Jobs in the private sector : use of labor market information : a user's guide with detailed appendices /

"October 1980."

Cranbrook School.

Mode of access: Internet.

Illinois nonpublic school statistics.

Mode of access: Internet.

Nonpublic school directory.

Description based on: FY:95; title from caption.

Safe schools : unified emergency school contingency plan /

This contingency plan, a collaborative effort among the Illinois State Police, local law enforcement and public and private schools, is intended to stimulate emergency planning and provide an organizational tool for schools to use in development of their own emergency plans.

A Course of lessons : together with the tunes, to which they are usually sung in infant schools : and also a copious collection of hymns and moral songs suitable for infant instruction, either in schools or private families.

Pages 65-132: without music.

The Impact of ERISA on the investment policies of private pension funds and capital market efficiency /

"Prepared for the U.S. Department of Labor under research grant J-P-P-6-0209."

Supplementary hymns for use in Mill Hill School Chapel.

Supplementary to: The congregational church hymnal.

The prevalence of childhood obesity in primary school children in urban Khon Kaen, Northeast Thailand

Childhood obesity is a serious public health problem because of its strong association with adulthood obesity and the related adverse health consequences. The published literature indicates a rising prevalence of childhood obesity in both developed and developing countries. However no data exists on the prevalence in Northeast Thailand, one of the poorest regions of the country and one that has experienced a recent economic transition. The objective of this study was to estimate the prevalence of obesity in seven to nine year old children in urban Khon Kaen, Northeast Thailand. A cross-sectional school based survey was conducted to determine the prevalence of obesity in children of urban Khon Kaen, Thailand. Multi-staged cluster sampling was used to select 12 school clusters of 72 children each between the ages of 7 and 9 years, in primary school grades 1, 2 and 3 from government, private and demonstration schools. A total of 864 seven to nine year old school children were studied. Anthropometric measurements of standing height and weight were taken for all subjects to the nearest tenth of a centimetre and tenth of a kilogram respectively. Childhood obesity was defined as a weight-for-height Z-score above 2.0 standard deviations of the National Center for Health Statistics/World Health Organisation reference population median. The prevalence of childhood obesity was 10.8% (95% CI: 7.6, 13.9). Obesity was significantly more prevalent in boys than girls. The biggest difference was observed between the three school types, with the highest prevalence of obesity found at teacher training demonstration schools and the lowest at the government schools. This study provides the first data on childhood obesity prevalence in Northeast Thailand. The prevalence of 10.8 per cent is lower than that found in two other urban areas of Thailand but slightly higher than expected for this relatively poor region. If this prevalence rate increases, as observed in other countries in economic transition, the incidence of non-communicable diseases associated with obesity is also likely to increase, thus raising cause for concern and reason for intervention to both control and prevent obesity during childhood.

Ingroup and outgroup minorities:differential impact upon public and private responses

The experiment which is presented in this paper was designed to overcome some of the problems associated with previous research investigating the effects of social categorization and minority influence. Sixty-eight fourteen-year-old British Secondary School pupils indicated their attitudes towards a 'grant for pupils' before and after reading a text which advocated a minority position. The text was attributed as being the work of either pupils from their own school (ingroup minority) or from a school they discriminated against (outgroup minority). Responses were either made in ‘public’ (by telling subjects that other pupils would see their responses) or in ‘private’ (by subjects putting their responses into a ‘ballot box’). The results showed that on public responses ingroup minorities had more influence than outgroup minorities while there was no difference on private responses. Also, greater change occurred when responses were made in private than in public. These results are compatible with the intergroup analysis of minority influence.

A Public-Private Partnership Magyarországon– egy félreértés volt? (Public-Private Partnerships in Hungary – was it a mistake?)

