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Добірка наукової літератури з теми "Additional support"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Additional support"

Miller, Robin E. "Researchers May Need Additional Data Curation Support." Evidence Based Library and Information Practice 14, no. 1 (March 14, 2019): 74–76. http://dx.doi.org/10.18438/eblip29539.

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A Review of: Johnston, L. R., Carlson, J., Hudson-Vitale, C., Imker, H., Kozlowski, W., Olendorf, R., & Stewart, C. (2018). How important are data curation activities to researchers? Gaps and opportunities for academic libraries. Journal of Librarianship and Scholarly Communication, 6(1), 1-24. https://doi.org/10.7710/2162-3309.2198 Abstract Objective – To identify the data curation activities most valued by researchers at universities. Design – Focus group and survey instrument. Setting – Six R1: Doctoral Universities in the United States of America that are part of a Data Curation Network (DCN) project to design a shared data curation service. Subjects – 91 researchers, librarians, and support staff. Methods – The authors used focus group methodology to collect data about valued data curation activities, current practices, and satisfaction with existing services or activities. Six focus groups were conducted at participants’ places of employment. Participants reviewed a list of 35 possible data curation activities, including documentation, data visualization, and rights management. A card-swapping exercise enabled subjects to rank the most important issues on a scale of 1-5, with “most important” activities becoming the subject of a facilitated discussion. In a short paper-based survey, participants also noted whether a data curation practice is in place at their institution, and their satisfaction with the practice. Main Results – Twelve data curation activities were identified as “highly rated” services that academic institutions could focus on providing to researchers. Documentation, Secure Storage, Quality Assurance, and Persistent Identifier were the data curation activities that the majority of participants rated as “most important.” Participants identified the data curation practices in place at their institutions, including documentation (80%), secure storage (75%), chain of custody (64%), metadata (63%), file inventory or manifest (58%), data visualization (58%), versioning (56%), file format transformations (55%), and quality assurance (52%). Participants reported low levels of satisfaction with their institutions’ data curation activities. Conclusion – Academic libraries have an opportunity to develop or improve existing data curation services by focusing on the twelve data curation activities that researchers, staff, and librarians value but that could be implemented in a more satisfactory way. The authors conclude that their organization, the Data Curation Network, has an opportunity to improve data curation services or to offer new or expanded services.

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Miller, John L. "Study provides additional support for hypericum extract." American Journal of Health-System Pharmacy 57, no. 3 (February 1, 2000): 208. http://dx.doi.org/10.1093/ajhp/57.3.208.

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Menger, Fredric M., Lei Shi, and Syed A. A. Rizvi. "Additional Support for a Revised Gibbs Analysis." Langmuir 26, no. 3 (February 2, 2010): 1588–89. http://dx.doi.org/10.1021/la9043914.

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Dilşad Yakut, Ayşe. "TEACHERS' PERCEPTIONS OF STUDENTS WITH ADDITIONAL SUPPORT NEEDS." International Journal of Eurasian Education and Culture 5, no. 11 (January 1, 2020): 1916–53. http://dx.doi.org/10.35826/ijoecc.260.

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Bogoevska, Natasa. "Additional support to children with obstacles in development." Ревија за социјална политика/Journal of Social Policy 13 (2017): 53–94. http://dx.doi.org/10.37509/socpol1713053b.

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Delsuc, Frédéric, Georgia Tsagkogeorga, Nicolas Lartillot, and Hervé Philippe. "Additional molecular support for the new chordate phylogeny." genesis 46, no. 11 (November 2008): 592–604. http://dx.doi.org/10.1002/dvg.20450.

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FitzGerald, Deirdre, Alex Reid, Gerry Fitzpatrick, and Desmond O’Neill. "Occupational Health: additional support for the aging anesthesiologist." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 62, no. 3 (December 31, 2014): 329–30. http://dx.doi.org/10.1007/s12630-014-0296-5.

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Sethuraman, K. R. "Students Needing Additional Curricular Support and Psychological Support (SNACS, SNAPS) - A perspective Shift." Annals of SBV 6, no. 1 (2017): 45–48. http://dx.doi.org/10.5005/jp-journals-10085-6115.

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Gaddy, Stephanie. "Consider additional support for your students through collaboration with your academic support area." Disability Compliance for Higher Education 22, no. 2 (August 22, 2016): 5. http://dx.doi.org/10.1002/dhe.30218.

