island, the Creole and French cohabit in the same linguistic space with a specific mode of variation. According to a good amount of linguists, returning to the old model of the diglossy, there would exist two varieties of Creole which would be organized according to their proximity with French, the basilectale (known as far away from French) and the acrolectale (famous nearer to French). In the whole of the community, the definition of dialects Nets and the linguistic bulk-heading thus do not appear always in a projecting way. What some called the “decomplexification” of the diglossic tension is in the final analysis carried out in a period of time enough runs taking into account the increasing urbanisation and of the massive arrival of the means of communication of mass. A town framework in full construction, new relationship between social segments, of the new types of contact between generations, the increasing influence of the media tools in the local landscape, an unexpected consideration for the serious, artistic and prestigious word uttered in Creole tend to modify the expression of elder and the reception of young people. At the bottom, a report is essential today, it is that dealing with the Creole and of French, one cannot speak any more about discrete and autonomous linguistic systems which would separate one of the other, according to a clear and harmonious border. The warping of French in the daily linguistic practices of the creole speakers then involves descriptive difficulties for the linguists who do not manage any more to classify what belongs to the Creole or to French. Thus, within sight of a plurality of lectes between two linguistic poles, we adopt the concept of macro-system highlighted by a pretty macaronic and assumed form: the interlecte. Integrating varied angles of incidence, our work does not have as a claim to give all the answers which the problems suggest which revolve around the “young speeches”. We propose to analyze words, phrases, expressions, statements which we hear in the mouth of the young people and with the radio, that we read in artistic texts and on the screens of the social networks. Consequently, after having tried a complex and diversified seizure of this material, we subject these words or expressions to analysis in order to release the broadest semantism and most moderate possible, while analyzing characteristic syntactic structures, in particular the use of the verbal auxiliaries, pronouns or prepositions
10
Fojtíková, Martina. "Rehabilitace historického jádra a přilehlého okolí města Kyjov se zaměřením na veřejný prostor". Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2018. http://www.nusl.cz/ntk/nusl-391825.
Pełny tekst źródłaStreszczenie:
This diploma thesis is focused on the rehabilitation of adjacent surroundings of the historical center of Kyjov and revitalizing public spaces. Part of the thesis are the analysis of the current condition of the solved and affected area, problems evaluation and values of the territory and draft of a new building structure along with a working transport solution. The main criterion for the choice of the area to be solved for me was the problem of this locality with conjunction to industry area of the mills and a very small percentage of the quality of the territory. The mill site occupies almost a quarter of the area and together with surrounding buildings, makes a large impassable barrier in the city. The draft seeks to respond to the functioning state of the site and to rehabilitate the surrounding environment. Another factor for the selection of the territory was the unused potential of the river side Kyjovka flowing through the area. This area hides many other problems and there is no quality architecture. My task was to combine all aspects of the area and make the most of it for the draft. A new functional neighborhood of housing with public spaces and amenities is being designed on the area. The draft include 2 new streets, 4 public spaces, pedestrian zone, Kyjovka riverside, 45 new buildings and 10 reconstructed buildings. The concept of the area also concerns the transfer of the existing main railway station. The draft is also aimed on the main problem of Kyjov, as a growing age population, the poor quality of services and commuting to work.
Książki na temat "Parker School"
1
Lichtman, Ethel Mintzer. The Francis Parker School heritage. San Diego, Calif: The School, 1985.
Znajdź pełny tekst źródła
2
Martin, Ann M. Rachel Parker, kindergarten show-off. New York: Holiday House, 1992.
Znajdź pełny tekst źródła
3
Coleman, Rowan. Ruby Parker: Soap star. London: HarperCollins Children's, 2007.
Znajdź pełny tekst źródła
4
Parker School for Professional Success/Sharing. i Parker Chiropractic Resource Foundation, red. Parker system of professional service for the chiropractic assistant: Textbook of the Parker School for Professional Success/Sharing. [Fort Worth, Tex.] (P.O. Box 40444 10707 S. Freeway, Fort Worth 76140-0444): [Parker Chiropractic Resource Foundtion, 1991.
Znajdź pełny tekst źródła
5
Parker School for Professional Success/Sharing. i Parker Chiropractic Resource Foundation, red. Parker system of professional service for the doctor of chiropractic: Textbook of the Parker School for Professional Success/Sharing. [Fort Worth, Tex.] (P.O. Box 40444 10707 S. Freeway, Fort Worth 76140-0444): [Parker Chiropractic Resource Foundation, 1991.
Znajdź pełny tekst źródła
6
Magee, Mary. Red: Beyond football : the legacy of coach Jimmy "Red" Parker. Tulsa, OK: Hawk Pub., 2007.
Znajdź pełny tekst źródła
7
Click, Phyllis. Caring for school-age children. Wyd. 5. Clifton Park, NY: Delmar Cengage Learning, 2009.
