Статті в журналах: "Atlanta Public School System"

1

Grooms, Ain A. "Straddling the Boundaries of the Zone of Tolerance: One District’s Response to Rapid Demographic Change." Education and Urban Society 51, no. 7 (December 31, 2017): 946–69. http://dx.doi.org/10.1177/0013124517747364.

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Sewall County, located in metropolitan Atlanta, and its public school system experienced significant demographic change between 2000 and 2010. The population doubled, reaching more than 200,000 residents, and its percentage of White residents fell by 25% to just more than 55%. Its public school system is now considered majority–minority. Using the zone of tolerance framework, which argues that there are boundaries within which community members will allow policies to be changed, this study will examine how school and district leaders in Sewall County, Georgia, responded to the racial and socioeconomic changes in their schools and community. Findings indicate that there were no new policies enacted in the district to address rapid demographic shift, and instead, the district, individual schools, and parents engaged in actions that fell within and outside the boundaries of Sewall’s zone of tolerance.

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Aronson, Brittany, Kristin M. Murphy, and Andrew Saultz. "Under Pressure in Atlanta: School Accountability and Special Education Practices during the Cheating Scandal." Teachers College Record: The Voice of Scholarship in Education 118, no. 14 (November 2016): 1–26. http://dx.doi.org/10.1177/016146811611801411.

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A 2011 report by the Georgia Bureau of Investigation (GBI) confirmed a widespread cheating scandal among teachers, principals, and administrators in the Atlanta Public School system (APS) from 2009–2011. To date, it is the largest cheating scandal of its kind in the United States. The vast public investigation of this scandal provides an opportunity to gain an in-depth understanding of school accountability practices, particularly as they pertain to the education of students with disabilities. The purpose of this article is to draw from the lessons learned from the APS scandal with particular attention paid to the unintended consequences of high-stakes accountability practices, especially for students with disabilities. First, we examine the policies and practices related to disability referrals and identification practices at the federal level during the 2009–2011 school years. Second, we explore what literature on accountability practices and disabilities suggests about the APS scandal. Finally, we discuss broader implications for policy, practice, and future research related to the education of students with disabilities in high-stakes test driven classrooms.

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3

Calamidas, Elizabeth G., Tara L. Crowell, Laura Engelmann, and Heather Watkins-Jones. "AtlantiCare healthy school edible garden startup grants: A content analysis of post-grant follow-up reports." Health Education Journal 79, no. 6 (February 27, 2020): 671–85. http://dx.doi.org/10.1177/0017896920905622.

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Objective: The purpose of this article was to identify some of the implications, challenges and benefits of edible gardens cultivated at schools located in southern New Jersey, USA. Design and Setting: Over the course of three academic years (between 2014 and 2017), 73 schools received start up monies for school gardens from AtlantiCare Health System. The schools, located in Atlantic, Cape May and Ocean Counties in New Jersey, were required to complete an Edible School Garden Mini-Grant Follow-up Report. Methods: A content analysis was conducted on responses to 12 open-ended questions from these reports in order to highlight some of the implications, challenges and benefits of gardens within these schools. Results: Basic descriptive statistics provided logistical information such as those involved in the school garden, including community partnerships and garden maintenance, along with the harvest and outcomes of those harvests. Results provided valuable insight into the impact of school gardens on curriculum and policy change; benefits to knowledge, attitudes and behaviour change among participants; and areas in need of improvement. Frequency distributions identified any unexpected outcomes schools may have experienced, along with additional needs and schools’ future plans for their gardens. Conclusion: Overall, results indicate that schools were appreciative and excited about the opportunity to create school gardens and plan to continue these efforts. The implications of these results along with suggestions for future grant making, school garden efforts and research are discussed.

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Hart, C. Michael, Kennie R. Shepherd, and Walter Royal. "The Atlanta VA Health Care System: Morehouse School of Medicine Core Recruiting Site—A Strategy to Increase Diversity in the VA Scientific Workforce." Health Equity 7, no. 1 (May 1, 2023): 333–37. http://dx.doi.org/10.1089/heq.2023.0001.

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5

Anucha, Hyacinth. "Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher Compensation, and Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America." Advances in Social Sciences Research Journal 11, no. 1 (January 22, 2024): 128–53. http://dx.doi.org/10.14738/assrj.111.16313.

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This study examined teacher leadership, the intricate interplay of culture, education, and the college board race gaps in SAT scores, and their collective impact on academic performance within the Baltimore City Public Schools. The study specifically explored the correlation between teacher salaries and academic achievement while considering persistent factors such as poverty, which consistently hindered academic success for predominantly Black and Brown students, as many seasoned teachers are exiting and too few are joining the profession. Ineffective leadership and inadequate teacher compensation, compounded by the challenges of poverty, were identified as major contributors to below-average academic performance in the urban public school system. Emphasizing teacher salaries, the research highlighted the linear relationship between salary increases and the growing issue of poverty among educators when adjusted for inflation. The meta-analysis conducted underscored the pivotal role played by effective leadership and quality education in enhancing student achievement and fostering socioeconomic growth. The study contended that educational and teacher leadership at the intersection of culture are imperative for adapting to 21st-century economic, technological, and societal transformations. The findings underscored the importance of addressing socioeconomic disparities among educational leaders to improve academic outcomes in urban public schools. Achieving fair compensation, resource accessibility, and fostering professional growth are crucial for attracting and retaining excellent educators, thereby creating an ideal learning environment for all students. The research provided a comprehensive framework for evidence-based parameter estimations in computational modeling, providing informed strategies to address challenges in urban public-school systems.