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Menne, Heather, Natalie Mulmule, Angela Gasdaska, Emily Costilow, and Kristen Robinson. "National Family Caregiver Support Program Participants' Recommendations to Boost Caregiver Supports." Innovation in Aging 5, Supplement_1 (December 1, 2021): 945–46. http://dx.doi.org/10.1093/geroni/igab046.3416.

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Abstract For more than 20 years, family caregivers have been supported through the National Family Caregiver Support Program (NFCSP) of the Older Americans Act (Title IIIE). The NFCSP provides information to caregivers about available services; assistance in gaining access to services; counseling, support groups and caregiver training; respite care; and supplemental services. In the 2019 National Survey of Older Americans Act Participants, 1,909 NFCSP caregivers were asked “What recommendations do you have for improving the service?” The resulting 748 open-ended responses were thematically coded. The thematic analysis yielded six major themes: Additional Resources, Staffing, Communication, Care Coordination, Quality of Services, and Eligibility. Sub-themes were identified for Additional Resources and Staffing. The most common sub-themes for Additional Resources were requests for more help or services (e.g., grocery shopping), increased funding or financial assistance, and more service hours (e.g., overnight or holiday care). The most common sub-theme for Staffing was the need for consistent staffing due to high turnover of staff. Chi-Squared tests and Fisher’s Exact tests indicated that there were no significant associations between any of the recommendation themes and the gender of the caregiver, employment status of the caregiver, or whether the care recipient has Alzheimer’s or dementia. Many of the themes align with results from a recent RAISE Family Caregiving Advisory Council Report. Recommendations from both sets of findings indicate ways that programs, services, and policies can be enhanced to support the needs of care recipients and caregivers.

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Дисертації з теми "Additional support"

Herd, Elizabeth. "Supporting pupils with additional support needs in mainstream settings : the views of pupils." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5497.

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This thesis is the study of experiences of a group of mainstream secondary pupils identified as having additional support needs within the terms of the Education (Additional Support For Learning ) (Scotland) Act (2004). This means that they have been categorised as having entitlements to whatever support they require to ensure that they can attain good educational outcomes. Prior to the 2004 legislation, practices were based on categorisation of such pupils into separate, often segregated, provision which reflected assumptions about their restricted potential. The 2004 legislation is part of a policy agenda concerned with social justice and equity of educational provision for all pupils. It requires that all barriers to learning are removed for each individual pupil. Such a policy shift, and the move towards an inclusive person-centred approach, seem consistent with Scottish education as it is widely regarded, that is, with a strong tradition of, and a commitment to, egalitarianism. However, there is research which also suggests that Scottish education has been, and continues to be, meritocratic and with a strong focus on academic attainment, and that the belief in the tradition of egalitarianism, which is now regarded as a myth, can still influence perception and policy. It has also been argued that the neo-liberal reforms of the public services since the 1980s have narrowed teachers‟ work, led to a focus on its measurable aspects and led to less time being available for other areas of work, including supporting non-academic learning and attainment. In this thesis I discuss how the influence of the „myth‟, a tradition of meritocracy, and a performativity focus on attainment, shape teachers understandings and practices as they are required to reconcile them with a concurrent policy agenda which has a focus on social inclusion and equity of educational opportunity. To enable the voices of pupils and their teachers to be heard, I use semi-structured interviews and an interpretivist approach to study the experiences and attitudes of 8 teachers and 17 pupils in 2 comprehensive schools in a Scottish local authority. Through doing this I identify factors which might prevent teachers from developing inclusive approaches and support for learning practices which are helpful and acceptable to pupils. I also consider any apparent tensions between a person-centred inclusive policy agenda and a tradition of meritocracy. I found that pupils were generally positive about their experience of learning and identified practices they thought would be both helpful and acceptable to them: peer working; teachers mediating learning through discussion/questioning; work which was interesting to them and/or relevant to life beyond school. There was also a degree of consensus that difficulties associated with the reading/writing tasks they were required to do could be barriers to fully accessing the curriculum. The study also found that the teachers interviewed showed a commitment to provide support to pupils with additional support needs and that they provided a range of in-class arrangements to achieve this. However, they seemed also to be influenced by academic traditions/assumptions and felt that what they were able to do was limited by the agenda created by national examination requirements and it was that which drove the curriculum. The study concludes that the practices and power relations in schools are influenced by the conservative thinking which characterises Scottish education, that these practices and power relations can be oppressive and disempowering to teachers and pupils and that pupils are still labelled, sometimes segregated and treated differently from their peers. It also emerged that while there are no real opportunities for pupils to express their views and challenge the identities ascribed to them, when they are given that opportunity they can have well formed views about their education and what changes to existing practice would better help them to improve their attainment and develop useful skills. Not all of the pupils did express such views, and this may link to effect of the power relations in schools. Of those who did express views about what they would like to see change, the changes they identified seem to be generally possible within the pedagogical and curriculum framework changes as suggested in Curriculum for Excellence documents. However, given the findings of this study about power relations and the persistence of academic traditions and assumptions, it is relevant to note that these changes in themselves will require alterations to existing in-school power relations, working arrangements and conceptualisations of what constitutes educational success and how it is measured.

