Artigos de revistas: "Pennsylvania. State normal schools"

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Ficca, Michelle, e Dorette Welk. "Medication Administration Practices in Pennsylvania Schools". Journal of School Nursing 22, n.º 3 (junho de 2006): 148–55. http://dx.doi.org/10.1177/10598405060220030501.

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As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3–5 buildings. This implies that unlicensed personnel are administering medications, a violation of licensing laws in Pennsylvania. The purpose of this study was to determine the policies and practices that Pennsylvania public schools have in place regarding medication administration. The sample consisted of 314 state-certified school nurses who returned a 71-question survey. Findings indicated that school nurses are very concerned about issues related to medication administration. Additional findings identified the lack of standing orders to administer over-the-counter medications, the increase in medication errors when the school nurse had responsibility for multiple buildings, and the lack of understanding of the ramifications of the Nurse Practice Act on school nursing practice in regard to delegation. Recommendations for practice include development of detailed policies and procedures and collaboration among all stakeholders in the development of policies that address legal issues.

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Ramos, Amanda M., Tong Chen, Peter K. Hatemi, H. Harrington Cleveland e Jenae M. Neiderhiser. "The Pennsylvania Longitudinal Study of Parents and Children (PALSPAC) Twin Registry". Twin Research and Human Genetics 22, n.º 6 (31 de outubro de 2019): 765–68. http://dx.doi.org/10.1017/thg.2019.98.

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AbstractThe Pennsylvania Longitudinal Study of Parents and Children Twin Registry was developed to capture a representative sample of multiple births and their parents in the state of Pennsylvania. The registry has two main efforts. The first began in 2012 through recruitment of adolescents in Pennsylvania schools. The second effort began in January 2019 in partnership with the Pennsylvania Department of Health to capture the birth cohort of twins born from 2007 to 2017. Study recruitment, sample demographics, focus and measures are provided, as well as future directions.

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Flynn, Kalen, Catherine C. McDonald, Bernadette A. D’Alonzo, Vicky Tam e Douglas J. Wiebe. "Violence in Rural, Suburban, and Urban Schools in Pennsylvania". Journal of School Nursing 34, n.º 4 (5 de abril de 2018): 263–69. http://dx.doi.org/10.1177/1059840518765086.

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School violence is a public health issue with direct and collateral consequences that has academic and social impacts for youth. School violence is often considered a uniquely urban problem, yet more research is needed to understand how violence in rural and suburban schools may be similar or different from urban counterparts. Using school violence data from a state with urban, suburban, and rural counties, we explored the landscape of school violence in Pennsylvania (PA) through mapping, descriptive statistics, and factor analysis. Results show school violence is not solely an urban problem. Schools in all county types and across grade levels deal with violence to varying degrees, and the majority of schools across county types experience low levels of violence. Types of violence experienced by PA schools loaded onto three factors, suggesting that targeted interventions may be better suited to addressing school violence.

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Hornbeck, Dustin, e Joel Malin. "State Auditors in Education Policy". Educational Policy 33, n.º 7 (2 de fevereiro de 2018): 1047–75. http://dx.doi.org/10.1177/0895904818755469.

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Contemporary education reform movements in the United States have emphasized accountability for student performance. Policy actors serving within the executive branch have arguably gained power in part to provide this accountability function. The present study, in which Ohio and Pennsylvania serve as state case contexts, examines the changing education policy role of executive-level state auditors. Findings indicate their powers have expanded considerably between 2005 and 2017, with expansion attributable to four main factors: the proliferation of brick-and-mortar and online charter schools, auditors’ political motivations, auditors’ ability to conduct performance audits, and state legislatures’ reliance on auditors to provide oversight.

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Yelinek, Kathryn. "“It Can Be Done Much Faster!”: The Transition from the Samuel G. Dixon State Hospital to the South Mountain Restoration Center". Pennsylvania History: A Journal of Mid-Atlantic Studies 89, n.º 3 (2022): 385–411. http://dx.doi.org/10.5325/pennhistory.89.3.0385.

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ABSTRACT The South Mountain Restoration Center currently is a Pennsylvania state-owned long-term care center, but it traces its beginnings to a small camp for consumptives in the early 1900s. From this camp, high atop a mountain in rural southcentral Pennsylvania, the Center transformed itself in the 1930s into a state-of-the art tuberculosis sanatorium. In the 1960s it reinvented itself as a geriatric center that stood at the forefront of the Commonwealth’s services for the aging. An examination of the pivotal years 1965–68, when the sanatorium gave way to the restoration center, will show how the state government’s rush to empty overcrowded state schools and hospitals led to the successful creation of the Center, even though its rural location meant it did not meet all of the state’s criteria. This article demonstrates the challenges the state experienced in transitioning the facility from one type to another.

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Hash, Phillip M. "Music Instruction at Selected State Normal Schools during the Nineteenth Century". Journal of Research in Music Education 67, n.º 4 (2 de dezembro de 2019): 413–39. http://dx.doi.org/10.1177/0022429419888740.

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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.

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Weathers, Ericka S., Ismael G. Muñoz e David Loeb. "Absence Unexcused: Using Administrative Data to Explore Patterns and Predictors of Habitual Truancy in Pennsylvania". High School Journal 106, n.º 3 (março de 2023): 166–90. http://dx.doi.org/10.1353/hsj.2023.a930442.

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Abstract: While existing literature documents disparities in and implications of absenteeism and truant behavior, less is known about truancy as defined in state laws. Habitual truancy, which can trigger external punitive responses, is particularly underexplored. The current study utilizes administrative data from the universe of Pennsylvania schools to examine longitudinal trends and school-level characteristics associated with habitual truancy between the 2010–11 and 2017–18 school years. Our findings indicate an increasing pattern of overall habitual truancy rates between 2010–11 (9%) and 2017–18 (13%). Habitual truancy rates are highest among Black and Hispanic students and in middle and high school grades. OLS regressions show that habitual truancy is positively associated with the share of students in a school who are Black and who qualify for free or reduced-price lunch, and higher exclusionary discipline and school police presence; and negatively associated with magnet schools. Our findings have implications for understanding patterns and predictors of habitual truancy and provide some insight into who might be subjected to punitive responses to habitual truancy in accordance with state policies.

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Suleiman, Yusuf, Zahyah Hanafi e Thanslikan Muhajir. "Principals’ Perception of Health Services in Kwara State Secondary Schools: A Qualitative Approach". International Journal of Synergy and Research 7 (2 de março de 2019): 123. http://dx.doi.org/10.17951/ijsr.2018.7.0.123-143.