Znajdź pełny tekst źródła
8
Bowen, Annette Paxman. Get a life, Jennifer Parker! Salt Lake City, Utah: Deseret Book, 1993.
Znajdź pełny tekst źródła
9
Heymsfeld, Carla. Coaching Ms. Parker. New York: Bradbury Press, 1992.
Znajdź pełny tekst źródła
10
Heymsfeld, Carla. Coaching Ms. Parker. New York: Bradbury Press, 1992.
Znajdź pełny tekst źródłaCzęści książek na temat "Parker School"
1
Kroepel, Gail L. "Flora J. Cooke and the Francis W. Parker School". W Founding Mothers and Others, 125–45. New York: Palgrave Macmillan US, 2002. http://dx.doi.org/10.1007/978-1-137-05475-3_9.
Pełny tekst źródła
2
Smith, Christopher. "The Organisation of the Government Code and Cypher School". W The Hidden History of Bletchley Park, 15–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137484932_2.
Pełny tekst źródła
3
Smith, Christopher. "On-Duty Life at the Government Code and Cypher School". W The Hidden History of Bletchley Park, 70–98. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137484932_4.
Pełny tekst źródła
4
Freytag, Tim, Douglas Lee Lauen i Susan L. Robertson. "Space, Place and Educational Settings: An Introduction". W Knowledge and Space, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78597-0_1.
Pełny tekst źródłaStreszczenie:
AbstractWe present this volume as an invitation to explore and critically reflect the interplay between space, place, and educational settings. As part of the Knowledge and Space series, this book’s authors follow a comprehensive approach bringing together a set of contributions reflecting various disciplines with their methodologies and theoretical backgrounds. We understand educational settings as the broader framing of education, which includes the out-of-school environment, neighborhoods, and institutional arrangements, as well as the agendas of the multilateral and corporate world. Education literally takes place in the neighborhood and educational landscapes are embedded in local communities, although they are exposed to and are part and parcel of educational policies and the ongoing dynamics of transformation at regional, national and international scales.
5
Terada, Mitsunari, Mariia Ermilova i Hitoshi Shimamura. "6. Playworkers’ Experiences, Children’s Rights and Covid-19". W Play in a Covid Frame, 119–40. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0326.06.
Pełny tekst źródłaStreszczenie:
This chapter investigates the Covid-19 experiences of Kodomo Yume Park, a facility aimed at safeguarding children's rights and providing a safe environment for children from different backgrounds. It was established in Kawasaki City in 2003 in accordance with Japan’s first local ordinance on children’s rights, an interpretation of the United Nations Convention on the Rights of the Child. Admirably, during the pandemic, Kodomo Yume Park remained open amidst the restrictions, even when public schools were closed and Japanese people strictly adhered to the ‘stay-at-home’ policy. Four topics emerged from qualitative interviews with playworkers and managers, including controversial feelings regarding performing a ‘facilitator’s’ role when people have to keep apart from each other. Proclaimed as ‘the last resort’, the location became a target for leisure among Tokyo suburbia, putting at risk security and disrupting the usual culture of an adventure playground. Departing from Yume Park’s participatory management style, we investigate how the child’s right to play was realized and balanced during the pandemic-related restrictions and how children, playworkers, and park managers perceived the situation and made decisions accordingly in response to the rapidly changing Covid-19 agenda.
6
Parker, Johnny. "Put Some Light into the World: Interview with Brian Michael Bendis and David Walker". W With Great Power Comes Great Pedagogy, 68–82. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496826046.003.0005.
Pełny tekst źródłaStreszczenie:
High school English teacher and comics author Johnny Parker interviews acclaimed comics writers David Walker and Brian Michael Bendis in a rousing conversation discussing their intentions and goals as writers and educators.
7
Myerson, Joel. "Theodore Tarker: A Discourse of the Transient and Permanent in Christianity; Preached at the Ordination of Mr. Charles C. Shackford, in the Hawes Place Church in Boston, May 19, 1841 (1841)". W Transcendentalism, 340–65. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195122121.003.0028.
Pełny tekst źródłaStreszczenie:
Abstract IF EMERSON’S Divinity School Address sidesteps a direct confrontation with the conservative Unitarians over the miracles question on their narrow theological grounds by preaching the doctrine of the infinitude of the individual and the need for the minister to translate spirit into action through preaching, then Parker takes up the challenge for a theological debate and approaches it directly. Both Emerson and Parker argue that the generations following Christ have come to worship the image of Christ more than they have his teachings, and that one reason for this is the increasingly repressive and hierarchical administrative structure of the church.
8
Watson, Kevin M. "Conclusion". W Old or New School Methodism?, 278–84. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844516.003.0007.