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Brown, Joan. "Professional environment of post-school transitions of young people with additional support needs." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9454.

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The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

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Rushton, Teresa. "Exploring the lived experience of being an occupational therapy student with additional support requirements." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622927.

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This study explored the lived experience of being an occupational therapy student with additional support requirements. Individuals with disabilities have the right to access education and have unique skills and attributes which are highly desirable within Health and Social Care professions. The number of students with disabilities undertaking Health and Social Care programmes is increasing and Universities have sought to improve facilities, resources and support for these students. However, Occupational Therapy education which is truly inclusive remains elusive (Jung et al, 2008). No previous research exploring this phenomenon has been completed within the United Kingdom. Two small scale studies in USA (Velde et al, 2005) and in Canada (Jung et al, 2014) have been previous published, alongside a number of autobiographical descriptions of individual’s personal experiences of OT education from those with disabilities (Archer, 1999; Bennett, 1989; Guitard and Lirette, 2005; Sivanesan, 2003). However, the age and predominant international context limits applicability within the UK. Unlike previous studies, Interpretative Phenomenological Analysis (IPA) was used to investigate the phenomenon of being an Occupational Therapy student with a disability, from the individual’s unique perspective. Viewing each individual participant as a unique occupational being allowed me to reveal findings which have been previously unidentified and unexplored. This study illuminated a journey that all participants experienced as they engaged in the occupation of studying to become an Occupational Therapist. The journey was described by two participants using the metaphor ‘a rollercoaster’ and this became the overarching theme. Other themes generated from individual participant journeys, as described in their own words, were ‘like a bull at a gate’, ‘that was when the bubble burst’, ‘heal thy self’ and the ‘world is my oyster’. The findings indicated that there was a therapeutic benefit of studying to become an Occupational Therapist for those who had successfully completed the programme. Whilst never the original intention of the research, when interpreting the findings, I was drawn to how the concepts within Model of Human Occupation (MOHO) (Kielhofner, 1985) were evident within each participant’s journey and thus applied MOHO to each individual. It is recommended that further research is undertaken to explore if the findings of this study are only applicable to those who participated in the study or if studying Occupational Therapy is indeed therapeutic and the Model of Human Occupation is applicable to all students who study OT with or without additional support requirements.

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Cook, Laura. "Beginning teachers' experiences of preparation & additional well-being support throughout initial teacher education." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104925/.

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Beginning Teacher (BT) attrition in the UK has been described as problematically high (Hughes, 2012). Whilst many contributing factors towards teacher attrition have been identified (Schaefer (2013), Foreman-Peck (2015)) suggests that the role of well-being, and the contextual-level issues that influence it, are frequently overlooked. Given that many of the same reasons are cited by BTs for both negative well-being and premature attrition (Harfitt, 2015), Hamilton and Clandinin (2011) identify research into BT well-being as a worthwhile area of study. This study adopted a pragmatist, mixed-methods approach in exploring BTs’ experiences of preparation and additional well-being support throughout Initial Teacher Education (ITE) in Wales at two time-points: end of ITE (Time 1) and approximately eight weeks into teaching (Time 2). At Time 1, online- questionnaires, containing both quantitative and qualitative questions, captured the experiences of 109 BTs. Six BTs also participated in semi-structured interviews. At Time 2, 34 BTs from the original questionnaire-cohort completed a follow-up questionnaire, whilst five of the original interviewees participated in a follow-up interview. Interpretative Phenomenological Analysis (IPA) was conducted (Smith, Flowers & Larkin, 2009). The IPA-process utilised by Snelgrove, Edwards and Liossi (2013) was also adopted as a guide for analysing interview data from two time-points. Findings outlined a need for more in-depth preparation during ITE; particularly in relation to some of the aspects of teaching that can have a detrimental impact on well- being. Also found was the need for more direct well-being support for BTs, focusing first on reducing the stigma associated with teacher well-being and increasing communication between ITE staff, placement-school staff and BTs. Recommendations for developments within ITE to support BTs’ well-being from the outset of their careers are made, with consideration as to how educational psychologists might contribute.

