Meanderings '93 /

"A collection of writings by high school students whose teachers and schools participated in the Illinois Rivers Project from September 1992-June 1993" -- P. 1.

Monitoreo del plomo en el vecindario de Pilsen /

Based on this new data, the Illinois EPA has requested that the Illinois Attorney General initiate legal action against H. Kramer relative to its contribution to a violation of the lead National Ambient Air Quality Standard.

The superintendent makes a discovery; the answer to the rural school reading problem,

"The county library plan for school service: a catechism": p. 24-27. "Printed matter available": p. 30.

Proceedings of the meeting.

Mode of access: Internet.

Proceedings.

Mode of access: Internet.

Options,

"The rose of Dixie." The third ingredient.- The hiding of Black Bill.- Schools and schools.- Thimble, thimble.- Supply and demand.- Buried treasure.- To him who waits.- He also serves.- The moment of victory.- The head-hunter.- No story.- The higher pragmatism.- Best-seller.- Rus in urbe.- A poor rule.

Virtual Encyclopaedia of the Bulgarian Iconography

East-Christian icon art is recognised as one of the most significant areas of the art of painting. Regrettably, it is still being neglected in the digital documentation and the registry of the art of painting. The accessibility to that large part of mankind's cultural and historical ancestry would be enhanced greatly if icons of all possible kinds and origins were digitised, classified, and „exhibited“ in the Internet. That would allow the preservation and even the future digital restoration of a large number of rare specimens of the East-Christian art of painting. This article aims to introduce how modern techniques from the area of digital libraries can be used for implementing the demonstrative multimedia library “Virtual encyclopaedia of the Bulgarian iconography ” 4, containing a large number of Bulgarian iconic art masterpieces and iconography of various authors, periods and schools.

Substantive Change Prospectus for the M.D. degree at Florida International University

Planning document for FIU College of Medicine submitted to Southern Association of Colleges and Schools (SACS) Commission on Colleges (COC) in April, 2009. (N.B. Appendices not included)

Effectiveness of the Teaching Enrichment Activities to Minorities (TEAM) program at increasing underrepresented students in gifted programs

This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program. ^ A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study. ^ This study used a logistical regression design to analyze the relationships of multiple independent variables, including: ethnicity, limited English proficiency, gender, free/reduced lunch status, grade level, reading achievement, mathematics achievement, and participation TEAM on the dependent variables of referral for the gifted program and eligibility into the gifted program. The first analysis found the variables of grade level, participation in TEAM, reading achievement, and mathematics achievement were all significant variables in determining if a student was referred for the gifted program. The second analysis found the variables of grade level, gender, free/reduced lunch status, reading achievement, and mathematics achievement were all significant variables in determining if a student was eligible for the gifted program. ^ Recommendations based on the results of this study include the expansion of the TEAM program in M-DCPS to include additional grade levels and schools. Additionally, adopting a broadened definition of giftedness and reviewing the screening and placement policies for potentially gifted students is recommended. Adopting multicultural and broader definitions of giftedness and constructing better tools and programs, such as TEAM, for assessing and identifying potential gifted students, represent small steps towards creating equitable education for all students. ^