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6

Smetanina, Karina Yu. "19th-Century American Schoolbooks as Primary Sources in Cultural Studies: Their Production and Use." Observatory of Culture 16, no. 3 (July 19, 2019): 310–20. http://dx.doi.org/10.25281/2072-3156-2019-16-3-310-320.

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The article focuses on the 19th-century American history schoolbooks as primary sources in historiography and cultural studies. The relevance of the topic is determined by the fact that historically several regions with different economic, cultural and ideological characteristics existed and developed in the USA. Therefore, broad political powers of the state governments that traditionally made laws in the field of education may give us the reason to assume that the narration of the American history in books produced and used in different parts of the country might have reflected values and beliefs of those particular states.The study was based on the principle of historicism, which let us closely analyze such questions as the authorship, places of schoolbook publishing and areas of their distribution with reference to the changing sociocultural realia of the 19th-century America.The following conclusions were drawn. The advent and development of public education as well as the blossom of the printing industry in New England contributed to the fact that in the 1820s there emerged a big group of authors who wrote the most popular American histories. Simultaneously with the growth of the number and influence of publishing firms in New York and Philadelphia, the center of the textbook production moved to the Mid-Atlantic Region in the latter half of the century.The United States territorial acquisitions of the 19th century predetermined the mass migration of the American citizens who amongst other possessions carried their children’s textbooks to new places. Due to the fact that the system of public education was still in its juvenile years and did not enjoy authority among the citizens, school administrations and teachers were not able to make parents buy new schoolbooks from the lists approved by schools, counties, or states, which led to the problem of textbook diversity and to the distribution of the northern books throughout the whole country. Concurrently, high profits in textbook business attracted many people who tried to write and sell as many histories as possible. This resulted in the problem of oversupply of schoolbooks.

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Henderson, Susan, Robin Tanner, Norma Klanderman, Abby Mattera, Lindsey Martin Webb, and John Steward. "Safe Routes to School: A Public Health Practice Success Story—Atlanta, 2008−2010." Journal of Physical Activity and Health 10, no. 2 (February 2013): 141–42. http://dx.doi.org/10.1123/jpah.10.2.141.

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8

Colbert, Jan. "The Atlanta Public Schools Scandal: Educator Fraud, RICO, And COSO." Journal of Business Case Studies (JBCS) 12, no. 3 (June 30, 2016): 103–18. http://dx.doi.org/10.19030/jbcs.v12i3.9711.

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As the new Chief Audit Executive (CAE) of the school district in Big City, you are interested in the lessons regarding internal control which can be learned from educator fraud (cheating) which occurred in the Atlanta Public Schools (APS) scandal. You discover that educators erased students’ wrong answers and changed them to right answers, that educators made false certifications of test results, and that tests were opened (and resealed) prior to administration. The cheating went on for years. Multiple investigations ensued and the Georgia Bureau of Investigation eventually became involved. About 150 educators resigned, retired or lost their appeals to have their jobs reinstated. Educators who chose to go to trial were prosecuted under the RICO statute (Racketeer Influenced and Corrupt Organizations Act). The APS eventually begun making remediation efforts for the students impacted by false test results. To attempt to prevent such cheating and fraud from occurring again, you relate the facts of the case to both the COSO internal control framework and to the fraud triangle. As CAE, you will use this information to instruct the internal auditors in your department.

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9

Vovsha, Peter, and Eric Petersen. "Escorting Children to School." Transportation Research Record: Journal of the Transportation Research Board 1921, no. 1 (January 2005): 131–40. http://dx.doi.org/10.1177/0361198105192100115.

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An important aspect of intrahousehold interactions–-joint travel arrangements that arise when adult household members escort children to school–-is investigated. Previously published research on intrahousehold interactions have focused mostly on time allocation or episode generation between individual and joint activities and have largely been limited to interactions between household heads. Insights into the less-explored aspect of intrahousehold interactions between adults and children in the household are provided. Children are explicitly considered active agents in the intrahousehold decision making, and the interaction itself takes the form of a joint travel arrangement rather than a shared activity. A statistical analysis indicates the importance of this segment of intrahousehold interactions in the overall system of household activity and travel. A choice model, which is formulated and estimated, relates the probability of various types of ridesharing and escorting to the person, household, and zonal variables. The developed model is designed for possible inclusion in the regional travel model system being developed for the Atlanta (Georgia) Regional Commission.

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10

Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta." History of Education Quarterly 56, no. 1 (February 2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.

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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.

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11

Ringsmose, Charlotte. "Independent School Success Challenging the Danish Public School System." Childhood Education 89, no. 2 (February 19, 2013): 92–93. http://dx.doi.org/10.1080/00094056.2013.773843.