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The common problems of learners that contribute to absenteeism in school include malaria, cough/catarrh, typhoid, headache and stomach ache. This led to the formulation of national school health policy in Nigeria to promote health services in schools. In view of the foregoing, this study assesses principals’ perception of health services in secondary schools. The study population consists of 551 principals of secondary schools (public and private) in Kwara State, Nigeria. Purposive and convenience sampling techniques were employed to select 20 principals. Instrument tagged “Interview Protocol on Health Services (IPHS)” was used to elicit data from the participants. Data collected was transcribed and analysed via thematic approach. Findings revealed that majority of the schools does not have school clinic to dispense health services to learners. Our fidings also show that most of the schools lack health personnel and equipment. This study concludes that comprehensive health services were not provided for learners. The study recommends that the government should come up with policy statement on school health services that will help to provide quality health services to the learners. Adequate budget should be made by the government for the implementation of the policy. Lastly, the study provides practical and methodological contributions to the body of knowledge in the fild of education.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

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Rothermel, Beth Ann. "Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools". Journal for the History of Rhetoric 8, n.º 1 (1 de janeiro de 2005): 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking, pedagogy and theatrics, teaching and performance.

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Donne, Vicki J., e Naomi Zigmond. "An Observational Study of Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools". Communication Disorders Quarterly 29, n.º 4 (agosto de 2008): 219–35. http://dx.doi.org/10.1177/1525740108321448.

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An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who are deaf or hard of hearing and 17 teachers of reading for these students. Results indicated that reading activities varied significantly by instructional setting and grade level enrolled. In addition, teacher behaviors were significantly different by instructional setting, grade level enrolled, reading curriculum level, and students' level of hearing loss.

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Chen, Shan, e Yuanzhao Ding. "A Machine Learning Approach to Predicting Academic Performance in Pennsylvania’s Schools". Social Sciences 12, n.º 3 (24 de fevereiro de 2023): 118. http://dx.doi.org/10.3390/socsci12030118.

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Academic performance prediction is an indispensable task for policymakers. Academic performance is frequently examined using classical statistical software, which can be used to detect logical connections between socioeconomic status and academic performance. These connections, whose accuracy depends on researchers’ experience, determine prediction accuracy. To eliminate the effects of logical relationships on such accuracy, this research used ‘black box’ machine learning models extended with education and socioeconomic data on Pennsylvania to predict academic performance in the state. The decision tree, random forest, logistic regression, support vector machine, and neural network achieved testing accuracies of 48%, 54%, 50%, 51%, and 60%, respectively. The neural network model can be used by policymakers to forecast academic performance, which in turn can aid in the formulation of various policies, such as those regarding funding and teacher selection. Finally, this study demonstrated the feasibility of machine learning as an auxiliary educational decision-making tool for use in the future.

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Renzi, Ronald, Rodmehr Ajdari e Brandon Bosque. "Trends in the Types of Physicians Performing Partial Foot Amputations". Journal of the American Podiatric Medical Association 109, n.º 2 (1 de março de 2019): 127–31. http://dx.doi.org/10.7547/15-101.

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Background: Partial foot amputations (PFAs) are often indicated for the treatment of severe infection, osteomyelitis, and critical limb ischemia, which consequently leads to irreversible necrosis. Many patients who undergo PFAs have concomitant comorbidities and generally present with a severe acute manifestation of the condition, such as gangrenous changes, systemic infection, or debilitating pain, which would then require emergency amputation on an inpatient basis. Methods: The purpose of this study was to track the recent prevalence of PFAs and to investigate the current demographic trends of the physicians managing and performing PFAs, specifically regarding medical degree and specialty. Doctors of podiatric medicine are striving to achieve parity with their allopathic and osteopathic surgical counterparts and become a more prominent part of the multidisciplinary approach to limb salvage and emergency surgical treatment. This study evaluated 4 years (2009–2012) of PFA data from the Pennsylvania state inpatient database in the two most populated areas of Pennsylvania: Philadelphia and Allegheny counties. Statistics on medical schools were obtained directly from the accrediting bodies of allopathic, osteopathic, and podiatric medical schools. The goal of this study was to evaluate the general trends of patients undergoing a PFA and to quantify the upswing of podiatric surgeons intervening in the surgical care of these patients. Results: The number of partial foot amputations in the United States rose from 2006 to 2012. Podiatric surgeons performed 46% of theses procedures for residents of Philadelphia County from 2009 to 2012. In Allegheny County podiatric physicians performed 42% of these procedures during the same time frame. Conclusions: Partial foot amputations are increasing over time. Podiatric Surgeons perform a significant share of these operations. This share is increasing in the most populated areas of Pennsylvania.

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Jayawardene, Wasantha P., David K. Lohrmann, Stephanie Dickinson e Mohammad R. Torabi. "Population-Level Measures to Predict Obesity Burden in Public Schools: Looking Upstream for Midstream Actions". American Journal of Health Promotion 32, n.º 3 (5 de outubro de 2016): 708–17. http://dx.doi.org/10.1177/0890117116670305.

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Purpose: To estimate school-level obesity burden, as reflected in prevalence of obesity, based on the characteristics of students’ socioeconomic and geographic environments. Design: Secondary analysis of cross-sectional data. Setting: Public schools (N = 504) from 43 of 67 counties in Pennsylvania. Participants: Kindergarten through grade 12 students (N = 255 949). Measures: School-level obesity prevalence for the year 2014 was calculated from state-mandated student body mass index (BMI) measurements. Eighteen aggregate variables, characterizing schools and counties, were retrieved from federal data sources. Analysis: Three classification variables—excess weight (BMI ≥ 85th percentile), obesity (BMI ≥ 95th percentile), and severe obesity (BMI > 35% or 120% of 95th percentile)—each with 3 groups of schools (low-, average-, and high-prevalence) were created for discriminant function analysis, based on state mean and standard deviation of school distribution. Analysis tested each classification model to reveal school- and county-level dimensions on which school groups differed from each other. Results: Discriminant functions for obesity, which contained school enrollment, percentage of students receiving free/reduced-price lunch, percentage of black/Hispanic students, school location (suburban/other), percentage of county adults with postsecondary education, and percentage of county adults with obesity, yielded 67.86% correct classification (highest accuracy), compared to 34.23% schools classified by chance alone. Conclusion: In the absence of mandated student BMI screenings, the model developed in this study can be used to identify schools most likely to have high obesity burden and, thereafter, determine dissemination of enhanced resources for the implementation of proven prevention policies and programs.

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Ferman, Barbara. "Preserving Education as a Public Good: Lessons from the Grassroots". Urban Affairs Review 56, n.º 3 (15 de julho de 2019): 921–29. http://dx.doi.org/10.1177/1078087419867160.

