Latin America: school bullying and academic achievement

Includes bibliography

Productivity differences in Brazilian manufacturing firms, by industrial sector: school bullying and academic achievement

Includes bibliography

Inequality and academic achievement in Chile

Includes bibliography

Avances hacia el logro de los objetivos del Decenio Internacional del Agua Potable y del Saneamiento Ambiental, 1980-1983 = Progress towards achievement of the goals of the International Drinking Water Supply and Sanitation Decade (IDWSSD), 1980-1983

Incluye Bibliografía

Resolución 442(XIX): Medidas para promover el cumplimiento de los objetivos del Decenio Internacional del Agua Potable y del Saneamiento Ambiental en América Latina = Resolution 442(XIX): Measures to promote the achievement of the objectives of the International Drinking Water Supply and Sanitation Decade in Latin America = Résolution 442(XIX): Mesures destinées à faciliter la réalisation des objectifs de la Décennie internationale de l'eau potable et de l'assainissement

Publicado separadamete en cada idioma

Gender equality, poverty and achievement of the Millennium Development Goals (MDGs) in the Caribbean subregion

The Millennium Development Goals (MDGs) are fundamentally a set of eight global goals for the achievement of basic economic and social rights for all, with time-bound targets to be achieved by the year 2015. In adopting the Millennium Declaration in 2000, the member States of the United Nations pledged to “spare no effort to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty.”1 The focus of this report is on the progress made by Caribbean countries towards the achievement of Goal 1: the eradication of extreme poverty and hunger; and Goal 3: the promotion of gender equality and the empowerment of women, and identifies linkages between the two goals.

Implementaçãodo gênero abstract: uma proposta de curso online para produção escrita em inglês

Pós-graduação em Educação - FFC

Effects of different mydriatics on intraocular pressure, pupil diameter, and ruminal and intestinal motility in healthy sheep

Objective To determine the effects of the administration of subconjunctival 1% atropine (SA), topical 1% atropine (A), 0.5% tropicamide (T), 1% homatropine (H), 10% phenylephrine (P), and 2% ibopamine (I) on intraocular pressure (IOP), pupil diameter (PD), ruminal motility (RM) and intestinal motility (IM) in sheep.Animal studied Ten spayed ewes of Santa Ines breed.Procedures Six experiments were performed separately at 1-week intervals. One eye was randomly selected and received one drop of A, T, H, P, I, or subconjunctival injection of atropine at 8 a. m. On the following days, IOP and PD were evaluated every 8 h until the pupil returned to its normal diameter. Ruminal motility and intestinal motility were evaluated only within the first 13 h.Results The IOP did not change significantly in the treated eyes compared with the control eyes and baseline at any time point (P > 0.05). A longer-lasting pupil dilation was observed after the administration of A (96 h), SA (79 h), H (24 h), and T (24 h). Within the first 30 min after treatment, RM and IM decreased, by 78% and 82% (H), 76% and 86% (SA), 46% and 58% (A), and 62% and 70% (T) (P < 0.001), respectively, with a tendency to return to baseline values following 13 h of drug administration. Both 10% phenylephrine and 2% ibopamine did not have any effect on the parameters evaluated (P > 0.05).Conclusions Topical and subconjunctival 1% atropine, 0.5% tropicamide, and 1% homatropine significantly reduced RM and IM, and induced pupil dilation but did not change IOP in eyes of healthy sheep. The sympathomimetics phenylephrine (10%) and ibopamine (2%) did not change the parameters evaluated.

Review of Native Americans in the School System: Family, Community, and Academic Achievement by Carol J. Ward

The title of this volume promises more than the content delivers. The heart of the book is information from Ward's 1992 University of Chicago doctoral dissertation, which focused on the social and cultural reasons leading to students dropping out of school. Her first two chapters provide a good review of research on dropouts and Indian education; the following six focus on the results of her 1987-1989 study of 698 Northern Cheyenne, Crow, and white high school students attending the Colstrip Public, St. Labre Catholic, and Busby Tribal Schools in Montana. Fifty-two percent of the students in this study were Indian, with a dropout rate of 45% .

Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement

In this action research study of my classroom of fifth grade mathematics, I investigate the relationship between student understanding of precise mathematics vocabulary and student achievement in mathematics. Specifically, I focused on students’ understanding of written mathematics problems and on their ability to use precise mathematical language in their written solutions of critical thinking problems. I discovered that students are resistant to change; they prefer to do what comes naturally to them. Since they have not been previously taught to use precise mathematical language in their communication about math, they have great difficulty in adapting to this new requirement. However, with teaching modeling and ample opportunities to use the language of mathematics, students’ understanding and use of specific mathematical vocabulary is increased.

Attitudes, Confidence, and Achievement of High-Ability Fifth Grade Math Students

In this action research study of my fifth grade high-ability mathematics class, I investigated student attitudes of mathematics and their confidence in mathematics. Student achievement was compared to two different confidence scales to identify a relationship between confidence and achievement. Six boys and eleven girls gave their consent to the study. I discovered there seems to be a connection between confidence and achievement and that boys are generally more confident than girls. Most students liked math and were comfortable sharing answers and methods of solving problems with other students. As a result of this study I plan to use my survey and interview questions at the beginning of the school year with my new class in order to assess their attitudes and confidence in math. I can use this information to identify potential struggles and better plan for student instruction.

Writing Relevant Word Problems: Seeking to Increase Student Mathematical Achievement

In this action research study of eighth grade mathematics, I investigated my students’ use of writing and solving word problems. I collected data to determine if writing and solving word problems would have a positive effect on students’ abilities to understand and solve word problems. These word problems are grade-level appropriate and are very similar to the problems on the eighth grade online assessment of state standards. Pre- and post-test data, weekly word problems that focus on specific mathematics topics, beginning and end surveys about word problem perceptions, and a teacher journal reveal that student engagement in this weekly practice of writing and solving word problems did influence the students’ overall abilities for, achievement in and attitudes toward solving word problems. Except for some students’ perceptions, the influence was largely positive. This suggests that word problems can be a constructive feature in eighth mathematics instruction.