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12

Edwards, David, and John Clayton Thomas. "Developing a Municipal Performance-Measurement System: Reflections on the Atlanta Dashboard." Public Administration Review 65, no. 3 (May 2005): 369–76. http://dx.doi.org/10.1111/j.1540-6210.2005.00461.x.

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13

Asim, Salman. "The Public School System in Sindh: Empirical Insights." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.

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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary walls. Against this backdrop, we examine key trends in education outcomes using the Pakistan Living Standards and Measurement surveys for 2004/05 and 2010/11. We find that the net enrollment rates (NERs) at primary, middle, and secondary level in Sindh stagnated, at best, during 2007–11 after a sharp increase registered in 2006; this trend is similar to that of the rest of Pakistan. Gains in NER vary significantly across districts with some performing exceptionally better than others. Finally, we cross-validate these statistics using independent household- and school-level census data on 300 communities, collected as part of an ongoing impact evaluation study in three districts of rural Sindh.

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14

Frank, Kenneth W. "Religion in the Public School System of Turkey." Religion & Public Education 16, no. 1 (January 1989): 91–93. http://dx.doi.org/10.1080/10567224.1989.11488118.

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15

Sametz, Lynn, and Donna Hamparian. "Reintegrating Incarcerated Youth into the Public School System." Juvenile and Family Court Journal 38, no. 3 (August 1987): 27–37. http://dx.doi.org/10.1111/j.1755-6988.1987.tb00603.x.

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16

Stern, David. "Toward a Statewide System for Public School Accountability." Education and Urban Society 18, no. 3 (May 1986): 326–46. http://dx.doi.org/10.1177/0013124586018003005.

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Abdillah, Muhammad, Fathan Mujahid Satria, Nita Indriani Pertiwi, and Herlambang Setiadi. "Design of photovoltaic system for public school building." Indonesian Journal of Electrical Engineering and Computer Science 29, no. 1 (January 1, 2022): 56. http://dx.doi.org/10.11591/ijeecs.v29.i1.pp56-65.

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The increase in energy needs to support sustainable development will trigger a large additional power supply. Unfortunately, a current energy source is mostly produced by fossil fuels. This condition can affect the increase of global warming and climate change. Nowadays, many countries including Indonesia are aware of the effect of the use of fossil fuels on environmental devastation. Therefore, the use of clean energy gets more attention from many countries since its energy source is unlimited and harvested from nature. One of the clean energy sources that are widely utilized over the world is photovoltaic (PV). PV is an appropriate clean energy technology to be utilized in Indonesia since this country lies on the equator line and gets solar irradiance over the year. This paper proposed the design of PV systems for a public-school building. These PV schemes proposed in this study are classified into off-grid, on-grid, and hybrid PV systems. From the simulation results, it is shown that the hybrid PV system with energy supplied by PT. PLN (State Electricity Company) results in the highest saving annual cost and provides an environmentally friendly energy source for public-school buildings.

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Cobano-Delgado, Verónica. "Parent Participation in the Spanish School System: School Councils." International Education Studies 8, no. 11 (October 28, 2015): 156. http://dx.doi.org/10.5539/ies.v8n11p156.

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<p class="apa">Parents of pupils participate in the supervision and management of Spanish schools through the School Council [<em>Consejo Escolar</em>], which is the principal body through which such participation and oversight is channeled. Through it families, pupils, teachers and non-teaching staff contribute collectively to making the important decisions affecting schools. Its members are chosen by means of an electoral process that must be public and objective; voting must be personal, direct, secret and not delegable. The Council’s composition varies from one Autonomous Community to another and its character depends on the characteristics of each school – public or private – on the type of education offered as well as on the space, teaching staff and pupils it has at its disposal. Under the recent educational reform, democratic participation on the part of the various sectors which make up the school community has been drastically curtailed. Parents’ representatives, teachers, pupils, administrative and municpal staff on the School Council find their contribution relegated to a merely consultative level.</p>

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Sharma, Deepak, Naveen Krishan Goel, Ajeet Sidana, Shefali Kaura, and Michelin Sehgal. "Prevalence of Smartphone Addiction and its Relation with Depression among School-going Adolescents." Indian Journal of Community Health 35, no. 1 (March 31, 2023): 27–31. http://dx.doi.org/10.47203/ijch.2023.v35i01.006.

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Background: Smartphone addiction among adolescents is an increasingly recognized problem worldwide. It affects the psychological well-being of an individual. Aim and objective: The current study aimed to assess smartphone addiction’s prevalence and its relation to depression among adolescents. Methods: This cross-sectional study was conducted among 400 school-going adolescents. Smartphone Addiction Scale - Short version (SAS-SV) and Patient Health Questionnaire (PHQ-9) were used to assess the prevalence of smartphone addiction and depression. Data were analyzed using Epi info software for windows (CDC, Atlanta). Statistical significance was set at p < 0.05. Results: The mean age of study participants was 14.4 years (SD=1.5 years). The prevalence of smartphone addiction was 23%, while depression was present among 45% of the study participants. Comparatively higher duration of smartphone use was significantly associated with smartphone addiction. Depression was significantly higher among smartphone addicts (77.2%) as compared to their counterparts (35.4%). Conclusion and Recommendation: The smartphone usage of adolescents, if not monitored, could lead to its addiction and thus increase the risk of depression among them. To prevent smartphone addiction, limiting children’s screen time is recommended. In this regard, parents can play a pivotal role by becoming responsible digital role models for their children.