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The article provides an overview of my book, The Fight for America’s Schools: Grassroots Activism in Education. The book examines how grassroots activists in Pennsylvania and New Jersey challenged various neoliberal reforms in education such as high stakes testing, school closures, state takeovers of local school districts, and charter school expansion. The four case studies focus on who the activists were, how they became involved, the challenges they faced, and the prospects for coalition building across different constituent groups. The comparative analysis reveals the role of political, organizational, demographic, and historical factors in shaping how activism played out in each location and in its effectiveness.

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Quinn, Rand, e Laura Ogburn. "Ideas and the Politics of School Choice Policy: Portfolio Management in Philadelphia". Educational Policy 34, n.º 1 (14 de outubro de 2019): 144–65. http://dx.doi.org/10.1177/0895904819881159.

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We examine the role of ideas in the politics of school choice policy and situate our study within scholarship that understands frames and logics as types of ideas operating in the foreground and background of policy debates. Our data are from a case study of political contention over portfolio management reform (in which a central office oversees a network of schools operating under varying forms of governance) in Philadelphia, Pennsylvania. We find that frames and counterframes deployed by stakeholders are resonant with societal-level logics of community localism, market transaction, and state bureaucratic administration. For proponents of portfolio reform, diagnostic frames are drawn from logics of community and state, while prognostic frames are resonant with a market logic. For opponents, the association is flipped: diagnostic counterframes challenge a market logic, and logics of community and state inform prognostic counterframes. Our study demonstrates how ideational processes shape political contention in education reform.

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Bordelon, Suzanne. "Nineteenth-Century California Teachers’ Institutes: Exploring Connections Among Teachers’ Institutes, Normal Schools, and Elite Eastern Colleges". Journal for the History of Rhetoric 17, n.º 2 (julho de 2014): 204–24. http://dx.doi.org/10.5325/jhistrhetoric.17.2.0204.

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ABSTRACT Building from extant scholarship on normal schools, this essay takes up a complementary but less well-examined topic: state teachers’ institutes of the nineteenth century and the short-term practical training and professional guidance they provided teachers. Focusing on California’s state-sponsored institutes held from 1861–1863, this study examines the ways these institutes promoted the new progressive European pedagogy. More significant, extending an ecological approach to historical analysis, this essay proposes that the relationship among normal schools, teachers’ institutes, and some faculty from select eastern colleges may have been closer than has been suggested. Thus, this analysis suggests a more complex and integrated history during this period.

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Perna, Laura W., e Patricia Steele. "The Role of Context in Understanding the Contributions of Financial Aid to College Opportunity". Teachers College Record: The Voice of Scholarship in Education 113, n.º 5 (maio de 2011): 895–933. http://dx.doi.org/10.1177/016146811111300507.

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Background/Context Financial aid is a critical policy lever for increasing college access, choice, and attainment. Even with the substantial investment in financial aid programs, however, inadequate financial resources continue to limit postsecondary educational attainment. The persistence of financial barriers despite the substantial annual investment in student financial aid programs suggests the need to better understand the role of financial aid in promoting college opportunity. Purpose The study explores three questions: What are high school students’ perceptions of and expectations for financial aid? How do these perceptions and expectations inform college-related behaviors? How are perceptions and expectations for financial aid influenced by the state and school contexts in which students are embedded? Research Design The study uses data from descriptive case studies of 15 high schools, three in each of five states: California, Florida, Georgia, Maryland, and Pennsylvania. Within each state, we purposively selected three high schools. The three high schools, selected from one school district or metropolitan region, may be characterized as relatively “low,” “middle,” or “high” resource based on the demographic and academic characteristics of enrolled students. Conclusions/Recommendations The results of this study suggest the importance of considering perceptions and expectations about aid, rather than actual amounts of available aid, when examining the relationship between financial aid and students’ college-related decisions. The results also suggest that knowledge and understanding of aid are related to characteristics of the schools that students attend and characteristics of available aid (an aspect of the state context). In addition, the results indicate that perceptions of and expectations about aid may encourage students to engage in other behaviors that promote college access and success, particularly academic preparation. The article concludes by offering implications for future research.

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Turaçli, M. E., S. G. Aktan e K. Dürük. "Ophthalmic Screening of School Children in Ankara". European Journal of Ophthalmology 5, n.º 3 (julho de 1995): 181–86. http://dx.doi.org/10.1177/112067219500500307.

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Ophthalmic screening was done on 23,810 children visited at schools in different regions of Ankara. Children with below normal visual acuity were invited to the outpatient department and had a full routine ocular examination. Thirty-nine nursery and primary schools were selected, ten of them private, eleven average state schools, seven good state schools and eleven village schools. Among the 23,810 children, 3095 (13%) had various pathology; 1516 were girls, 1579 boys. Refractive errors were found in 85% of the children (2630). This equals 11% of the total screened population. Refractive errors were myopia 32%, hypermetropia 21%, astigmatism 47%. Strabismic children were 2.5%, and amblyopia was found in 1.1%. The purpose of the study was to assess the place of an ocular screening program in primary school children and to discuss the differences encountered in different urban areas.

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Baker, Bruce D., e Mark Weber. "State school finance inequities and the limits of pursuing teacher equity through departmental regulation". education policy analysis archives 24 (18 de abril de 2016): 47. http://dx.doi.org/10.14507/epaa.24.2230.

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New federal regulations (State Plans to Ensure Equitable Access to Excellent Educators) place increased pressure on states and local public school districts to improve their measurement and reporting of gaps in teacher qualifications across schools and the children they serve. Yet a sole focus on resource disparities between schools within a state ignores an important driver of those disparities: district-level spending variations, particularly when accounting for differences in student populations. The analyses herein evaluate connections between district and school level spending measures and teacher equity measures (such as salary competitiveness and staff: student ratios), and specifically whether inequality in “access to excellent educators” at the school level is greater in states where funding inequalities between school districts are greater. We find that district spending variation explains an important, policy relevant share of school staffing expenditures in 13 states. In many states, including Illinois and New York, a nearly 1:1 relationship exists between district spending variation and school site spending variation. In California, Illinois, Louisiana, New York, Ohio, Pennsylvania and Virginia, district spending is positively associated with competitive salary differentials, average teacher salaries, and numbers of certificated staff per 100 pupils. In each of these states, district poverty rates are negatively associated with competitive salary differentials, average teacher salaries and numbers of certified staff per 100 pupils. As such, regulatory intervention without more substantive changes to state school finance systems, addressing district-level inequities, will likely achieve little. Current federal policy pressures state education agencies to report and attempt to regulate inequities that arise because of school finance systems over which those agencies have no direct influence. Our analysis suggests that the administration would be more likely to meet its goals if it attempted to more directly address state school finance system disparities, placing pressure on state legislatures to equitably and adequately fund schools, and following through with the requirement that state-to-district equity provisions translate into district-to-school equity.