Employer participation in Florida school -to -work initiatives

This study used a cross-sectional design and descriptive research methodology to assess the characteristics and practices of employers participating in Florida school-to-work (STW) initiatives, the factors influencing their participation, and their STW partnerships with schools. The study also examined the relationships between employer characteristics and participation. ^ A sampling frame of 15,202 employers from the 28 Florida STW regions was constructed. Data were collected via a mail survey with a random sample of employers, using a researcher-designed questionnaire. Data were analyzed using descriptive statistics, correlational analysis, and analysis of variance. ^ At the 95% confidence level, it was estimated that the mean establishment size in the population is between 25 and 51 employees and that employers have been involved in STW partnerships between five and seven years. ^ The study revealed broad-based employer participation in three of four areas: Working with Students, Working with Educators, and Internal Company Practices Supporting STW. A fourth area, Building a System, showed generally low participation. Data indicate that workforce needs are important incentives to employer STW participation beyond their desire to contribute to education or the community. Data also indicate that lack of information on STW is the greatest barrier to employer participation. ^ Sample employers have more positive perceptions of the value of their partnerships with schools than of the quality of the partnerships. Ninety-four percent agreed that students are better prepared for work and careers as a result of the partnership's activities. More than half agreed that a sense of trust and good communication exist between educators and employer partners. ^ Employer variables found to have a significant, positive relationship with participation include size (coefficient of determination r2 = .116), years in STW partnerships (r2 = .128), and perceptions of partnership quality (r2 = .092) and value (r2 = .112). ^ A major conclusion based on the findings of this study is that employer participation is optimized in initiatives that achieve important STW outcomes for students and build long-term relationships between employers and schools. Another that in Florida, the STW Opportunities Act of 1994 has not resulted in substantially greater employer involvement in building a STW system. ^

The decolonization of Northwest Community College

In 1996, the authors of the Canadian Royal Commission on Aboriginal Peoples concluded Canadian educational policy had been based on the false assumption of the superiority of European worldviews. The report authors recommended the transformation of curriculum and schools to recognize that European knowledge was not universal. Aboriginal researcher Battiste believes the current system of Canadian education causes Aboriginal children to face cognitive imperialism and cognitive assimilation and that this current practice of cultural racism in Canada makes educational institutions a hostile environment for Aboriginal learners. In order to counter this cultural racism, Battiste calls for the decolonization of education. ^ In 2005, the president of Northwest Community College (NWCC), publicly committed to decolonizing the college in order to address the continuing disparity in educational attainment between Aboriginal and non-Aboriginal learners. Upon the president’s departure in 2010, the employees of NWCC were left to define for themselves the meaning of decolonization. ^ This qualitative study was designed to build a NWCC definition of colonization and decolonization by collecting researcher observations, nine weeks of participant blog postings, and pre and post blog Word survey responses drawn from a purposeful sample of six Aboriginal and six non-Aboriginal NWCC employees selected from staff, instructor and administrator employee groups. The findings revealed NWCC employees held multiple definitions of colonization and decolonization which did not vary between employee groups, or based on participant gender; however, differences were found based on whether the participants were Aboriginal or non-Aboriginal. ^ Both Aboriginal and non-Aboriginal participants thought decolonization was a worthy goal for the college. Aboriginal participants felt hopeful that decolonization would happen in the future and thought decolonization had to do with moving forward to a time when they would be valued, respected, empowered, unashamed, safe, and viewed as equal to non-Aboriginals. Non-Aboriginal participants were unsure if decolonization was possible because it would require going back in time to restore the Aboriginal way of life. When non-Aboriginal participants felt their thoughts were not being valued or they were being associated with colonialism, they felt angry and guarded and were uncomfortable with Aboriginal participants expressing anger towards Colonizers.^

Intervenção mediacional e hábitos alimentares: um estudo de crianças com síndrome de Down

The inadequacy about eating habits have been established as a serious problem nowadays. It is a multifactorial and difficult to handle, given their different nuances and causes. A population particularly exposed to the bad eating habits arising harm are individuals with Down syndrome, both with regard to the aspects inherent to the individual's own condition, regarding eating misfits, making it the weight control a necessary measure for a proper development. Thus, this study aimed to develop and evaluate a proposal based nutrition education from the assumptions of mediated learning, with children three to four years with Down syndrome. The participants were five children, four girls and a boy. Also included his parents and / or guardians. The data collection procedure involved the use of eight playful workshops with children and nutritional evaluation of those five meetings with parents and three home visits with each participating family. We tried to build with these children and their families a nutritional education to contribute to their daily choices of eating. Using listening, observation and questionnaire, besides playful interventions, it was observed that the first meaning of the act of eating is built in the family and reinforced by their social life. Overall, our sample characteristics seem to agree with the literature. During the intervention, the children showed attention, but little understanding of the content. With mothers, the results were different, with reflections on the inadequate power both the type of food offered, and quantity and so this offer is performed, conducted along the interventions changes in your lifestyle, such as perception of influence they had on their children in the formation of their eating habits, as well as less frequent intake of soft drinks and sweets. Nutritional interventions and mediations conducted with the mothers is that they seem to be effective strategies to combat obesity. Face of what was discussed, we see the importance of implementing intervention measures in combating and preventing overweight or obese since childhood, particularly with children with Down syndrome. One should prevent childhood obesity with educational and informative measures from birth, with family and with each child, through the primary health care and schools.