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Bannon, Stephanie. "The psychological impact of the internet on young people with additional support needs (ASN)." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/26218.

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Introduction: This thesis investigates the psychological impact of the internet on adolescents with Additional Support Needs (ASN). Benefits and risks related to internet use have been evidenced in the general population. Little research has considered these factors with young people with ASN. Methodology: Due to limited research having been completed with the ASN population with regards to the impact of internet use, a systematic review was conducted considering the long-term psychological impact of cyberbullying on children and adolescents in the mainstream population. In addition, an empirical study was conducted with a total of 36 young people with ASN (aged 13-18) who participated in one of six focus groups. Group discussions were recorded, transcribed and analysed using Framework Analysis. Results: Findings of the systematic review showed that a range of difficulties (including depression, quality of life outcomes, substance use and aggression) were considered to be linked to the experience of cyberbullying in the general child and adolescent population. Although variation between studies existed, the review does show a tentative trend that cyberbullying is linked to long-term negative psychological outcomes. The empirical study using Focus Group data identified two main themes: Identity and Connectedness and Issues relating to Risk. Theme one indicated that young people with ASN were making use of the internet to develop their own identity, competence and sense of social connectedness; suggesting that internet use for this group can have a positive impact on their psychological well- being. Some potential barriers to this were also identified. With regards to the second theme, it was shown that young people with ASN do experience risk on the internet. It was highlighted that young people with ASN are aware of a range of risks online, are able to make use of some risk management strategies to stay safe but also experience particular difficulties which can negatively impact on their ability to protect themselves against potential psychological harm as a result of internet use. Considered together it was therefore found that the internet may provide important opportunities for young people with ASN with the potential of having a positive psychological impact. This must be considered however in the context of risks present to this group when online and their ability to manage these effectively. Discussion: Findings were discussed in relation to the relevant literature considering the specific advantages and risks relating to internet use by children and adolescents with ASN. Clinical implications and areas for future research were highlighted as well as the strengths and limitations of the current study. Conclusion: This thesis demonstrates that young people with ASN are making use of the internet and able to benefit from it in the same way as other children and adolescents. However, this population has also been shown to be at risk online and may be more vulnerable due to their impaired ability in particular areas of functioning, when compared to young people without ASN. Additional research into this area is required to ensure that this group are being adequately supported to remain safe online whilst taking full advantage of what the internet has to offer.

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Richardson, Thomas Duncan. "Collaborative practice to support young people with ASN during the school to post-school transition in Scotland : the perspectives of young people, their families and professionals." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/051a8211-cca2-4003-8312-dac455ae93fe.

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The school to post-school transition has been identified as a time when young people with Additional Support Needs (ASN) need extra support. This thesis focuses on the school to post-school transition planning and preparation process for young people with ASN in Scotland. In particular, the author scrutinised the collaborative planning and preparation that takes place amongst professionals to support young people with ASN and their families during this transition. The author also examined the influence of the Education (Additional Support for Learning) (Scotland) Act 2004 upon the process. A mixed-methods research design was used to undertake three studies. Study 1 was a national on-line survey of professionals involved in post-school transition planning and preparation. Study 2 was a longitudinal study in which professionals involved in transition planning and preparations from one local authority were interviewed at 2 time periods (2004 before the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and 2010). Minutes of transition meetings from both periods were also examined. Study 3 was a case study of a further education college undertaken in the same local authority as Study 2, to understand the experiences of transition planning and preparation from the perspectives of the young people with ASN who had experienced post-school transition and their families, along with school and college professionals. Participants (young people, parents and professionals) were interviewed. Visual resources were developed by the author to support the interviews with the young people. Data in all the studies were analysed using a thematic analysis approach. Finally, the findings of the three studies are presented and discussed. These include the perception that transition planning and preparation has become more young person centred since the Act was introduced. Implications for policy makers, practitioners, and future research are also discussed.

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Kyffin, Felicity. "A study of communication support for children with Down's syndrome and English as an additional language." Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/a-study-of-communication-support-for-children-with-downs-syndrome-and-english-as-an-additional-language(6619264a-62d8-477f-a9ec-e5e477be0d4f).html.