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Abbas, Yasmine. "Architecture as Landscape". SHS Web of Conferences 64 (2019): 02002. http://dx.doi.org/10.1051/shsconf/20196402002.

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This study constitutes the latest reflection on pedagogical research and experimental pedagogical projects involving the representation, design, and computation of ambiances. Led by the author at various architecture schools in France, Japan, and the United States, these creative explorations involving drawings and models offer ways to realize, feel, and fabricate architecture. The projects described were conducted in 2018 in courses offered by the Department of Architecture, Stuckeman School, College of Arts and Architecture at the Pennsylvania State University. They show that architectural productions are not static objects, but instead render a dynamic landscape itself nested within a changing milieu. Through these projects, by looking closely at the parameters of spatial effects, students engaged in processes of design taking movement into account in meaningful ways.

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Stone, Clarence N. "Rhetoric, Reality, and Politics: The Neoliberal Cul-de-Sac in Education". Urban Affairs Review 56, n.º 3 (15 de julho de 2019): 943–72. http://dx.doi.org/10.1177/1078087419867165.

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In Barbara Ferman’s collection, The Fight for America’s Schools, grassroots resistance to neoliberal education reform holds the spotlight. Her geographic lens is the Pennsylvania/New Jersey region. In this article, the geographic focus shifts to Memphis, Tennessee, and Washington, D.C. Experiences in these two cities show how the neoliberal agenda is protected in the face of disappointing results. The Memphis case centers on a state takeover driven by a market ideology. Its experience underscores that reducing local representation to an inconsequential advisory role also diminishes what education policy leaders believe they need to consider. D.C. offers a more complex narrative, one haunted by the corrupted metrics of Campbell’s Law. In both cities, the neoliberal toolbox proved unable to deliver in practice what the drawing board had promised.

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Purvis, Erin, Richard Gordon, Louis Lozzi e Loretta Flanagan-Cato. "A University and Public High School Partnership for Personalized, Accelerated Science Learning". Journal of Community Engagement and Scholarship 16, n.º 2 (3 de janeiro de 2024): 1. http://dx.doi.org/10.54656/jces.v16i2.558.

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Many public schools serving students who are under-represented in STEM fields lack the resources to provide the science education expected in the twenty-first century economy. Universities can deploy their infrastructure and human capital to better support local public schools, better preparing the next generation of college students for success in higher education and access to STEM-related careers. This article describes a university-public school partnership between the University of Pennsylvania (Penn) and Paul Robeson High School designed to accelerate the science learning of Paul Robeson High School students by having Penn college students teach hands-on lab activities on the college campus. Here, the partnership is described from the perspective of the school principal and school-based teacher leader for science and math at Paul Robeson High School. We discuss results from recent state standardized exams suggesting that these activities improve science knowledge and understanding for the high school students. A key ingredient for the improved science skills may be the broad social aspects of feeling included in the university setting.

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Limayyasya, Ghoirumamnun, Ahmad Atiq, Andika Triansyah, Mimi Haetami, Fitri Puspa Hidasari e Cristine Marito. "Physical conditions of soccer players participating in training during the new normal era". MEDIKORA 21, n.º 2 (31 de outubro de 2022): 181–89. http://dx.doi.org/10.21831/medikora.v21i2.53793.

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Physical condition is one of the most important things for soccer players. The physical condition should be maintained by soccer players as it is part of the strategy to improve techniques, tactics, or strategies in playing soccer. This study aims to investigate the physical condition of students joining the soccer extracurricular program at 7 State Senior High Schools Pontianak, 8 State Senior High Schools Pontianak, and 9 tate Senior High Schools Pontianak. In collecting the data, the researchers focused on phenomena, conditions, or certain variables, but hypothesis testing was not done in this research. The number of samples in this research is 60. This research made use of the quantitative descriptive analysis method, and a survey as done to collect the data. In order to show the cumulative results of the data analysis, percentages were used to present the soccer player conditions in terms of flexibility, agility, speed, endurance, and strength. The results of this research show that 42% of the soccer players belong to the Excellent and Very Good categories. Meanwhile, 58% of the players belong to the Good, Fair, and Poor categories. Based on the result, it is indicated that the players' physical conditions need to be improved during this pandemic. It is expected that the results of this research may become a positive input for soccer players and supporters in Pontianak

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Arapis, Theodore, e Sean Brandon. "Charter Schools Have Rainy Days Too! But Are They Ready for When It Pours?" American Review of Public Administration 51, n.º 7 (10 de maio de 2021): 560–75. http://dx.doi.org/10.1177/02750740211013013.

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Nearly 30 years since their inception in the United States, charter schools are now a well-established educational option for parents and students. Although they are an important education provider schooling more than 3.1 million students nationwide, we know little about their ability to accumulate fiscal savings for weathering rainy days and sustaining smooth service. Unlike most other fiscal savings studies focusing on the unrestricted fund balance, we examine both restricted and unrestricted fund balances across Pennsylvania charter schools, this study’s unit of analysis. Using a Newey-West regression and data spanning the years 2011–2019, we show that charter schools consider all fund balance classifications when making savings decisions; albeit the unrestricted was their primary savings vehicle. Given their limited revenue portfolio, they are left with only a few options for accumulating fiscal savings. Surplus from tuition payments and additional revenues from private funding sources appear as main fund balance boosters. Surprisingly, special education enrollment significantly increases the unrestricted fund balance, a finding that requires further attention from legislators and policy makers. Concerns are also raised about participation in the state pension system as it absorbs a significant amount of slack that otherwise could be used for other purposes. Overall, most charter schools retain inadequate fiscal savings not capable of insulating their operation from revenue volatility and other contingencies. Statutory fund balance minimums and the adoption of formal fund balance policies articulating how savings are accumulated, used, and replenished should, therefore, be considered.

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Paterra, Theresa A. "Quantitative Analysis of Online Teaching and Learning Techniques and the 2019 English Language Proficiency Assessment Levels in a Tri-State Region". International Journal of Curriculum Development and Learning Measurement 4, n.º 1 (24 de março de 2023): 1–15. http://dx.doi.org/10.4018/ijcdlm.320655.