Pełny tekst źródłaStreszczenie:
The conclusion summarizes the argument and highlights the potential contributions of the book. Old or New School Methodism? has implications for understanding the beginning of the Church of the Nazarene. This study also has implications for Methodist theological education and diverging understandings of the purpose of theological education. The chapter points to Borden Parker Bowne and Henry Clay Morrison as illustrative of this tension. The conclusion also argues that this study offers a challenge to contemporary big-tent visions for American Methodism, noting that this vision came out of a moment of transition that was seen by Methodists like B.T. Roberts as a betrayal of Methodism’s theological heritage. Finally, it is argued that this study contributes to contemporary Wesleyan/Methodist communities wrestling with their own theological heritage by pointing to the importance of entire sanctification for this tradition and the value of Christian ecumenical engagement outside of Methodism.
9
Sandler, Irving. "Hard-Edge and Stained Color-Field Abstraction, and other Non-gestural Styles: Kelly, Smith, Louis, Noland, Parker, Held, and Others". W The New York School, 214–55. Routledge, 2019. http://dx.doi.org/10.4324/9780429032622-11.
Pełny tekst źródła
10
Kane, Maeve. "Caroline Parker and Making a Modern Traditionality". W Shirts Powdered Red, 205–44. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501767883.003.0008.
Pełny tekst źródłaStreszczenie:
This chapter turns to discuss the hesitations of Gähahno Caroline Parker about perceptions of the Haudenosaunee in the wider American consciousness. Parker was college educated, an advocate against western removal and allotment but in favor of mission education. She enrolled at the Albany Normal School, an institution chartered in part for the purpose of erasing Haudenosaunee traditionality. The chapter begins by narrating how her family's Indigenous identity endured despite nearly a century of American efforts to subsume Haudenosaunee and other Indigenous groups as citizens. It discusses her ambivalence about the view of Indigenous people that white anthropologists constructed for the wider American public. It also elaborates on how white Americans projected a shifting set of anxieties about commercial culture, women's labor, and civility onto Indigenous people as the bar for the political legitimacy of Indigenous nations. The chapter underlines that Americans in the early nineteenth century attempted to recreate an imagined and imaginary “Age of Homespun” on reservations even as the broader American economy moved ever further from that fantasy of republican simplicity. By forcibly enacting this imagined age of homespun on reservations, the chapter reveals how white American missionaries and government officials were able to justify the exclusion of Indigenous nations from political legitimacy and assuage their own industrial anxieties.
Streszczenia konferencji na temat "Parker School"
1
McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar i Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership". W ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.
Pełny tekst źródłaStreszczenie:
While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with extensive practical experience alongside theoretical knowledge, and offers benefits to pre-service teachers and schools. This practice paper describes an authentic partner-driven co-construction of the development and delivery of a fundamental element of the new programmes. School-based learning experiences provide opportunities to observe and critique theoretical knowledge in authentic and situated practice.
2
Mekonnen, Samuel, Tebello Pusetso, Hui Lyu i Ugwueke Emmanuel. "Anthropometric-based school furniture design for Ethiopian secondary school students". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003405.
Pełny tekst źródłaStreszczenie:
Students take part in one of the most sedentary occupations. They spend an average of 5-8 hours in school daily. About 80% of this time, they sit in the classroom doing activities such as reading, writing, and communicating. It has been suggested that schools are places where students develop their permanent sitting habits (M. S. Parvez, et al, 2018). The mismatch between students and school furniture dimensions has been associated with adolescent low back pain (Milanese & Grimmer, 2004). Therefore, suitable and comfortable school furniture for students is necessary. Although many developed countries have proposed school furniture dimension guidance, developing countries and most least-developed countries still lack the support of an anthropometric database for school furniture design. Therefore, this study aims to fill this gap by establishing an anthropometric database of secondary school students in Addis Ababa, Ethiopia, investigating the mismatch between students' anthropometric dimensions and current school furniture dimensions, and providing recommendations for secondary school furniture dimensions.MethodSample selection Two hundred secondary school students (85 (42.5%) male and 115 (57.5%) female) from two secondary schools in Addis Ababa, Ethiopia, were recruited in this study. Every 25 subjects were randomly selected from each grade in each secondary school using the cluster sampling method. The mean ± SD age and body height were 17 ± 1.4 years and 5.4 ft ± 0.3 ft respectively. The sample size was set according to suggestions from World Health Organization that 200 is the minimum sample size used for building reference standards (WHO, 1995). Before testing, all subjects were instructed about the contents of the experiment and provided their consent.Data treatment and Analysis Body dimensions, including stature, sitting height, knee height, popliteal height, and thigh clearance, were measured using metallic tape. Data were presented with mean, standard deviation, and percentile base for the 5th, 50th, and 95th percentile values. Based on the percentile values of anthropometric dimensions of subjects and furniture dimensions, combinational formulas of furniture dimensions were set. The mismatch is determined if the calculated value of the critical dimensions is outside the interval quantity (Gouvali et al., 2006).ResultThe results of this study show that the chairs and tables of secondary schools in Addis Ababa were poorly designed without considering the anthropometric features of students. Most students sit in chairs with a seat that is too tight and without a backrest, which may cause health problems such as back pain in the long term. Therefore, we proposed three sets of acceptable furniture dimension range for the secondary school students in Addis Ababa, which may be helpful as a reference for school furniture design, and subsequently improve students’ comfort and health in school.