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Young children with Down’s syndrome (DS) and English as an additional language (EAL) require a high level of communication support, but there is no guidance for practitioners in the Early Years Foundation Stage (EYFS) about how to meet these needs. This thesis explores early years’ practice in mainstream and specialist provision through case studies of two city boroughs with different demographics. The crosscutting themes of experience, training, multi-agency working and policy were identified in the literature and found to be inter-linked in how they influenced the teaching strategies reported in the study. All practitioners working with children with DS and EAL were found to be using a wide range of teaching strategies. These matched the statutory guidance for the EYFS curriculum, suggestions given in early years’ texts and practitioner guidance, and available research evidence relating to the communication of children with DS, with EAL, and with other special educational needs (SEN), although participants did not recognise this. Teachers’ practice was also influenced by the SEN Code of Practice which was current at that time. A vital role was played by the speech and language therapy service in providing training and evidence-based interventions; however, support from this service was reported to be decreasing within mainstream settings. The exchange of information about children’s communication between agencies and settings at times of transition was poor, and SEN coordinators had a challenging role in managing services around the child. The availability of support for children’s home languages differed greatly between the boroughs, with better provision for children in settings where there were high numbers of children with EAL. Children with DS who were international new arrivals are identified in the study as being particularly vulnerable, with delayed access to services and agencies. The need for equity in the communication support available for children with DS and EAL is an important feature of this study’s findings. Addressing this issue has implications for teacher training, joined-up working for EYFS settings and services, the role played by the speech and language therapy service, and the availability of home language support and assessment.

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Stollery, R. L. "A Q methodological study of the support valued by students with English as an additional language." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4428/.

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This study investigated the viewpoints of students with English as an Additional Language (EAL). Specifically, I used Q methodology to highlight some of the viewpoints of learners with EAL on the strategies used by adults to support them in school. A Q set of 46 statements was produced, with each statement describing a strategy for supporting learners with EAL. The Q set was developed firstly through the use of two focus groups involving 11 students aged between 9 and 15, secondly through consultation with relevant professionals, and thirdly through a literature review. I then asked 30 participants aged between 9 and 18 to express their viewpoint through a Q sort exercise, by ranking strategies according to helpfulness. Factor analysis was used to identify viewpoints which were common to a group of participants. In the results section I present each of the emerging viewpoints as a Q sort arrangement, and also as a written description produced by interpreting the factor analysis results. The four viewpoints which emerge are discussed, along with the implications for professionals needing to provide personalised support, and also stay in touch with the viewpoints of individual students with EAL in school. It is hoped that the current research will address the need within the literature to include the voice of students with EAL in planning for their education.

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Mwinyi, Adina, Achim Meyer, Christoph Bleidorn, Bernhard Lieb, Thomas Bartolomaeus, and Lars Podsiadlowski. "Mitochondrial genome sequence and gene order of Sipunculus nudus give additional support for an inclusion of Sipuncula into Annelida." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4491/.

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Background: Mitochondrial genomes are a valuable source of data for analysing phylogenetic relationships. Besides sequence information, mitochondrial gene order may add phylogenetically useful information, too. Sipuncula are unsegmented marine worms, traditionally placed in their own phylum. Recent molecular and morphological findings suggest a close affinity to the segmented Annelida. Results: The first complete mitochondrial genome of a member of Sipuncula, Sipunculus nudus, is presented. All 37 genes characteristic for metazoan mtDNA were detected and are encoded on the same strand. The mitochondrial gene order (protein-coding and ribosomal RNA genes) resembles that of annelids, but shows several derivations so far found only in Sipuncula. Sequence based phylogenetic analysis of mitochondrial protein-coding genes results in significant bootstrap support for Annelida sensu lato, combining Annelida together with Sipuncula, Echiura, Pogonophora and Myzostomida. Conclusion: The mitochondrial sequence data support a close relationship of Annelida and Sipuncula. Also the most parsimonious explanation of changes in gene order favours a derivation from the annelid gene order. These results complement findings from recent phylogenetic analyses of nuclear encoded genes as well as a report of a segmental neural patterning in Sipuncula.

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Stockton, Karen. "An explorative study considering the process of change at school and local authority level as a result of implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and The Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005, with its support document, Supporting children's learning - code of practice 2006." Thesis, University of East London, 2007. http://roar.uel.ac.uk/3818/.