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The purpose of this quantitative, nonexperimental study was to determine the statistical differences among the delivery methods and among the proficiency levels among elementary schools across a tri-state area. Theories and concepts related to this research were English as a second language, vocabulary study in reading, English immersion, and blended learning and how these were applied in a virtual platform. The researcher applied chi square goodness-of-fit tests to analyze data which was collected from 2019 English proficiency assessments of 46,754 English language learners in 1037 different school districts, and online Qualtrics surveys of 137 English as a second language educators in grades two-five, within the tristate area of Pennsylvania, Ohio, and West Virginia. Future research should determine to what extent there is a relationship between proficiency assessments English language arts scores and suburban elementary English as a second language teachers who use more than 30 minutes of online learning and teaching techniques daily.

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Jensen, Tim. "RS based RE in Public Schools: A Must for a Secular State". Numen 55, n.º 2-3 (2008): 123–50. http://dx.doi.org/10.1163/156852708x283023.

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AbstractThis article is a reasoned, normative argument for making religion education (RE) a separate, compulsory, time-tabled and totally normal school subject at all levels in public schools. With reference to Religion (RE) in Danish upper-secondary school as well as to the way Danish departments for the study of religions (RS) educate Religion teachers, key contents and principles of an RS based RE are outlined. It is stressed that only the historical and comparative study of religions can provide the scientific basis for RE, and that it must be the RS departments that educate RE teachers. It is, furthermore, suggested that normalisation of RE in public schools be added to defining characteristics of a secular state, and that scholars of religion engage not only in studies of RE but also in establishing RS based RE.

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Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich e Amy Eyler. "National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study". Journal of Physical Activity and Health 7, s1 (janeiro de 2010): S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.

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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.

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Chigozie John Ekenze, Timothy Olugbenga Ogundeko, Lilian Chioma Owunna, Mamzhi Seljul Crown Ramyil, Onyinye Lilian Umunnakwe e Jacqueline E Obioma-Elemba. "Knowledge attitude and practice on eye care facilities in special education settings in Imo State, Nigeria". World Journal of Advanced Pharmaceutical and Medical Research 2, n.º 2 (30 de junho de 2022): 001–7. http://dx.doi.org/10.53346/wjapmr.2022.2.2.0029.

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Children with special needs are at a higher risk of visual impairment as compared to normal population. Majority of the ocular disorders they suffer, like refractive errors and strabismus, are treatable. This study was aimed to assess the level of utilization of eye care services among children and teens with special needs in selected schools in Imo State, Nigeria. An interviewer-administered semi-structured questionnaire prepared was administered to children and adolescents with special needs, attending three special schools in Imo state, Nigeria. Findings from 185 respondents revealed that 43.2% never utilized eye care services, 13.5% had utilized same in the past. Socio-demographic factors identified as barriers to accessing eye care included parental misconceptions, stigmatization, poverty, ignorance, poor state healthcare facility, and physical inaccessibility. This study demonstrated that the rate of utilization of eye care services among the studied population is suboptimal. Children with special needs have little consideration in accessing proper eye care system. Early ophthalmic intervention by an eye care team at the point of enrolment into schools and establishment of ophthalmic units in special schools to provide periodic eye examination and proper management of ocular disorders are thus recommended.

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Wallace, Lacey Nicole. "What will make my child’s school safer? Parent perceptions of active shooter preparedness". Safer Communities 19, n.º 3 (27 de julho de 2020): 145–59. http://dx.doi.org/10.1108/sc-03-2020-0010.

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Purpose This study aims to examine parent perceptions of school active shooter preparedness and prevention efforts, as well as parent perceptions of the risk of an active shooter event. Design/methodology/approach Data were obtained in 2019 through an online survey of 182 Pennsylvania residents who were the parents or step-parents of children enrolled in pre-Kindergarten, Kindergarten-12th or college/ university. Respondents were a subset of a state-representative sample of 668 individuals. Findings Actions taken by schools were largely unrelated to parent perceptions. Parents who reported that their child’s school had provided information about active shooters to students had better attitudes toward preventive efforts overall. Parents who reported that their child’s school had changed firearms policy perceived a higher level of risk. Parents were also asked to share what they felt their child’s school could do that would help them feel more prepared for an active shooter event. The most common response was for schools to install metal detectors or perform random metal detector checks. Originality/value While there is extensive research on the views of students about school safety and security and, to a lesser degree, the views of school administrators and teachers, parents have largely been neglected in school safety research.

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Lestari, Neta Dian, Ramanata Disurya, Reva Maria Valianti, Rambat Nur Sasongko, Muhammad Kristiawan e Sudarwan Danim. "Vocational High School Teachers and Students’ Perception of the Emergency Curriculum During New Normal Era in Palembang". AL-ISHLAH: Jurnal Pendidikan 14, n.º 4 (7 de outubro de 2022): 6361–70. http://dx.doi.org/10.35445/alishlah.v14i4.2100.

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This research aims to investigate the implementation of full-day school during the new normal period carried out by four state vocational high schools in Palembang City during the new normal period after Covid-19. This study also aims to see the development and improvement of the quality of education with the emergency curriculum. The method used in this study is a descriptive case study, which describes the phenomenon or social phenomenon under study by describing the value of independent variables, both one or more variables (independent) based on indicators of the variables studied for exploration and classification. To collect the data, the researchers employed interviews with the participants. Meanwhile, content analysis was used to analyze the data. Based on the results of the research, namely the perceptions of teachers and students against full-day school during the new normal as well as the implementation of emergency curriculum at state vocational high schools in Palembang City, it can be concluded that the respondents’ statements are in accordance with the questionnaire that the researcher has given to students with a value of 210 questionnaire respondents with a number of questions, namely 35 questions, the conclusion is 84.05% in the very high category. This implies the positive perceptions of both teachers and students in Palembang.

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Evans, G. R. "Lutz Kaelber. Schools of asceticism: ideology and organisation in medieval religious communities. vii+278 pages. 1998. Pennsylvania (PA: Pennsylvania State University Press; 0-271-01754-6 hardback $55; 0-271-01755-4 paperback $19.95". Antiquity 73, n.º 279 (março de 1999): 238–39. http://dx.doi.org/10.1017/s0003598x00088165.

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Amalia, Novie Putri, e Makhfud. "Potret Pembelajaran Pendidikan Islam Pada Anak Tunagrahita Di Sekolah Luar Biasa Bhakti Pemuda Kota Kediri". Indonesian Journal of Islamic Education Studies (IJIES) 2, n.º 2 (8 de janeiro de 2020): 193–202. http://dx.doi.org/10.33367/ijies.v2i2.1011.