The Decolonization of Northwest Community College

In 1996, the authors of the Canadian Royal Commission on Aboriginal Peoples concluded Canadian educational policy had been based on the false assumption of the superiority of European worldviews. The report authors recommended the transformation of curriculum and schools to recognize that European knowledge was not universal. Aboriginal researcher Battiste believes the current system of Canadian education causes Aboriginal children to face cognitive imperialism and cognitive assimilation and that this current practice of cultural racism in Canada makes educational institutions a hostile environment for Aboriginal learners. In order to counter this cultural racism, Battiste calls for the decolonization of education. In 2005, the president of Northwest Community College (NWCC), publicly committed to decolonizing the college in order to address the continuing disparity in educational attainment between Aboriginal and non-Aboriginal learners. Upon the president’s departure in 2010, the employees of NWCC were left to define for themselves the meaning of decolonization. This qualitative study was designed to build a NWCC definition of colonization and decolonization by collecting researcher observations, nine weeks of participant blog postings, and pre and post blog Word survey responses drawn from a purposeful sample of six Aboriginal and six non-Aboriginal NWCC employees selected from staff, instructor and administrator employee groups. The findings revealed NWCC employees held multiple definitions of colonization and decolonization which did not vary between employee groups, or based on participant gender; however, differences were found based on whether the participants were Aboriginal or non-Aboriginal. Both Aboriginal and non-Aboriginal participants thought decolonization was a worthy goal for the college. Aboriginal participants felt hopeful that decolonization would happen in the future and thought decolonization had to do with moving forward to a time when they would be valued, respected, empowered, unashamed, safe, and viewed as equal to non-Aboriginals. Non-Aboriginal participants were unsure if decolonization was possible because it would require going back in time to restore the Aboriginal way of life. When non-Aboriginal participants felt their thoughts were not being valued or they were being associated with colonialism, they felt angry and guarded and were uncomfortable with Aboriginal participants expressing anger towards Colonizers.

Destination Open Access: Getting Researchers On Board

This Open Access (OA) Poster - ‘Destination Open Access: Getting Researchers on Board’, was devised by the Queen’s University Belfast’s OA Team. It outlines the advocacy strategy undertaken to strengthen researchers’ uptake of OA at the University. Research funders, such as the Higher Education Funding Council of England (HEFCE), are increasingly mandating that researchers make their work publically available via an institutional repository. It is therefore imperative that researchers and departments fully engage with open access to ensure future funding.

The team’s advocacy strategy centres around collaboration with the Heads of Schools, Subject Librarians, the Research and Enterprise Office and, most importantly, the researchers themselves. The team regularly organises training sessions and events, on understanding OA, funder compliance and using the institutional repository. We also run outreach activities, such as practical drop-in sessions, promotional give-aways, OA updates to library staff and direct communications to schools. Finally, the team maintain a strong online presence via LibGuides, LibAnswers, the Library Blog and Twitter. We utilise these platforms to highlight topical OA issues, to advertise events, to provide support materials and to interact with researchers.