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This research evaluates the process of change at school and local authority level, as a result of the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. Five research questions investigate the perceptions of those school staff taking part in the process of change, in that they query: the properties staff attach to the process of change; the conditions they believe may foster or inhibit the process of change; the skills they feel are important to facilitating a process of change; what changes there may be for children with Additional Support Needs; and, importantly, what meaning they infer from taking part in the process of change. This research pursues a flexible qualitative design, marrying Grounded Theory and a Constructivist philosophical perspective. The method utilised to address these questions involved administering initial Quality Indicator Schedules, followed by twelve semi-structured interviews in three phases (A, B & C) with staff in two schools. Interpretative Phenomenological Analysis of the transcribed interviews took place at the end of phases A, B and C. The research findings suggested that those staff taking part attached the following properties to the process of change: change in school practice; good understanding; and an understanding and attitudinal shift. In addition, staff were able to depict the conditions, from their own perspective, that either fostered or inhibited the process of change, to the extent that, during phase C, they had conceptualised their thinking into a framework: the Bottom-Up Model/Approach which offered them a preferred framework to help support future processes of change. The meaning inferred, from the perspective of those staff taking part in the process of change, focused on self and school improvement better to support children with Additional Support Needs.

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Книги з теми "Additional support"

Baker, James Addison. US support for additional UN action against Iraq. Washington, DC: U.S. Dept. of State, Bureau of Public Affairs, Office of Public Communication, 1990.

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Barwuah, Adjei. Additional support, retention and guidance in urban colleges. London: Further Education Development Agency, 1997.

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Summit, Access. Guidance for library and information support service staff: Higher education and students with additional support needs. [Manchester]: Access Summit, 1999.

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Executive, Scotland Scottish. Report of the consultation on the draft Additional Support for Learning Bill. Edinburgh: Scottish Executive, 2003.

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Unit, Great Britain Department for Education and Employment Standards and Effectiveness. The National Literacy Strategy: Additional literacy support. : preparation for the teaching programme. London: DfEE, 1999.

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Summit, Access. Higher education and students with additional support needs: A handbook for admissions tutors. [Manchester]: Access Summit, 2000.

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Affairs, United States Congress House Committee on Foreign. FREEDOM Support Act of 1992: Report together with additional views (to accompany H.R. 4547). [Washington, D.C.?: U.S. G.P.O., 1992.

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Summit, Access. A Guide for departmental disability co-ordinators: Higher education and students with additional support needs. [Manchester]: Access Summit, 2000.

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Franson, Charlotte. The role of the English as a second/additional language support teacher: Necessary conditions for a new definition. [s.l.]: National Association for Language Development in the Curriculum (NALDIC), 1995.

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United States. Congress. House. Committee on International Relations. Iran Freedom Support Act: Report together with additional views (to accompany H.R. 282) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2006.

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Частини книг з теми "Additional support"

Rankin, Hollie. "Additional support." In Guide to Re-building Trust with Traumatised Children, 65–68. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Companion to the storybook: The house that wouldn’t fall down.: Routledge, 2019. http://dx.doi.org/10.4324/9780429433122-16.

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Rankin, Hollie. "Additional support." In Guide to Supporting Children through Bereavement and Loss, 52–56. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429433160-14.

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Jayadeva, Reshma Khemchandani, and Suresh Chandra. "Some Additional Topics." In Twin Support Vector Machines, 153–92. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46186-1_7.

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Rangone, Adalberto. "Additional Strategies to Support Innovation." In Contributions to Management Science, 203–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31768-3_10.

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Fried, Robert, and Richard M. Carlton. "Additional Supplements That Support Glycemic Control and Reduce Chronic Inflammation." In Type 2 Diabetes, 405–46. Boca Raton : CRC Press, 2018.: CRC Press, 2018. http://dx.doi.org/10.1201/9780429507250-14.

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Henrich, Andreas, and Jens Möller. "Extending a spatial access structure to support additional standard attributes." In Advances in Spatial Databases, 132–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60159-7_9.

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Dkhil, Abdellatif, Mickael Gardoni, Lamine Belgacem, and Remy Houssin. "Linkographic Analysis of Design Ideation Session: Idea Graph Representation and Additional Tools for Analysis." In Product Lifecycle Management to Support Industry 4.0, 715–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01614-2_65.

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Koutny, Reinhard, Sebastian Günther, Naina Dhingra, Andreas Kunz, Klaus Miesenberger, and Max Mühlhäuser. "Accessible Multimodal Tool Support for Brainstorming Meetings." In Lecture Notes in Computer Science, 11–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_2.