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This article discusses how the learning of Islamic Religious Education for mentally retarded children in Extraordinary Schools (SLB). Extraordinary Schools (SLB) are special schools for school-age children who have "special needs". Children with intellectual disabilities have IQs below the average normal child in general, thus causing their intellectual and intellectual functions disrupted which causes other problems that arise during their development. Islamic education is not only given to normal children, but also to children who have disabilities or mental disorders. This study uses qualitative research and uses a phenomenological approach. Data collection methods are observation, interviews, and documentation. The results of this study state that the implementation of Islamic Religious Education learning for mentally retarded children in SLB Bhakti Pemuda City of Kediri emphasizes memorization and practice directly with concrete or tangible objects, and is evaluated in three domains, namely cognitive, affective, and psychomotor. However, the evaluation of learning in SLB Bhakti Pemuda Kota Kediri is more measured from the realm of affective (attitude and values) and psychomotor (skills or skills).

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Rothermel, Beth Ann. "Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools". Advances in the History of Rhetoric 8, n.º 1 (janeiro de 2005): 99–129. http://dx.doi.org/10.1080/15362426.2005.10557249.

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Shi, Chao, e Ling Rothrock. "An Eye-Tracking Evaluation of Gauge Shapes in Process Control". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, n.º 1 (novembro de 2019): 2201–5. http://dx.doi.org/10.1177/1071181319631235.

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Operators monitor gauge shapes in control room displays to maintain the status of the refinery control process within normal limits. To test if shapes currently used by operators are effectively designed, two experiments were conducted to test the effectiveness of individual shapes in a Visual Thesaurus toolkit for comprehension and change detection. Moreover, eye tracking technology was used to investigate basic perceptual recognition behaviors of each Visual Thesaurus shape for comprehension and change detection. Thirty-one students from Pennsylvania State University participated in this experiment. It was found that pupil size could be used to track the cognitive load of participants. Correctness was also measured but it was not as sensitive as pupil size, as it did not capture a difference in the effectiveness of shapes.

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Kelly, J. R. "Schools of Asceticism: Ideology and Organization in Medieval Religious Communities. By Lutz Kaelber. Pennsylvania State University Press, 1998. 278 pp. Cloth, $55.00; paper, $19.95". Social Forces 78, n.º 1 (1 de setembro de 1999): 402–4. http://dx.doi.org/10.1093/sf/78.1.402.

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Kirschenbaum, Lisa A. "Alexia Bloch. Red Ties and Residential Schools: Indigenous Siberians in a Post-Soviet State. Philadelphia: University of Pennsylvania Press, 2004. 264 pp. Hardcover $39.95." History of Education Quarterly 46, n.º 3 (2006): 423–25. http://dx.doi.org/10.1111/j.1748-5959.2006.00006.x.

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Citra, Tria, e Asdi Wirman. "Kegiatan Parenting Orang Tua Terhadap Anak Di Era New Normal Di Kabupaten Pasaman Barat". Jurnal Family Education 1, n.º 4 (21 de novembro de 2021): 1–6. http://dx.doi.org/10.24036/jfe.v1i4.17.

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The spread of Covid-19 has an impact on learning activities in schools. Therefore, this study aims to provide an overview of how parenting activities are carried out by parents for early childhood during the new normal period. Parents have different characteristics that affect the parenting applied and they are just adapting to the current state of the Covid-19 pandemic. This research uses descriptive quantitative method. The sampling technique used was non-probability sampling, data was collected using questionnaires and analyzed using descriptive statistics. Parenting activities carried out in the new normal period were carried out as usual activities but accompanied by new normal habits by implementing health protocols. Based on the research results, parents' answers on average rarely, sometimes and often implement new normal parenting activities. Parents who answered rarely worked as housewives because they were still indifferent to health protocols and thought that parenting activities had been carried out by teachers at schools. While sometimes and rarely are working parents such as civil servants, entrepreneurs and private employees, this is mostly due to the busy work of parents, but there are also some parents who have often implemented new normal parenting on the sidelines of their busy lives

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Gearin, Brian, Jessica Turtura, Edward J. Kame’enui, Nancy J. Nelson e Hank Fien. "A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law". Educational Policy 34, n.º 7 (23 de outubro de 2018): 1036–68. http://dx.doi.org/10.1177/0895904818807328.

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This article provides an overview of recent changes to state-level dyslexia legislation. It begins by applying a variant of Kingdon’s multiple streams approach to explain how the dyslexia education “policy window” came to be opened. The article then describes the most likely effects and side effects of the new laws. Likely short-term effects include (a) a greater focus in schools on dyslexia screening and intervention, (b) greater use of multitiered systems of support and explicit instruction, and (c) changes in teacher preparation and training. Possible long-term effects include a reconceptualization of what constitutes “normal” school practice.

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Mann, Bryan A., e Stephen Kotok. "Online Stratifcation: How Academic Performance Indicators Relate to Choices between Cyber Charter Schools". Teachers College Record: The Voice of Scholarship in Education 121, n.º 3 (março de 2019): 1–24. http://dx.doi.org/10.1177/016146811912100307.

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Background/Context A primary argument that supports charter school policy assumes students favor schools with high academic performance ratings, leading to systemic school improvement. Previous research challenges this assumption but has limited generalizability because geographic and enrollment constraints limit student choice sets. Purpose/Objective This study examines student enrollment patterns within cyber charter schools in Pennsylvania, a state where elected policymakers tend to view choice as a means for school improvement. Cyber charter schools are advantageous to study in this context because they have fewer enrollment barriers, helping researchers account for constraints found in previous studies. Research Design Using consecutive years of student-level enrollment data, we use descriptive statistics and multinomial logistic regression analyses to answer the following questions: Is a particular cyber charter school more popular if it displays relatively higher performance on academic indicators? To what extent do enrollments in the highest performing cyber charter school relate to the demographics of students and school environments that they left? Findings/Results The findings suggest that despite the more accessible choice sets inherent in the cyber charter school sector, academic performance indicators still are not linked to popularity within the sector. Enrollment clustering persists along student demographics and feeder district traits. Conclusions/Recommendations These findings suggest that even in the cyber charter school sector where key enrollment restrictions are removed, inequitable enrollment patterns persist. These findings continue to challenge basic assumptions used in school choice policy framing. Policymakers should consider this evidence when and if they design and implement charter school policy, creating policy that accounts for inequitable enrollments that occur under current policy logic.

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Akinyode Obembe, Taiwo, Ayoola Oluwaseun Bosede, Oluwaseun Ariyo, Folashayo I P Adeniji, Abiodun Olaoye e Ayodeji Mathew Adebayo. "Nutritional status of school children in South-West Nigeria: Inferences from a national homegrown school feeding programme". African Health Sciences 24, n.º 1 (8 de abril de 2024): 239–49. http://dx.doi.org/10.4314/ahs.v24i1.29.