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Castillo, Marco A. "Public Participation, Mayoral Control, and the New York City Public School System." Journal of Deliberative Democracy 9, no. 2 (October 25, 2013): 6. http://dx.doi.org/10.16997/jdd.168.

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Damuri, Amat, Nasrulloh Isnain, Rahmatika Rahmatika, Abednego Priyatama, Yudi Irawan Chandra, and Arman Syah Putra. "E-Learning Proposal System in Public Secondary School Learning." International Journal of Educational Research & Social Sciences 2, no. 2 (April 30, 2021): 270–75. http://dx.doi.org/10.51601/ijersc.v2i2.72.

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Abstract The background of this research is to know how the e-learning system in the teaching and learning system at the public high school level, because the Covid 19 pandemic still allows us to learn online at home, with the e-learning system, the learning system can be very effective. remotely, because this research this time will discuss how a good system is applied to the learning process with an e-learning system. The method used in this research is to use the literature review method by referring to previously published books and journals, with the existence of books and journals that discuss this research before, it is certain that this research will produce the latest research and can become the basis for future research. . There are many remote learning method systems during the Covid 19 pandemic, with this remote learning system, the spread of the Corona virus will be greatly reduced, because students do not meet in person and cannot spread directly through physical contact, with the distance learning method. the teaching and learning system continues even though the Covid 19 pandemic spreads. In this research, we will produce a system proposal that will be the basis for the development of distance teaching and learning methods, using e-learning media at an educational level, namely public high schools with a proposed system, so it can be the best suggestion in the future. thiscovid 19 pandemic. Keyword: E-learning, Learning, High School, Online.

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22

Hanson, David E., and Bryce E. Nelson. "Good Schools: The Seattle Public School System, 1901-1930." History of Education Quarterly 30, no. 1 (1990): 112. http://dx.doi.org/10.2307/368767.

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Edson, C. H., and Bryce E. Nelson. "Good Schools: The Seattle Public School System, 1901-1930." Journal of American History 76, no. 4 (March 1990): 1297. http://dx.doi.org/10.2307/2936674.

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Eisenstein, Donald D., and Ananth V. Iyer. "Separating Logistics Flows in the Chicago Public School System." Operations Research 44, no. 2 (April 1996): 265–73. http://dx.doi.org/10.1287/opre.44.2.265.

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Salas, Beverly Ann. "The Phenomenon of Dyslexia in One Public School System." Academic Therapy 25, no. 1 (September 1989): 59–73. http://dx.doi.org/10.1177/105345128902500108.

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Krueger, Beverly. "Computerized Reporting in a Public School Program." Language, Speech, and Hearing Services in Schools 16, no. 2 (April 1985): 135–39. http://dx.doi.org/10.1044/0161-1461.1602.135.

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Clinicians in a public school clinical speech program designed and adopted a system of computerized reporting which generates required due process paperwork, provides student reports and copies of IEPs, and stores data for administrative and research purposes. Impact of the system is discussed, including preliminary data indicating both time and financial savings.

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Tsereteli, Mzia, Khatuna Martskvishvili, and Ia Aptarashvili. "THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT." Problems of Education in the 21st Century 32, no. 1 (July 5, 2011): 121–28. http://dx.doi.org/10.33225/pec/11.32.121.

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The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students' performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers' work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students' academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers' democratic approach to students. Key words: academic achievement, school culture, school management.

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Kamran, Fatima, Irfan Ali Sheikh, Samra Haroon, Yusra Ashraf, Khalid Mehmood, and Faaraea Haroon. "Comparison Between Glasgow Score and CTSI in Predicting the Severity of Acute Pancreatitis Based on Modified Atlanta Classification 2012." Pakistan Armed Forces Medical Journal 72, no. 2 (May 2, 2022): 686–90. http://dx.doi.org/10.51253/pafmj.v72i2.7986.

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Objective: To compare the Glasgow scoring system and modified CTSI scoring system regarding its ability to predict the severe nature of acute pancreatitis according to the revised Atlanta classification in a tertiary care hospital in Pakistan. Study Design: Comparative cross-sectional study. Place and Duration of Study: General Surgery Department, Combined Military Hospital, Rawalpindi from July 2020 to Jul 2021. Methodology: Forty patients ranging from 30 to 70 years of age with acute pancreatitis, some of them were admitted to our hospital and others were received in the Emergency Department. Glasgow and modified CTSI scores were calculated for all cases. Results: Glasgow and CTSI scoring systems were compared according to the Atlanta Classification. The data in our study showed a mean Glasgow score of 2.475 ± 2.975, whereas the mean CTSI score was 5.575 ± 2.458. In predicting severe acute pancreatitis using the AUC graph, the CTSI scoring system had a higher accuracy (0.994) than Glasgow score (0.987). For mild and moderately severe acute pancreatitis, both Glasgow and CTSI showed significance (p<0.01). Conclusion: CTSI scoring is more accurate in detecting the severity of acute pancreatitis. Glasgow was close behind, but it is not an accurate indicator

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Abdulkadiroğlu, Atila, and Aram Grigoryan. "Diversity Balance in Centralized Public School Admissions." AEA Papers and Proceedings 114 (May 1, 2024): 497–501. http://dx.doi.org/10.1257/pandp.20241066.