3
Crayford, Andrew P., Franck Lacan, Jon Runyon, Philip J. Bowen, Shrinivas Balwadkar, Joseph Harper i Daniel G. Pugh. "Manufacture, Characterization and Stability Limits of an AM Prefilming Air-Blast Atomizer". W ASME Turbo Expo 2019: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/gt2019-91624.
Pełny tekst źródłaStreszczenie:
Abstract With the recent advancement of metallic additive manufacturing (AM), it is perceived that future gas turbines will be manufactured with significantly fewer parts, leading to both financial and safety improvements achieved from reductions in weight, assembly processes and failure modes associated with welded parts. In addition the design and manufacture of highly intricate parts such as fuel atomizers become free from the constraints of tooling, facilitating more complex internal flow geometries to be conceived which afford improved atomization, flame stability and hence combustion efficiency. However, it is noted that increased dimensional tolerances and surface roughness resulting from this manufacturing technique can detrimentally impact internal air and fuel flow paths and hence warrant further investigation. In this study a small-scale (200kW) pre-filming airblast atomizer, based on the Parker Hannifin commercial concept, and typical of injectors utilized in RQL aviation combustors, was manufactured by Cardiff School of Engineering’s High Value Manufacturing Laboratories. Direct metal laser sintering, was utilized to produce a fully operational single component part, manufactured in 316-grade stainless steel using a Renishaw AM250 system, providing a part with measured surface roughness (Ra) values of 12–26 μm in agreement with expected values reported in the literature. Operation of the injector as a single fluid atomizer demonstrated that the fuel channel and integrated swirlers were sufficiently accurate and concentric to result in a uniform spray pattern, displaying global liquid sheet structures which were in agreement with those previously reported. However, the effective area of the atomizer’s air-flow path, when evaluated using differential pressure measurements, was shown to be smaller than predicted, resulting in an increased pressure drop. Laser diffraction droplet sizing was utilized to evaluate the global SMD of the prefilming airblast water spray at atmospheric conditions, across a range of air to liquid ratios. SMD’s between 4.2–115μm were measured at corresponding air-flow rates of 3–25 g/s, with droplet sizes observed to decrease exponentially at higher air-flow rates. This data is again in excellent agreement with SMD correlations previously proposed. Flame stability experiments conducted at ambient pressure and elevated air temperature, demonstrated the stability of a conventional (JET A-1) fuel flame across a range of air and fuel flow rates, representative of pressure drops and AFRs in commercial operation. Further post-processing of the internal flow path walls and swirl vanes to reduce surface roughness is anticipated to result in a lower pressure drop across the air-path geometry, highlighting the potential for further improvements in AM injector performance.
4
Vlček, Petr, Jitka Slaná, Jana Vašíčková i Richard Bailey. "Contributions of the School Settings to the Promotion of Health-enhancing Physical Activity – dissemination of the HEPAS project results in the context of the Czech curriculum changes". W Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-6.
Pełny tekst źródłaStreszczenie:
This text presents one of the steps in the dissemination process of the ‘HEPAS’ project in the Czech Republic. HEPAS (Healthy and Physically Active Schools in Europe) was funded under the Erasmus+ Programme, Key Action 2: Strategic Partnerships led by the University of Luxembourg. HEPAS Associated Partners (according to the service agreement) was to perform the activities specified in the agreement to successfully promote and implement the project results in their respective country. In the Czech Republic, the Czech Society of PE Teachers (CSPET) was the HEPAS associated partner. The objective of this paper is to point out an unpublished report elaborated by the HEPAS project team and use the data to consider the specifics of the Czech curriculum currently being revised. The report brought evidence from the last ten years of the contributions of schoolbased physical activity, physical education, and school sport on the promotion of healthenhancing physical activity. The study used a 'rapid reviewing' method, in which sources were identified and analysed using systematic reviewing techniques, but subsequent stages were adapted to facilitate flexible and practical interpretation. The authors used the results to discuss the plausibility of introducing an 'Active Schools' concept in the Czech curricula, in which physical education lessons designed to equip students with the prerequisite knowledge, skills, attitudes, and values supportive of a physically active lifestyle are augmented by other school-based contexts which provide the opportunity to meet the recommended guidelines for physical activity participation.
5
Wilderom, Mariana Martínez. "Espaço educacional contemporâneo reflexões sobre os rumos da arquitetura escolar na cidade de São Paulo (1935-2013)". W Seminario Internacional de Investigación en Urbanismo. Barcelona: Facultad de Arquitectura. Universidad de la República, 2015. http://dx.doi.org/10.5821/siiu.6235.