Statistics indicate that researchers are increasingly engaging with the OA training, communications and outreach events. Since August 2014 over 1200 researchers have attended advocacy sessions. Additionally, the numbers of papers uploaded to the repository each year has steadily increased and there are now over 3, 000 full-text OA research outputs in the Queen’s Research Portal.

This reflects positively on the team’s established approach of working with researchers to develop an OA culture within the University. Whilst it is clear that an open access strategy is essential, support for the open access ethos must come from individual researchers and Schools in order for the University to reach its desired destination of maximum uptake of open access.

Justice envers les enfants et légitimité politique en éducation

L’idée selon laquelle les enfants sont des sujets à part entière de considérations de justice n’est pas très contestée. Les enfants ont des intérêts qui leur sont propres et ont un statut moral indépendant de leurs parents : ils ne sont ni la propriété de ces derniers ni une simple extension de leur personne. Pourtant, les travaux des plus grands théoriciens de la justice en philosophie politique contemporaine ne contiennent pas de discussion systématique du statut moral et politique des enfants et du contenu de nos obligations à leur égard. Cette thèse contribue à remédier à cette omission à travers l’examen de quatre grandes questions principales. (1) Quelles sont les obligations de justice de l’état libéral envers les enfants ? (2) Quels types de politiques publiques en matière d’éducation des enfants sont moralement légitimes ? (3) Jusqu’à quel point est-il moralement acceptable pour les parents de délibérément forger la vision du monde de leurs enfants ? (4) Quels critères moraux devraient guider l’élaboration de politiques en matière d’éducation morale dans les écoles ? Cette thèse est constituée de quatre articles. Le premier, « Political Liberalism and Children’s Education », aborde les questions du fondement normatif et des implications du principe de ‘neutralité éducative’ ou ‘anti-perfectionnisme éducatif’. Selon ce principe, il n’est pas légitime pour l’État libéral de délibérément promouvoir, à travers ses politiques publiques en éducation, une conception particulière de la vie bonne. L’article défend les idées suivantes. D’abord, ledit principe est exclusivement fondé sur des raisons de justice envers les parents. Ensuite, l’anti-perfectionnisme libéral n’est pas, pour autant, ‘mauvais pour les enfants’, puisqu’une vaste gamme d’interventions politiques dans la vie familiale et l’éducation des enfants sont, de manière surprenante, justifiables dans ce cadre théorique. Le deuxième article, « On the Permissibility of Shaping Children’s Values », examine la question de savoir si les parents ont un droit moral de forger délibérément l’identité, la conception du monde et les valeurs de leurs enfants. L’article développe une critique de la conception anti-perfectionniste des devoirs parentaux et propose un nouvel argument libéral à l’appui d’un droit parental conditionnel de forger l’identité de leurs enfants. L’article introduit également une distinction importante entre les notions d’éducation compréhensive et d’« enrôlement » compréhensif. Le troisième article, « Common Education and the Practice of Liberal Neutrality: The Loyola High School Case », défend trois thèses principales à travers une analyse normative de l’affaire juridique de l’école Loyola. Premièrement, il est légitime pour l’État libéral d’adopter un modèle d’éducation commune fort. Deuxièmement, la thèse selon laquelle la neutralité comme approche éducative serait impossible est injustifiée. Troisièmement, il existe néanmoins de bonnes raisons pour l’État libéral d’accommoder plusieurs écoles religieuses qui rejettent le modèle de la neutralité. Le quatrième article, « Which Moral Issues Should be Taught as Controversial? », critique à la fois le critère ‘épistémique’ dominant pour déterminer quels enjeux moraux devraient être enseignés aux jeunes comme ‘controversés’, et à la fois la manière dont le débat sur l’enseignement des enjeux controversés fut construit au cours des dernières années, d’un point de vue substantiel et méthodologique. L’article propose une manière alternative d’aborder le débat, laquelle prend adéquatement en compte la pluralité des objectifs de l’éducation et un ensemble d’autres considérations morales pertinentes.