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Parental choice over public schools has become a major educational reform throughout the United States and the world. Most district policies are implemented via admission priorities. Diversity in admissions is a common policy goal. However, it necessitates the violation of some priorities. We develop an axiomatic theory for meeting diversity objectives with a reserves system. We axiomatize the trade-off between diversity and priorities. We characterize the solution that uniquely and optimally achieves the diversity objectives via reserves by minimizing priority violations. The choice rule corresponds to a simple and natural implementation of application orders in a reserves system.

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Zlatanović-Marković, Valentina, Biljana Nikolić, Mirjana Stakić, and Milovan Mitić. "Public relations in the educational system." Megatrend revija 19, no. 1 (2022): 267–82. http://dx.doi.org/10.5937/megrev2201267z.

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The aim of this paper is to determine the effects of the implementation of the program "School and the public" on the organization of the school system in the period of program implementation from 2009-2014. and the level of communication between the education system and the public. Methods: 694 respondents fulfilled the questionnaire for the training participants used in actual research, and prepared by the Institute for the Advancement of Education and Upbringing, intended exclusively for the Center for Professional Development of Employees. The collected data were processed by descriptive statistics in Microsoft Excel and the results obtained are presented in tables and graphs. Results: The fact that the large percentage of participants (more than 90%) spoke positively about the program speaks in favor of the claim that employees in education are aware of the need for personal training and engagement in communication processes between the educational institution and the public. CONCLUSION: Participants' answers clearly indicated the obvious improvement of communication between the educational institution and the public through the affirmation of the work of the institution itself, as well as the establishment of a positive image and solving important issues and problems in the functioning and work of the institution.

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Nam, Tran Duy, and Ha Thanh Viet. "Empirical Study on Public High School System in Vietnam: Post Doi Moi." European Scientific Journal, ESJ 13, no. 31 (November 30, 2017): 92. http://dx.doi.org/10.19044/esj.2017.v13n31p92.

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The system of education in Vietnam is administered by the Ministry of Education and Training (MOET), and it is a broad system of state-run schools for students from about four years of age to high school age. The educational system comprises of five classes: kindergarten, primary, secondary, upper-optional (additionally alluded to as secondary school), and college level, with broadly managed exit and selection tests between each. The principal motivation behind this study is to analyze the connection between pre-secondary school factors, school condition, school structure, collective duty, scholarly optimism with the scholastic performance of the public high school students in Vietnam. SPSS analysis shows that only two variables can be a significant indicator of academic performance, that are school environment (B= -1.369, t=51.356, p<0.01) and pre-high school factor (B=-.384, t= -13.947, p<0.01) while school structure, collective responsibility, and academic optimism have found to be insignificant indicator of academic performance as compared to the other two variables in a multivariate context although, during the bivariate analysis, academic optimism had been found to be significantly related to academic performance. School environment was also found to have higher ‘B’ value compared to pre-high school factor. Hence, this study suggests that among all the independent variables studied, school environment gave the most effective towards the academic performance of students in the public high school of Vietnam.

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Clark, Dorothy, Carla Clasen, Adrienne Stolfi, and Elvira R. Jaballas. "Parent Knowledge and Opinions of School Health Services in an Urban Public School System." Journal of School Health 72, no. 1 (January 2002): 18–22. http://dx.doi.org/10.1111/j.1746-1561.2002.tb06505.x.

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Ascherman, Lee I., Susan B. Christensen, and Tara Ford. "Understanding Evolving Public School Law: The Child and Adolescent Psychiatrist and the School System." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): S348. http://dx.doi.org/10.1016/j.jaac.2016.07.083.

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34

Greenberg, Sharon, and Anthony S. Bryk. "Changing the school system improvement narrative." Phi Delta Kappan 105, no. 6 (March 2024): 12–17. http://dx.doi.org/10.1177/00317217241238102.

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Districts are struggling to accelerate students’ learning, support their health and wellness, and close the achievement gap. Labeled “worst” in 1987, by 2017 Chicago Public Schools was among the nation’s most improved school systems. Chicago’s story embeds many lessons about system change. Sharon Greenberg and Anthony S. Bryk illustrate how local research evidence helped leaders target a few high-leverage processes and informed their ongoing efforts to improve outcomes. Achieving quality enactment of these processes at scale depended on building capacity, which, in turn, took time.

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Vargo, Jason, Qingyang Xiao, and Yang Liu. "The Performance of the National Weather Service Heat Warning System against Ground Observations and Satellite Imagery." Advances in Meteorology 2015 (2015): 1–15. http://dx.doi.org/10.1155/2015/649614.