Pełny tekst źródłaStreszczenie:
O artigo analisa a história do espaço educacional na cidade de São Paulo a partir do Centro Educacional Unificado, um complexo de equipamentos educacionais, culturais e recreativos, implantados pela prefeitura de São Paulo (2002-2004), nos bairros periféricos carentes de equipamentos sociais, espaços públicos e infraestrutura urbana. O CEU foi aclamado por seus idealizadores e pela mídia especializada, como um indutor de urbanidade, pois cria um espaço público diferenciado, que remete à cidade formal, atendendo o público escolar e a comunidade local. Esta análise histórica se desenvolve a partir de três eixos temáticos que consideram a escola como política pública, tipologia arquitetônica e intervenção urbana. É a partir dessa estrutura analítica que se buscou compreender como o equipamento educacional chegou a esse modelo que, ao condominializar uma série de equipamentos tradicionalmente distribuídos pela cidade, equaliza a oferta de serviços a populações carentes, mas tensiona as relações entre a escola e cidade. This article develops an analysis on the history of educational spaces in São Paulo, based on contemporary issues involving the Centro Educacional Unificado (CEU, Unified Educational Center) a complex of educational, cultural and recreational institutions, deployed by the city of São Paulo(2002-2004), in the low-income areas that showed a lack of social facilities, public spaces and urban infrastructure. CEUs were hailed by their developers and specialized media as urbanity inductors because they create a distinctive public space, which referred to the formal city, serving both the public and the local school community.This historical analysis is read from three points of view: the school is at the same time a public policy, an architectural typology and an urban intervention.Studying that analytical framework, this work sought the understanding on how the regular public schools ended up becoming this multi-proposal facility which groups a series of institutions that were traditionally distributed through the city, equalizing the provision of services to underserved populations,however stresses the relation between the school and the city.
6
Wigham, Ciara R., i Kristi Jauregi-Ondarra. "Teacher training perspectives for virtual exchange: Initial actions from the E-LIVE European project". W EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16969.
Pełny tekst źródłaStreszczenie:
The E-LIVE project (Engaging Languages in Intercultural Virtual Exchange) is a three-year project funded by Erasmus+ Cooperation partnerships in school education (KA220-SCH). In this short paper, we report on two of the project’s initial teacher training actions. Firstly, a training needs analysis conducted via questionnaire and focus groups with 39 in-service L2 teachers from associate partner schools (nine primary and 30 secondary). We report on felt needs and anticipated training needs and three key project actions that the needs analysis informed: teacher voices workshops, expert webinars, and virtual exchange coaching. Secondly, we describe a virtual exchange conducted between trainee teachers enrolled in French, Dutch, and Colombian teacher training institutions. The pedagogical design of the virtual exchange is detailed and two of the final task productions showcased. Post-virtual exchange questionnaire and focus group data allow us to report on the trainee teachers’ perceptions of the virtual exchange activities. The paper concludes with a discussion of how to ensure the success of future virtual exchange initiatives based on the analysis of the questionnaire and focus group data.
7
Lanthony, Antoine, Rodrigue Konan i Fedler Filogene. "Factors of acceptance of digital tools: the example of the 3DEXPERIENCE platform in the context of collaborative projects". W SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1298.
Pełny tekst źródłaStreszczenie:
In face of the omnipresence of digital technology in all aspects of life, education and training players are encouraged to adapt to digital tools. This should enable learners to grasp and take advantage of the potential it offers, while developing the various dimensions of digital skills. However, the introduction of digital tools in education and training environments still raises many challenges, especially because any new technology requires from all actors, teachers and learners in particular, a change in their habits and postures. This action research takes as a theoretical analysis framework the model of instrumental acceptance applied to information and communication technologies developed by Caron and Heutte (2017). It focuses on the factors of acceptance and use of a digital tool in general, in particular the 3DExperience platform, by learners involved in applied collaborative projects. It is based on several experiments carried out with students from ISAE-Supméca, a French engineering school, and other students from partner institutions as part of the EXAPP_3D educational research project. With a methodology that focuses on interpretative phenomenological analysis (Restivo et.al., 2018), it provides scientific support for the sometimes complex challenges of integrating new tools in engineering schools.
8
Simcenco, Irina. "School - family collaboration in the context of the pandemic situation and the development of students' scientific thinking". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p243-248.
Pełny tekst źródłaStreszczenie:
In the context of the Covid-19, the online pedagogical process has become a necessity that offers opportunities to school and family, in the same time, but also many uncertainties, challenges. The role of the parent, as a partner of the teacher, is very important in order to adapt the student to the new requirements. Distance learning emphasizes the development of digital skills in students, the development of self-employment skills. Strengthening the school-family partnership must focus on systematic communication, mutual support and help, constructive feedback, material and financial involvement and emotional support.
9
Engberg, Charlotta, Michaela Porn i Katri Karjalainen. "ECLASSROOM TANDEM - DEVELOPING TANDEM AS A MODEL FOR SECOND LANGUAGE LEARNING IN A SCHOOL CONTEXT". W eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-093.