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Background: The School Feeding Programme if properly executed has the capacity to improve the nutritional status of theschool children. Objective: To assess the nutritional status of school children in Ondo State Nigeria given that the National Home-GrownSchool Feeding Programme (NHGSFP) has been operational in the state for over five years. Methods: This was a descriptive cross-sectional study. Results: A total of 234 subjects from public schools and 227 subjects from private schools were enrolled in the study. Theirmean age was 8.23 ± 1.92 years. Wasting, overweight, obesity, underweight, and stunting were noted in 19.4%, 11.4%, 0.4%,5.0%, and 20.7% of the children, respectively. The prevalence of stunting (30.3%) and wasting (23.9%) was more among subjectsfrom the public schools. A significant association was found between Weight-for-Age Z-score, Height-for-Age Z-score, andBMI-for-Age Z-score and the children’s school type (p < 0.005). Conclusion: Majority of the children showed normal growth, the rest were in both extremes of malnutrition, the subjects fromprivate schools seem to present better nutritional status, although there is no baseline data to ratify this finding. A further studyon this subject using the current finding as a baseline data is recommended. Keywords: School children; Nutritional assessment; Stunting; Underweight; Wasting; School feeding programme.

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Putera, Agustian Ramadana, Wiwik Wijayanti e Theophile Niyonsaba. "Exploring the New Identity of Islamic Boarding School Based on Critical Challenges, Changes and Instructional Management in Post Covid-19 Pandemic". Jurnal Tarbiyatuna 12, n.º 2 (29 de dezembro de 2021): 151–63. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.5164.

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Many schools are striving to continue with normal learning due to the Covid-19 pandemic, which has greatly altered human life. Therefore, this study aimed to reveal the state of instructional management at Manbaul Ulum Islamic boarding school in Indonesia by recapping the challenges and changes teachers encounter. Descriptive methods and a qualitative approach were used to collect data from teachers working at Islamic boarding schools. Furthermore, a substantial portion of data was collected through in-depth interviews with five voluntary teachers. Based on the results, the success of instructional management should be the main focus in all the academic or religious activities at Islamic boarding schools. In addition, social, technological, and pedagogical challenges were experienced in implementing this new learning system. The sleeping arrangements in dormitories were disrupted due to the health protocols instituted to avert the adverse effects of the pandemic. Overall, different schools witnessed diverse challenges of varying magnitude.

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Blaisdell, Charmarie J. "Schools of Asceticism: Ideology and Organization in Medieval Religious Communities. By Lutz Kaelber. University Park, Pa.: Pennsylvania State University Press, 1998. viii + 278 pp. n.p." Church History 69, n.º 1 (março de 2000): 165–67. http://dx.doi.org/10.2307/3170596.

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Scott, Timothy, e Farhat N. Husain. "Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem". Journal of Educational Issues 7, n.º 1 (23 de abril de 2021): 233. http://dx.doi.org/10.5296/jei.v7i1.18447.

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The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States’ K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent ‘one-size-fits-few’ strategy to avoid sanctions to meet state benchmarks. While a return to traditional classroom instruction may signal a return to normal, without increased state funding, reduced emphasis on standardized testing, improved teacher professional development, and incorporation of multivoiced textbooks, a return to normal will additionally signal a return to existing educational inequalities in the US.

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Chisom, Isiah Eme, e Okah Tim Elegant Joy. "Assessment of Encarta Software in the Teaching and Learning of Vocabulary in Senior Secondary Schools in Port Harcourt City Local Government Area of Rivers State". International Journal of Information technology and Computer Engineering, n.º 31 (8 de dezembro de 2022): 1–8. http://dx.doi.org/10.55529/ijitc.31.1.8.

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The study accessed the use of Encarta software in the teaching and learning of vocabulary in senior secondary schools in Port Harcourt Local Government Area of Rivers State. The study adopted the quasi-experimental research design, which consisted of two groups, the experimental group and the control group. The population of the study comprised of 100 students from two schools which were divided into 50 for the experimental group and 50 for the control group. Students in the two schools were administered the EVAT as a pretest before the commencement of the treatment. The students in the experimental group were taught vocabulary using Microsoft Encarta software while instruction was given to the control group using the normal traditional method of teaching. At the end of the lesson, the post test was administered to both groups and data was collected after it was marked. The mean and standard deviations were used to analyze the research questions while Analysis of Variance (ANCOVA) was used to analyze the hypotheses. All the hypotheses were tested at 0.05 alpha level of significance. Recommendations were made that trainings/ workshops should be organized for English language teachers in secondary schools on the use of Microsoft Encarta software.

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Eme Chisom, Isiah, e Okah-Tim Elegant Joy. "Assessment of Encarta Software in the Teaching and Learning of Vocabulary in Senior Secondary Schools in Port Harcourt City Local Government Area of Rivers State". Journal of Language and Linguistics in Society, n.º 31 (10 de dezembro de 2022): 12–19. http://dx.doi.org/10.55529/jlls.31.12.19.

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The study accessed the use of Encarta software in the teaching and learning of vocabulary in senior secondary schools in Port Harcourt Local Government Area of Rivers State. The study adopted the quasi-experimental research design, which consisted of two groups, the experimental group and the control group. The population of the study comprised of 100 students from two schools which were divided into 50 for the experimental group and 50 for the control group. Students in the two schools were administered the EVAT as a pretest before the commencement of the treatment. The students in the experimental group were taught vocabulary using Microsoft Encarta software while instruction was given to the control group using the normal traditional method of teaching. At the end of the lesson, the post test was administered to both groups and data was collected after it was marked. The mean and standard deviations were used to analyze the research questions while Analysis of Variance (ANCOVA) was used to analyze the hypotheses. All the hypotheses were tested at 0.05 alpha level of significance. Recommendations were made that trainings/workshops should be organized for English language teachers in secondary schools on the use of Microsoft Encarta software.

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Martinez, Y., G. Brunet, M. K. Yau e X. Wang. "On the Dynamics of Concentric Eyewall Genesis: Space–Time Empirical Normal Modes Diagnosis". Journal of the Atmospheric Sciences 68, n.º 3 (1 de março de 2011): 457–76. http://dx.doi.org/10.1175/2010jas3501.1.