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AbstractIn recent years, assistive technology and digital accessibility for blind and visually impaired people (BVIP) has been significantly improved. Yet, group discussions, especially in a business context, are still challenging as non-verbal communication (NVC) is often depicted on digital whiteboards, including deictic gestures paired with visual artifacts. However, as NVC heavily relies on the visual perception, whichrepresents a large amount of detail, an adaptive approach is required that identifies the most relevant information for BVIP. Additionally, visual artifacts usually rely on spatial properties such as position, orientation, and dimensions to convey essential information such as hierarchy, cohesion, and importance that is often not accessible to the BVIP. In this paper, we investigate the requirements of BVIP during brainstorming sessions and, based on our findings, provide an accessible multimodal tool that uses non-verbal and spatial cues as an additional layer of information. Further, we contribute by presenting a set of input and output modalities that encode and decode information with respect to the individual demands of BVIP and the requirements of different use cases.

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Riddell, Sheila. "Special and Additional Support Needs Policy and the Rights of Children and Young People." In Autonomy, Rights and Children with Special Educational Needs, 31–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55825-3_3.

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Rodrigues, Kamila, Vânia Paula de Almeida Neris, and Cesar Augusto Camillo Teixeira. "Interaction of the Elderly Viewer with Additional Multimedia Content to Support the Appreciation of Television Programs." In Human-Computer Interaction. Users and Contexts of Use, 227–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39265-8_25.

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Тези доповідей конференцій з теми "Additional support"

Gorman, Mel, and Patrick Healy. "Supporting superpage allocation without additional hardware support." In the 7th international symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1375634.1375641.

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Haatainen, S., A.-J. Lakanen, V. Isomottonen, and V. Lappalainen. "A Practice for Providing Additional Support in CS1." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.39.

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Lepp, Marina, and Joosep Kaimre. "Providing Additional Support in an Introductory Programming Course." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766661.

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Panić, Tanja, Marta Dedaj, and Jelena Opsenica Kostić. "How Kindergarten Teachers Estimate the Need for Additional Support." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.17.

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Mortimer, Helen, Sara Mancell, and Emer Fitzpatrick. "P17 Do NAFLD patients engage with additional weight management support between appointments?" In Abstracts of the BSPGHAN Virtual Annual Meeting, 27–29 April 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/flgastro-2021-bspghan.27.

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Asano, Yuya, Madhurima Dutta, Trisha Thakur, Jaemarie Solyst, Stephanie Cristea, Helena Jovic, Andrew Petersen, and Joseph Jay Williams. "Exploring Additional Personalized Support While Attempting Exercise Problems in Online Learning Platforms." In L@S '21: Eighth (2021) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430895.3460145.

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Bugarski, Vladimir, Dragan Matic, and Filip Kulic. "Classification of hotel guests by predicted additional spending with ANN decision support system." In 2017 IEEE 15th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2017. http://dx.doi.org/10.1109/sisy.2017.8080528.

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Kovshikova, Olga F., and Anna D. Abashina. "Organisational and psychological aspects of individual support of special children on additional education programmes." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-35.

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Kaufmann, Christian, and Harald Wahl. "A Technical Support to Enrich Existing Software Development Courses, with the Additional Topic of Secure Coding." In iiWAS2021: The 23rd International Conference on Information Integration and Web Intelligence. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3487664.3487794.

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Djermanov, Jelena, Senka Slijepčević, and Tamara Oblaković. "PEDAGOGICAL ASSISTANT AS A VITAL PART OF ADDITIONAL SYSTEMATIC SUPPORT FOR EDUCATIONAL INCLUSION IN REPUBLIC OF SERBIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1504.

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Звіти організацій з теми "Additional support"

Napier, Bruce A., Sandra F. Snyder, and Carmen Arimescu. Additional Research Needs to Support the GENII Biosphere Models. Office of Scientific and Technical Information (OSTI), November 2013. http://dx.doi.org/10.2172/1115840.

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Soderberg, Nancy. U.S. Support for UN Peacekeeping: Areas for Additional DOD Assistance. Fort Belvoir, VA: Defense Technical Information Center, September 2007. http://dx.doi.org/10.21236/ada473191.

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Webb, Robert. SECARB Additional Data and Support for the EA or EIS Review. Office of Scientific and Technical Information (OSTI), May 2010. http://dx.doi.org/10.2172/1823061.

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Cease, H., and A. Lee. Analysis of Additional CFT Support at Z=0 for the Silicon Half Trough. Office of Scientific and Technical Information (OSTI), March 2000. http://dx.doi.org/10.2172/1032087.

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Bruffey, Stephanie H. M4FT-19OR0301070218 - Letter Report - Conduct additional tests and provide technical review support for re-engineered silver-functionalized aerogel. Office of Scientific and Technical Information (OSTI), September 2019. http://dx.doi.org/10.2172/1570118.