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Deadly heat waves are increasing with climate change. Public forecasts and warnings are a primary public health strategy for dealing with such extreme weather events; however, temperatures can vary widely within the administrative units used to issue warnings, particularly across urban landscapes. The emergence of more frequent and widely distributed sources of urban temperature data provide the opportunity to investigate the specificity of the current National Weather Service (NWS) warnings and to improve their accuracy and precision. In this work, temperatures from distributed public weather stations, NWS heat advisories and warnings, and land surface temperature imagery throughout two large metropolitan areas, Atlanta and Chicago, during the 2006–2012 summers are considered. We investigate the spatial variability of hazardous temperatures and their agreement against NWS advisories. Second, we examine the potential for thermal imagery to replicate National Weather Service heat warnings. Observations from weather stations exhibit varying degrees of agreement with NWS advisories. The level of agreement varied by station and was not found to be associated with the station’s proximate land cover. Air temperatures estimated from satellite imagery correspond with NWS Advisory status regionally and may enable creating more refined public warnings regarding hazardous temperatures and protective actions

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Dickinson-Copeland, Carmen M., Lilly Cheng Immergluck, Maria Britez, Fengxia Yan, Ruijin Geng, Mike Edelson, Salathiel R. Kendrick-Allwood, and Katarzyna Kordas. "Increased Risk of Sub-Clinical Blood Lead Levels in the 20-County Metro Atlanta, Georgia Area—A Laboratory Surveillance-Based Study." International Journal of Environmental Research and Public Health 18, no. 10 (May 13, 2021): 5163. http://dx.doi.org/10.3390/ijerph18105163.

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Lead (Pb) is a naturally occurring, highly toxic metal that has adverse effects on children across a range of exposure levels. Limited screening programs leave many children at risk for chronic low-level lead exposure and there is little understanding of what factors may be used to identify children at risk. We characterize the distribution of blood lead levels (BLLs) in children aged 0–72 months and their associations with sociodemographic and area-level variables. Data from the Georgia Department of Public Health’s Healthy Homes for Lead Prevention Program surveillance database was used to describe the distribution of BLLs in children living in the metro Atlanta area from 2010 to 2018. Residential addresses were geocoded, and “Hotspot” analyses were performed to determine if BLLs were spatially clustered. Multilevel regression models were used to identify factors associated with clinical BBLs (≥5 µg/dL) and sub-clinical BLLs (2 to <5 µg/dL). From 2010 to 2018, geographically defined hotspots for both clinical and sub-clinical BLLs diffused from the city-central area of Atlanta into suburban areas. Multilevel regression analysis revealed non-Medicaid insurance, the proportion of renters in a given geographical area, and proportion of individuals with a GED/high school diploma as predictors that distinguish children with BLLs 2 to <5 µg/dL from those with lower (<2 µg/dL) or higher (≥5 µg/dL) BLLs. Over half of the study children had BLLs between 2 and 5 µg/dL, a range that does not currently trigger public health measures but that could result in adverse developmental outcomes if ignored.

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Bastos, José Alexandre, Angela Maria Traldi Cecato, Marielza Regina Ismael Martins, Kelly Regina Risso Grecca, and Rafael Pierini. "The prevalence of developmental dyscalculia in Brazilian public school system." Arquivos de Neuro-Psiquiatria 74, no. 3 (March 2016): 201–6. http://dx.doi.org/10.1590/0004-282x20150212.

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ABSTRACT The goal of the study was to assess public school children at the end of the first stage of elementary school. We used a protocol applied concurrently with a writing test in the form of an unexpected activity in 28 public schools; 2,893 children assessed, 687 exhibited performance below 58 points, 184 were excluded due to change of address or lack of consent; 503 children subjected to a test of intellectual capacity and reading assessment and 71 considered intellectually disabled were excluded. 226 (7.8%) children, who could read, write, and had normal intellectual level, met the criteria of developmental dyscalculia (DD), 98 female and 128 male. The most influential factors in the prevalence were socioeconomic levels of the schools neighborhood, education level of parents, and being male, as demonstrated by the odds ratio and multiple logistic regression analysis. Further studies should be done so that educational policies are taken.

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Hargono, Arief, Kurnia Dwi Artanti, and Fariani Syahrul. "System Analysis of Public Health Surveillance in School-Age Children." Indian Journal of Public Health Research & Development 10, no. 4 (2019): 391. http://dx.doi.org/10.5958/0976-5506.2019.00724.1.

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Weller, Lawrence, Doren D. Fredrickson, Cindy Burbach, Craig A. Molgaard, and Lolem Ngong. "Chronic Disease Medication Administration Rates in a Public School System." Journal of School Health 74, no. 5 (May 2004): 161–65. http://dx.doi.org/10.1111/j.1746-1561.2004.tb08214.x.

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40

Baer, Atar, Carla V. Rodriguez, and Jeffrey S. Duchin. "An Automated System for Public Health Surveillance of School Absenteeism." Journal of Public Health Management and Practice 17, no. 1 (2011): 59–64. http://dx.doi.org/10.1097/phh.0b013e3181e39ec3.