Pełny tekst źródłaStreszczenie:
PhD-student Charlotta Engberg, Professor Michaela P?rn & PhD Katri Karjalainen The aim of the paper is to describe the challenges in developing Classroom tandem as a model for second language education for virtual learning environments in Finland. Finland is officially a bilingual country, where both the Finnish-speaking and the Swedish-speaking language groups are taught parallelly in monolingual schools according to the law. However, both language groups learn the other second national language as a subject in school. Classroom tandem as an instruction model for second language education was introduced in Finland in 2012, based on tandem as a language learning model, meaning that two persons learn the languages of each other in reciprocal cooperation and thereby switch languages. The tandem partners act in turns as the learning part in their second language and as the model and support in their first language. (Karjalainen, P?rn, Rusk & Bj?rkskog, 2013). Tandem is divided into face-to-face tandem and eTandem (Brammerts & Calvert, 2003; K?tter, 2002). Classroom tandem relies strongly on physical face-to-face meetings. However, these meetings are not possible to organize in all schools in Finland, due to the lack of closely located Finnish- and Swedish-speaking partner schools. Therefore, eClassroom tandem is now being developed in cooperation with language teachers as an applied virtual form of Classroom tandem. The challenge in developing eClassroom tandem mainly includes issues dealing with technology, task design and virtual cooperation between tandem partners. In order to increase the understanding of potentially existing virtual cooperation in all Swedish-speaking upper secondary schools in Finland with Finnish-speaking schools and schools abroad, a survey (based on interviews with 34 principals in 2015) was made. The results show that the most typical form of cooperation is however physical visits between schools, while extended virtual cooperation is rare. According to the principals' view the cooperation is however not always pedagogically organized, and therefore there is a need to pedagogically develop the virtual cooperation practices for language education. One possible model for this cooperation is eClassroom tandem, which increase the opportunities for second language learning in authentic situations with students of the same age, even in strongly monolingual areas. Brammerts, H. & Calvert, M. (2003). Att l?ra genom kommunikation i tandem. In B. Jonsson (Ed.). Sj?lvstyrd spr?kinl?rning i tandem. En handbok. Rapport nr 13 (p. 31-43). H?rn?sand: Department of Humanities, Mid Sweden University. Karjalainen, K., P?rn, M., Rusk. F. & Bj?rkskog, L. (2013). Classroom tandem-Outlining a model for Language Learning and Instruction. Electronic Journal of Elementary Education, 6 (1), 165-184. K?tter, M. (2002). Tandem learning on the Internet: Learner interactions in virtual online environments (MOOs). Frankfurt am Main: Peter Lang.
10
Akingbonmire, S. L., C. O. Okonkwo, P. O. Kayode i K. Akinsanmi. "Eliminating Cracks Partially in Structures by Adopting Bacteria Based Fiber and Steel Reinforced Self-Healing Concrete". W 2023 School of Engineering and Engineering Technology Annual Conference. Switzerland: Trans Tech Publications Ltd, 2024. http://dx.doi.org/10.4028/p-kl4koo.
Pełny tekst źródłaStreszczenie:
This study focuses on eliminating cracks partially in structures by adopting bacteria-based fibre and steel reinforced self-healing concrete. Two bacteria of the genus Bacillus were used, one was cultured from soil, while the other was cultured from parkia. These were subcultured using an algae medium to produce 13500 ml of washed bacteria cells, which were immobilized in 1,500 ml of silica gel. A nutrient solution was also prepared by mixing 171 g of yeast extract, 1710 g of urea, and 1710 g of calcium lactate in water. Water, polyvinyl alcohol (PVA), bacteria cells, and silica gel contributed to the total water content at a ratio of 0.22, 0.03, 0.225, and 0.225 respectively. 81 concrete cubes of and 72 reinforced beams of were cast using 1:2:4 mix ratio. Cracks were created on the surface of the cubes after casting with a 0.6 mm steel plate and were cured for 7, 14, and 28 days. After curing the reinforced beam for 14 days, cracks were created on 36 beams (healed specimen) out of which 18 numbers were cured for 7 days and the remaining were cured for 14 days. 18 beams out of the remaining 36 beams (sound specimen) were tested at 7 days while the remaining 18 were tested at 14 days. The compressive strength, water absorption, and sorptivity results showed that Bacillus spp. (from soil) performed better than the control and Bacillus spp. (from parkia).
Raporty organizacyjne na temat "Parker School"
1
Adleh, Fadi, i Diane Duclos. Key Considerations: Supporting ‘Wheat-to-Bread’ Systems in Fragmented Syria. SSHAP, lipiec 2022. http://dx.doi.org/10.19088/sshap.2022.027.