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de Leede, Seran. Tackling Women’s Support of Far-Right Extremism: Experiences from Germany. RESOLVE Network, February 2021. http://dx.doi.org/10.37805/pn2021.13.remve.

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Persistent gendered assumptions about women and violence predominately depict women as non-violent and peaceful. Due to this gender blindness and simplistic frames used to understand the attraction of women toward far-right extremist groups, women tend to get overlooked as active participants, and their roles ignored or downplayed. This not only hinders the overall understanding of far-right extremist groups but also impedes the development of effective counterprograms that specifically address the experiences and paths of these women. Drawing from the experiences and insights of German initiatives and from additional literature on the topic, this policy note explores the wide-ranging motivations of women joining far-right extremist groups and the different roles they can play in them. By including wider research to why women leave far-right extremist groups, the policy note offers lessons learned and recommendations that may be helpful in optimizing prevention and exit programs aimed at women in far-right extremist groups beyond the German context.

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Caferatta, Fernando G., Bridget Hoffman, and Carlos Scartascini. Research Insights: What Role Does Trust in Government Play in Support for Public Policies to Improve Air Pollution? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003732.

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Trust in government and the perceived quality of public services are positively correlated with support for an additional tax to improve air quality. Trust in government and the perceived quality of public services are positively correlated with a preference for government retention of revenue from fees collected from polluting firms as opposed to distribution of revenue directly to citizens. Trust in government and the perceived quality of public services are not significantly correlated with citizens preferences on the allocation of those revenues between public spending and private goods.

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Cappell, Rod, F. Nimmo, D. Butler, and R. Prang. Evidence gathering in support of sustainable Scottish inshore fisheries: work package (8) final report: establishing a dedicated information resource base for Scottish inshore fisheries – a pilot study. Marine Alliance for Science and Technology for Scotland (MASTS), 2015. http://dx.doi.org/10.15664/10023.24688.

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[Extract from Executive Summary] This study was undertaken by Poseidon and Acoura for the Scottish Sustainable Inshore Fisheries (SSIF) Project and was completed from July 2014 to June 2015. The objectives of the project were met as it delivered: 1. A searchable database of information for Scottish inshore fisheries; 2. The database was populated to identify information shortfalls, updated information and additional information of relevance to the IFG management plans; 3. The potential and specification for a shared information platform.

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Krainyk, Yaroslav M., Anzhela P. Boiko, Dmytro A. Poltavskyi, and Vladimir I. Zaselskiy. Augmented Reality-based historical guide for classes and tourists. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3747.

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In this paper, development of historical guide based on Augmented Reality (AR) technology is considered. The developed guide application it targeted to be used in different scenarios, in particular, during history learning classes, for guidance of the tourists to exhibits both indoor and outdoor. Common features of all these scenarios are generalized and according to them main information and objects model for forming scene are identified. This part is followed by detailed description of objects and scene representation, markers usage, employment of additional services, etc. Finally, the developed historical guide application has been introduced. It harnesses A-Frame library for processing of models and their representation. The application is able to work with different markers so that it can be extended easily. In addition, one of the main benefits of the developed application is support of multiple platforms because it works from web-browser and does not require installation of additional software. The developed application can be effectively used for all provided scenarios and has potential for further extension.

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Berkowitz, Jacob, Christine VanZomeren, Nia Hurst, and Kristina Sebastian. An evaluation of soil phosphorus storage capacity (SPSC) at proposed wetland restoration locations in the western Lake Erie Basin. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/42108.

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Historical loss of wetlands coupled with excess phosphorus (P) loading at watershed scales have degraded water quality in portions of the western Lake Erie Basin (WLEB). In response, efforts are underway to restore wetlands and decrease P loading to surface waters. Because wetlands have a finite capacity to retain P, researchers have developed techniques to determine whether wetlands function as P sources or sinks. The following technical report evaluates the soil P storage capacity (SPSC) at locations under consideration for wetland restoration in collaboration with the Great Lakes Restoration Initiative (GLRI) and the H2Ohio initiative. Results indicate that the examined soils display a range of P retention capacities, reflecting historic land-use patterns and management regimes. However, the majority of study locations exhibited some capacity to sequester additional P. The analysis supports development of rankings and comparative analyses of areas within a specific land parcel, informing management through design, avoidance, removal, or remediation of potential legacy P sources. Additionally, the approaches described herein support relative comparisons between multiple potential wetland development properties. These results, in conjunction with other data sources, can be used to target, prioritize, justify, and improve decision-making for wetland management activities in the WLEB.

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