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41

May, Shane, and Qi Zhu. "A web accessibility assessment on the Texas public school system." Universal Access in the Information Society 9, no. 1 (August 1, 2009): 87–96. http://dx.doi.org/10.1007/s10209-009-0153-4.

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Arar, Khalid, and Amal Abu-Romi. "School-based management: Arab education system in Israel." Journal of Educational Administration 54, no. 2 (April 11, 2016): 191–208. http://dx.doi.org/10.1108/jea-09-2014-0118.

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Purpose – The purpose of this paper is to investigate the issue of school-based management (SBM) in elementary schools in the Arab education system in Israel, comparing schools experienced in SBM, schools beginning to use SBM and schools that do not use SBM. Design/methodology/approach – A quantitative research used a structured questionnaire to gather responses from 214 teachers from ten Arab schools in Israel, 70 from schools that do not practice SBM, 64 from schools beginning to use SBM and 80 from schools defined as experienced in the use of SBM. The questionnaire included six parts. Findings – Findings indicated that perceived improvements in pedagogy, organizational structure and participation in decision making were strikingly evident in schools with experience of SBM, more than in the two other types of school. Contrastingly, perceived improvements in budget management were more evident in schools beginning to use SBM. It was also found that teachers teaching in schools with experience in SBM reported the highest levels of satisfaction while teachers teaching in schools that do not use SBM reported lowest levels of satisfaction. The most influential dimension of satisfaction was teachers’ participation in decision making. Originality/value – The paper is original in its context, uniqueness, social and practical contribution.

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Laberteaux, Kenneth P., Karim Hamza, Alan Berger, and Casey L. Brown. "Method for Gauging Usage Opportunities for Partially Automated Vehicles with Application to Public Travel Survey Data Sets." Transportation Research Record: Journal of the Transportation Research Board 2625, no. 1 (January 2017): 43–50. http://dx.doi.org/10.3141/2625-05.

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Vehicle automation has garnered a significant amount of interest in recent years. When the automated driving (AD) capability of a vehicle is assessed, it is important to distinguish between full automation, in which no human driver is required, and partial automation, in which a human driver may be required to intervene or take control of the vehicle occasionally for portions of the trip. This paper presents a method for assessing usage opportunities of partial AD in light-duty vehicle fleets. Key assumptions are that ( a) the longer the time fraction of driving in which AD is active, the better, and ( b) drivers will value having longer contiguous sections of AD-active time over having to frequently regain vehicle control. Given second-by-second records of real-world driving trips, the method uses a fuzzy inference system to estimate the fraction of driving time at a certain quality-of-use level. Performing the quality-of-use assessment for all trips and vehicles in a representative data set can then provide insight into the fraction of the population that would likely find partial AD desirable. To demonstrate the proposed method, data on vehicle trips from public travel surveys in California (California Household Travel Survey) and Atlanta, Georgia (Atlanta Regional Commission Travel Survey), were used along with simplified prototypical models for partial AD. Simulation results were generally in agreement with common perceptions but showed a wide range of possibilities, which could have been narrowed down further when more detailed trip data became available.

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Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.

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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.

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Afzal, Jahangir, and Muhammad Tanveer Afzal. "Need Analysis of School Management Information System for Public Schools in Punjab (Pakistan)." Volume V Issue I V, no. I (March 30, 2020): 362–69. http://dx.doi.org/10.31703/gssr.2020(v-i).37.

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The research was designed to identify and analyze the need for School MIS at secondary and higher secondary school levels in Punjab. Three separate questionnaires were developed for school principals, teachers and parents. The population of the study was the principals, teachers and parent members of the school councils of public schools. Punjab has 36 districts and the study was delimited to 12 districts selected randomly. A 10% sample from each of twelve districts was taken. Findings of the study indicated that there is no type of school-based MIS available in public schools and there is a dire need of school-based MIS to easily record and retrieve information. It was concluded that school efficiency cannot be improved significantly without introducing school-based MIS in public schools of Punjab

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Diaconu, Nicușor, Melania Andreea Diaconu Stănciulescu, and Nicoleta-Aura Dragnea Alexandrescu. "Change, Catalyst for a Quality Education in the Public Education System." Valahian Journal of Economic Studies 14, no. 1 (July 1, 2023): 7–16. http://dx.doi.org/10.2478/vjes-2023-0002.

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Abstract In the school organization, change is a plurivalent process due to the multiple influences it involves; the change will influence the way the school staff evolves, it will leave its mark on the evolution of the direct beneficiaries but also the indirect beneficiaries so that it will have an impact on the community as a whole. As an organization that wants to be permanently connected to the realities of the socio-economic context and able to offer quality education, the school must perceive change as a catalyst for its mission. The process of change engages all members of the school organization, so the way they understand the whole process (the need, the evolution, the desired results and the implications that exceed the organizational environment) is decisive for success, therefore for the evolution of the school and - in an extended plan - for the evolution the educational system. Starting from these premises, we conducted research to highlight the impact changes have on the quality of education. The research aimed to identify the perception of change of the actors in education and the changes necessary to obtain an education of a significantly increased quality.