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Abstract A novel statistical technique called space–time empirical normal mode (ST-ENM) is applied in a diagnostic study of the genesis of a secondary eyewall in a simulated hurricane using the nonhydrostatic, high-resolution fifth-generation Pennsylvania State University (PSU)–National Center for Atmospheric Research (NCAR) Mesoscale Model (MM5). The bases obtained from the ST-ENM technique are nonstationary, dynamically relevant, and orthogonal in the sense of wave activity. The wave activity spectra of the wavenumber-1 anomalies show that the leading modes (1–6) exhibit mainly characteristics of vortex Rossby waves (VRWs). These modes together explain about 75% of the total wavenumber-1 variance in a period of 24 h. Analysis of the Eliassen–Palm (EP) flux and its time-mean divergence corresponding to the total contribution from these modes indicated that in the lower troposphere VRWs not only propagate inward (outward) in the primary eyewall region where the radial gradient of the basic-state potential vorticity is large and positive (large and negative), but there is also wave activity propagating outside the primary eyewall. Consequently, maximum cyclonic eddy angular momentum is transported not only inside the radius of maximum wind (RMW) by VRWs in the primary eyewall region, but also close to the location where the secondary eyewall forms by VRWs propagating outside the inner eyewall. The fact that the critical radius for some of the ST-ENMs is contained inside the region where the secondary eyewall forms and the existence of a signal of maximum eddy cyclonic angular momentum flux propagating outward up to the critical radius suggests that a wave–mean flow interaction mechanism and redistribution of angular momentum may be suitable to explain important dynamical aspects of concentric eyewall genesis.

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Asak, Alden, Alijandrina Jalilul e Masnona Asiri. "Teachers’ mental health status in new normal among public secondary schools in Jolo, Sulu". SOCIAL PSYCHOLOGY AND HUMAN EXPERIENCE 1, n.º 1 (26 de maio de 2024): 1–16. http://dx.doi.org/10.62596/8am5sr92.

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This study analyzed the mental health status of the public secondary teachers in Jolo, Sulu, Philippines. This study was a descriptive research that described the emotional well-being, support perception, stress level, anxiety level, depression, as well as resilience and coping mechanisms of the public teachers. Three public secondary schools were selected in this study. There were one hundred twenty (n=120) public school teachers who participated in the study—forty in each institution. This study adapted Warwick Edinburgh Mental Well-being Scale (WEMWBS), Teachers Mental Health Check-in Survey, Depression Anxiety Stress Scales (DASS-21), Connor-Davidson Resilience Scale (CD-RISC-10), and Carver Brief COPE Inventory as the research questionnaire. The teachers demonstrated positive emotional state, low levels of anxiety, stress, and depression, and high resilience, all indicative of their effective management of mental health challenges in the new normal. Specifically, they reported having the feeling of optimism, love, being supported, relaxed, and mental fortitude. They were also able to respond to the challenges they face by getting advice, seeking emotional support, self-reflection, and find comfort from their religion or spiritual beliefs. However, this study did not evidently describe the interactions between support systems and anxiety, stress, and depression levels. Hence, it is essential for further research to explore the specific types of support and coping strategies that most effectively promote these positive emotional states and resilience among teachers.

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Ekpenyong, BN, V. Essien, AO Ndep, O. Onwusaka e A. Peter. "Comparison of socioeconomic status of parents and Body Mass Index of their in-school adolescents in Cross River state, Nigeria". Journal of Epidemiological Society of Nigeria 2 (18 de julho de 2020): 45–51. http://dx.doi.org/10.46912/jeson.22.

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Background: Overweight and obesity as well as underweight in adolescence are risk factors of chronic diseases that occur in adulthood. The objective of this research was to assess the Body Mass Index of in-school adolescents and its relationship to socioeconomic status of their parents.Methods: This is a cross-sectional study of 454 adolescents aged 10-19 years selected from five secondary schools using multistage sampling technique. A semi-structured interviewer questionnaire was used to collect relevant information from the adolescents and their anthropometric measurement to determine their Body Mass Index. Their Body Mass Index was categorized into obese, overweight, normal and underweight using the International Obesity Task Force reference. Analysis was done using IBM Statistical Package for Social Sciences, version 20.1. Results: The prevalence of obesity, overweight, and underweight among the adolescents was 7.7%, 1.1% and 32.8% respectively. None of the students in the public schools was obese while 2.1% of the adolescents were obese in the private schools. Adolescents in public schools had a higher percentage of underweight (65.4%) compared to those in private schools (34.5%) and this was found statistically significant (p<0.001). There was an overall higher prevalence of overweight and obesity among the females than found among the males. This was also the case for adolescents from higher socio-economic parents. These differences were found to be statistically significant (p<0.001). Conclusion: The Body Mass Index status of the in-school adolescents studied was found to increase with increased socioeconomic status of their parents. This underscores the need for sensitization of in-school adolescents to see the need of knowing their nutritional status and ways to avoid the consequences of abnormal Body Mass Index.

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Tambari, Ishaka, Mustapha Aliyu e Bello Sulaiman. "Substance Abuse Effect On Cognitive Ability Of Selected Youngsters Studying In Gwadabawa, Sokoto State, Nigeria". ALSYSTECH Journal of Education Technology 2, n.º 1 (22 de dezembro de 2023): 58–67. http://dx.doi.org/10.58578/alsystech.v2i1.2372.

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Substance abuse is among the major issues affecting schools and education in Nigeria. Many substances affect the mind and whole body of youngsters negatively leading to hospitalizations, school drop-outs, absenteeism and other effects that affect education at whole. The objective of this study was to assess the effect of substance abuse on cognitive potential of some schooling youngsters in Gwadabawa, Sokoto State Nigeria. 15 young people that abuse substances and are attending schools, and 15 normal people in Gwadabawa, Sokoto state, Nigeria were recruited in this work and were assessed with Montreal cognitive Assessment standard methods to evaluate the cognitive domain of the participants. The result reveals substance abusers scored 357 ± 7.0, while 396.0 ± 10.0 was scored by non-substance abusers; indicating that substance abusers show comparatively lower cognitive ability compared to the control youngsters enrolled in this work. The results indicate that the substances been abused by the young people reduce their cognitive ability (a prelude of cognitive domain of the participants of the study) and in turn could inflict their academic performances as well. Thus, it is pertinent to help young ones shun substances through awareness creation, counselling, strict laws, drug education and relations.

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Goldhaber, Dan, Cory Koedel, Umut Özek e Eric Parsons. "Using Longitudinal Student Mobility to Identify At-Risk Students". AERA Open 8 (janeiro de 2022): 233285842110710. http://dx.doi.org/10.1177/23328584211071090.

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We use administrative data from three states to document the relationships between geographic mobility and student outcomes during K–12 schooling. We focus specifically on nonstructural mobility events—which we define as school changes that do not occur as the result of normal transitions between schools—and on longitudinal measures that capture these events cumulatively for students. We show that the number of nonstructural moves experienced by a student is a powerful indicator of low-test performance and graduation rates. Longitudinal information on student mobility is unlikely to be readily available to local practitioners—that is, individual districts, schools, or teachers. However, due to recent investments in longitudinal data systems in most states, this information can be made available at low cost by state education agencies.

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