Pełny tekst źródłaStreszczenie:
Since the end of 2021, the food crisis in Syria has worsened. Humanitarian agencies working in Syria, as well as other experts, have warned the food crisis could rapidly lead to famine unless immediately addressed. This brief describes the social and political dimensions of food insecurity in Syria. It provides insights into how territorial fragmentation affects wheat-to-bread systems, outlines key threats to wheat production, and sets out key considerations for the humanitarian sector, researchers, and donors responding to the crisis. Sources for this brief include published papers, reports, media articles, and open-source datasets. It also draws on consultations with farmers and other experts that were conducted in November and December 2021. Consultations were held across the three main areas of control in Syria: North East Syria, North West Syria, and territories controlled by the government of Syria. This briefing was written by Fadi Adleh (independent researcher) and Diane Duclos (London School of Hygiene and Tropical Medicine) for the Social Science in Humanitarian Action Platform (SSHAP). It was reviewed externally by Edward Thomas (Rift Valley Institute) and support for field assessments was provided by Ali Ahmad (agronomist). The briefing was edited by Victoria Haldane and Leslie Jones (Anthrologica) and internally reviewed by Santiago Ripoll, Melissa Parker, and Annie Wilkinson. The brief is the responsibility of SSHAP.
2
Homan, Kara, Michel Ayer i Bogdana Rus. Mount Vernon Parks and Schools Safe Connection Routes Plan. University of Iowa, maj 2007. http://dx.doi.org/10.17077/7iqp-i3b8.
Pełny tekst źródła
3
Dominguez, Ximena, Regan Vidiksis, Tiffany Leones, Danae Kamdar, Ashley Lewis Presser, Marcia Bueno i Jillian Orr. Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners. Digital Promise, kwiecień 2023. http://dx.doi.org/10.51388/20.500.12265/180.
Pełny tekst źródłaStreszczenie:
This report describes the co-design of a preschool science program, Early Science with Nico & NorⓇ, with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning.
4
Deryugina, Tatyana, Olga Shurchkov i Jenna Stearns. Public School Access or Stay-at-Home Partner: Factors Mitigating the Adverse Effects of the COVID-19 Pandemic on Academic Parents. Cambridge, MA: National Bureau of Economic Research, styczeń 2022. http://dx.doi.org/10.3386/w29668.
Pełny tekst źródła
5
Chioda, Laura, Paul Gertler i Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), kwiecień 2023. http://dx.doi.org/10.51744/crpp10.
Pełny tekst źródłaStreszczenie:
Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.
6
Hernández Agramonte, Juan Manuel, Armando Loera Varela, Emma Näslund-Hadley i Ernesto Martínez. Leading the Way to Math and Science Success: Challenges and Triumphs in Paraguay: New research from the Inter-American Development Bank on the promotion of critical thinking in preprimary and primary. Inter-American Development Bank, październik 2012. http://dx.doi.org/10.18235/0005977.
Pełny tekst źródłaStreszczenie:
In Paraguay, for the past three years the Ministry of Education and Culture and the IDB have jointly studied what works in math and science education in Paraguay. During this time we have been fortunate to develop meaningful partnerships with hundreds of school districts, as well as with the Japan International Cooperation Agency and the Organization of Ibero-American States. With this publication we hope to invite other actors from the private and nongovernmental sectors and from the donor community to partner with us in promoting math and science learning for all Paraguayan children.
7
Herring, Theodore, Justin Tweet i Vincent Santucci. Wind Cave National Park: Paleontological resource inventory (public version). National Park Service, czerwiec 2023. http://dx.doi.org/10.36967/2299620.
Pełny tekst źródłaStreszczenie:
Wind Cave National Park (WICA), the first cave in the world to become a national park, is famous for the park’s namesake feature. Wind Cave, named for the noticeable wind-flow patterns observed as air moves in and out of the natural cave entrance, is currently the third longest cave system in the United States and seventh longest in the world. Wind Cave formed when groundwater dissolved buried layers of the fossiliferous Madison Limestone, which were deposited during the Mississippian subperiod approximately 359 to 347 million years ago. In addition to the Madison Limestone, several other formations are exposed within the park, dating from the early Proterozoic to the Holocene. The presence of fossils within the park has been known since at least the late 19th century when early settlers explored the cave to turn the geologic feature into a tourist attraction. However, most of the geologic work conducted during the park’s history has focused on the exploration and development of the cave itself, rather than its fossils. Paleontology became a bigger focus in the late 20th century when the park partnered with the South Dakota School of Mines and Technology to recover and research fossils found within the cave and on the park’s surface. Other partnerships include those with the Mammoth Site of Hot Springs and Northern Arizona University, through which researchers have studied Quaternary cave deposits found across the park. In ascending order (oldest to youngest), the geologic formations at WICA include undifferentiated lower Proterozoic rocks (Precambrian), Harney Peak Granite (Precambrian), Deadwood Formation (Cambrian–Ordovician), Englewood Limestone (Devonian–Mississippian), Madison Limestone (Mississippian), Minnelusa Formation (Pennsylvanian–Permian), Opeche Shale (Permian), Minnekahta Limestone (Permian), Spearfish Formation (Permian–Triassic), Sundance Formation (Middle–Upper Jurassic), Unkpapa Sandstone (Upper Jurassic), Lakota Formation (Lower Cretaceous), Fall River Formation (Lower Cretaceous), White River Group (Eocene–Oligocene), and Quaternary alluvium, conglomerate, and gravel deposits. The units that are confirmed to be fossiliferous within the park are the Deadwood Formation, Englewood Limestone, Madison Limestone, and Minnelusa Formation, which contain a variety of marine fossils from a shallow sea deposition environment; the Sundance Formation, which has much younger marine fossils; the Lakota Formation, which has yielded petrified wood; and the White River Group and Quaternary deposits, which contain vertebrate and invertebrate fossils deposited in and near freshwater streams, lakes, and ponds. Many of the fossils of WICA are visible from or near public trails and roads, which puts them at risk of poaching or damage, and there is evidence that fossil poaching occurred at several of the Klukas sites soon after they were discovered. Furthermore, there are several fossil sites on the tour routes within Wind Cave, which are of value to interpretation and the park experience. WICA has implemented cyclic fossil surveys in the past to monitor site conditions, and it is recommended that this paleontological resource monitoring be continued in the future.