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Awaliah, Neneng, Aida Justika, Aishiyah Saputri Laswi, and Mansyur. "Library Information System on Public Elementary School 108 Home Base Based on Android." Ceddi Journal of Education 1, no. 2 (December 30, 2022): 8–12. http://dx.doi.org/10.56134/cje.v1i2.25.

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School libraries, especially elementary school libraries, as learning resources that contain various library instructions, can increase the interest in reading by school residents, especially teaching staff and students, and provide continuous opportunities to expand and deepen their knowledge. The purpose of the study is to build a web-based school library information system, especially in State Elementary School 108 Home Base, a system development method using Rapid Application Development (RAD). Based on the results of research on the Library Information System On Public Elementary School 108 Home Base Based On Android which has been built has good feedback for users because it makes it easier for users to borrow books at State Elementary School 108 Home Base, makes it easier for admins/officers to manage book lending data, book return data, and can help admins/library officers in the process of managing reporting in the library of State Elementary School 108 Home Base

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Ronquillo Jr., Zaldy T., Racquel Baculo Tagasa, Myrna R. Batino, and Margaret S. Aquino. "School Records and Forms of Selected Public School: Headway and Analysis of Online Management System." International Journal in Information Technology in Governance, Education and Business 4, no. 1 (December 1, 2022): 49–62. http://dx.doi.org/10.32664/ijitgeb.v4i1.126.

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Technology has been very much used in academic instruction, especially during the pandemic. Over and above the delivery of teaching and learning, the integration of technology has a potential long-term impact on keeping students’ data necessary in preparing various standard school forms and student records. The goal of this study was to develop a school record and forms-online management system (SRF-OMaS) to assist in improving enrollment and data management procedures, particularly the generation of school forms on student registration, promotion, health profile, learners progress, permanent academic record, and other pertinent school reports. The iterative developmental approach, the ADDIE model, and descriptive-evaluative methods were employed. A total population sampling of fifty-six faculty members, three of whom were ICT teachers and IT practitioners, and four school administrators tested the software application. Data were gathered through an online evaluation survey instrument using Google Forms, utilizing the adapted Likert scale software evaluation instrument based on ISO/IEC 25010. With a mean score of 4.71 and a standard deviation of 0.50, the acceptability of SRF-OMaS has been rated in terms of its usefulness, dependability, ease of maintenance, and portability. This means that it is very acceptable. The product fully met and far exceeded the expectations of the selected participants. This illustrates that the application has been deemed to have improved the efficiency and effectiveness of the online record management system. School forms and reports were generated with ease and promptness through ICT-facilitated procedures. Keywords: student records, school forms, online management, ICT-enabled, ICT-facilitated

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Rasyadi, Imron. "Public Enthusiasm for Integrated Islamic Schools." Al-Hayat: Journal of Islamic Education 5, no. 2 (December 5, 2021): 154. http://dx.doi.org/10.35723/ajie.v5i2.184.

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This article aims to express the enthusiasm of the community (parents) to entrust their children to study at the Integrated Islamic School. Since the outbreak of the Integrated Islamic School, it has emerged amid the community that not only the existence of the school is in the province but has penetrated districts and cities in Indonesia. The author's observation is that the Integrated Islamic School is the main attraction for parents to entrust their children. Even in the last five years, this school has continued to increase the number of students who register. On this basis, the author is very interested in examining what factors attract parents to send their children to this school more deeply. This research is qualitative research that seeks to capture and translate the phenomena and facts related to the Integrated Islamic Elementary School (SDIT) Permata Hati Merangin Jambi with a descriptive-analytical method, which describes what findings were obtained based on interviews, observations and documentation, then analyzed using inductive and deductive theories so that the object of the research is well represented. The results found are the enthusiastic factors of the community (parents) entrusting their children to the Integrated Islamic School, namely (1) the integration of the Religious Education curriculum with general education; it is implemented and not just a mere slogan; (2) Integrated Islamic School Implementing a full day school learning system, because this model system has many benefits, especially respect for time, and (3) Parents are personally involved actively in guiding children to learn.

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Perseghin, Erica, and Gian Luca Foresti. "A Shallow System Prototype for Violent Action Detection in Italian Public Schools." Information 14, no. 4 (April 14, 2023): 240. http://dx.doi.org/10.3390/info14040240.

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This paper presents a novel low-cost integrated system prototype, called School Violence Detection system (SVD), based on a 2D Convolutional Neural Network (CNN). It is used for classifying and identifying automatically violent actions in educational environments based on shallow cost hardware. Moreover, the paper fills the gap of real datasets in educational environments by proposing a new one, called Daily School Break dataset (DSB), containing original videos recorded in an Italian high school yard. The proposed CNN has been pre-trained with an ImageNet model and a transfer learning approach. To extend its capabilities, the DSB was enriched with online images representing students in school environments. Experimental results analyze the classification performances of the SVD and investigate how it performs through the proposed DSB dataset. The SVD, which achieves a recognition accuracy of 95%, is considered computably efficient and low-cost. It could be adapted to other scenarios such as school arenas, gyms, playgrounds, etc.

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