8
Lewis, Dustin, Naz Modirzadeh i Gabriella Blum. Quantum of Silence: Inaction and Jus ad Bellum. Harvard Law School Program on International Law and Armed Conflict, 2019. http://dx.doi.org/10.54813/azzk2231.
Pełny tekst źródłaStreszczenie:
In a paper by the Harvard Law School Program on International Law and Armed Conflict (HLS PILAC) titled “Quantum of Silence: Inaction and Jus ad Bellum” (2019), Dustin A. Lewis, Naz K. Modirzadeh, and Gabriella Blum examine the actual and potential roles of silence in the identification and the development of international law, with a focus on the legal regime governing the threat or use of force in international relations. The analysis in the paper is complemented with an annex — to which a team of HLS PILAC research assistants contributed — that contains the most comprehensive catalogue to date of apparent self-defense reports to the Security Council under article 51 of the U.N. Charter. Those contributors were Lindsay Anne Bailey, Emma Broches, Laura Clark, Sonia Chakrabarty, Thejasa Jayachandran, Daniel Levine-Spound, Sarah Libowsky, Samantha Lint, Yang Liu, Carolina Silva-Portero, Shira Shamir, William Ossoff, Tamsin Parzen, and Shanelle Van. The paper and catalogue arose out of the HLS PILAC research project titled “Self-defense, States’ Silence, and the Security Council.”
9
Buckland, Leonora, Deborah Gold, Lisa Hehenberger i Laura Reijnders. Walking the tightrope: How foundations can find a balance between learning and accountability lenses. Esade Cnter for Social Impact, marzec 2023. http://dx.doi.org/10.56269/lb20230307.
Pełny tekst źródłaStreszczenie:
Over the last two years, the Esade Center for Social Impact, which is part of Esade Business School in Spain, and its partner BBK, a banking foundation in Bilbao, have been at the center of a web of committed European foundation professionals sharing their thoughts, learnings, practices, frustrations, and eureka moments related to impact measurement and management (IMM). This paper is not a practical guide to Impact Measurement and Management (IMM) – we believe that there are other publications which may help with implementation. Rather, it recounts how foundations at different stages of development and with a range of profiles (corporate, family, operating, and grant-making) are going about IMM on a day-to-day basis and grappling with some of the challenges and philosophical issues arising. For the impact geeks, this will no doubt be interesting grist for the mill. For those not so deep into this space, it might provide an overview of where foundations are in Europe and how they are focusing their efforts on IMM. Our aim is that by synthesizing and sharing what we have heard in this safe space we can inform and inspire others.
10
Wang, Chih-Hao, i Na Chen. Investigating the Resilience of Accessibility to Emergency and Lifesaving Facilities under Natural Hazards. Mineta Transportation Institute, maj 2022. http://dx.doi.org/10.31979/mti.2022.2126.
Pełny tekst źródłaStreszczenie:
Studying accessibility, including the resilience of city transportation networks, is critical to understand how these networks influence individuals’ mobility and lives. This study developed an analytical research framework to examine the resilience of accessibility to emergency and lifesaving facilities under the threats of natural hazards such as earthquakes and wildfires. With a cumulative-opportunity approach, the authors measured accessibility by counting emergency and lifesaving facilities (including parks, schools, hospitals, roads, and fire stations) that can be reached by driving at the census tract level in San Fernando Valley, CA. With the calculated accessibility, the authors run simulations to collect data showing what would happen if an area were affected by a selected disaster. They then used statistical analysis to identify those areas where accessibility is significantly reduced compared to the original status. A normalized difference accessibility index (NDAI) was further created to suggest plans and strategies to help those vulnerable areas through adding facilities/services or improving transportation infrastructure.