Az elemzés a PPP (Public-Private Partnership) magyarországi felfutásának és visszaesésének izgalmas éveit tárja fel, amelynek alapján megállapítható, hogy a magyar gyakorlatban körvonalazódó PPP nem az a PPP, amely a nemzetközi tapasztalatok alapján a közfeladatok megvalósításának közgazdaságilag megalapozott eszköze lehetne. A szerző úgy gondolja, hogy nem a PPP-módszer elvetése a megfelelő válasz a létező hibákra, hanem alkalmazásának módján kell javítani, a fokozatosan halmozódó tapasztalatok értő felhasználásával. ______ Public-Private Partnership (PPP) has quickly become a well-known phenomenon in Hungary. Despite its proliferation in various areas of activities, and the fact that most of these projects are still running, interest for starting new PPP projects has ceased, and even the cancellation of the project has become an issue. My research objective was to understand better how the concept of PPP has been interpreted by the wider public, through the assessment of the projects appearance in the main economic newspapers. The analysis shows that what has been implemented as PPP projects in Hungary are conceptually different from what PPP as an economically justified concept substantiates. PPP seems to be a phenomenon grossly misunderstood in Hungary.

A Public-Private Partnership Magyarországon – Miért nem működik, és hogyan működhetne?

A cikkben ismertetett kutatási projekt vizsgálati területe a public-private partnership (PPP), gazdálkodástani szemszögből nézve. A kutatással a szerző célja az volt, hogy megvizsgálja, a PPP-ben szerepet vállaló üzleti fél milyen sajátosságokkal szembesül e konstrukció keretében működve, mik a főbb teendői a siker érdekében, illetve milyen külső és belső sikerfeltételek alakítják munkáját. A PPP-ben melyek a két szerződő fél együttes értéknövelésének feltételei? Az elemzés eredményeképpen a PPP fogalmi értelmezésével kapcsolatosan kijelenthető, hogy a Magyarországon alkalmazott megoldások nem tekinthetők PPP-nek a fogalom szigorú értelmezése alapján. A PPP alkalmazásának célja az eddigi magyarországi projektek esetében elméleti szempontból nézve rendhagyó volt: a fő mozgatórugója a PPP-projektek kezdeményezésének a finanszírozás megoldása volt. A projektek elvi lényegét jelentő értéknövelés gyakorlati értelmezése torzult. Az állami fél számára a projektek értéknövelése arra összpontosult, hogy megfelelő minőségű szolgáltatás létrejöjjön, rövid távon kigazdálkodható finanszírozás mellett. A vállalkozóval való partneri együttműködéshez a vizsgálati időszakban adott szabályozás keretei között az állami fél nem volt képes megfelelően fellépni. Érdemben nem valósult meg a PPP lényegét jelentő kifinomult kockázatmegosztás. Az empirikus adatgyűjtés 2008-ban történt, azóta a magyarországi PPP projektek iránti érdeklődés alább hagyott. A kutatás eredményeként megfogalmazott javaslatok alapján várható, hogy idővel, az ilyen típusú fejlesztések újraindulhatnak, nagyobb eredményesség ígéretével.

Intuition as it relates to curriculum, instruction, and resulting academic success in elementary school

Regardless of the fact that children learn in significantly different ways, most curriculum and instruction are guided by the idea that sequential organization of the material to be learned is the best and most efficient way of presenting information to children. Children who learn and think intuitively are denied their preference, forced to conform to the sequential nature of the curriculum and instruction. Based on the theory of psychological type, this study sought to identify any relationship between a student's cognitive style of learning, either Sensing or Intuitive, and his/her academic success in elementary school. The Murphy-Meisgeier Type Indicator for Children was used to identify the cognitive style of students in grades two through eight in a small, private, parochial school. Scores on a standardized achievement test and grades were then analyzed to see if there was a relationship of cognitive style to grades and achievement test scores. Also, the researcher investigated whether or not the teacher's cognitive style had any relationship to students' cognitive style and academic achievement. Although none of the results was statistically significant, the achievement test scores indicated that Sensing students score higher in reading, mathematics concepts, and mathematics computation. However, Intuitive students had higher mean grades in reading and language arts, and virtually equal means mathematics concepts and computation. It was also found that all students, both Sensing and Intuitive, had higher mean grades in the classes of Intuitive teachers. ^

An investigation into factors that influence the sense of competence of six high school girls

The purpose of this study was to explore the influence of environment, behavior, capabilities, beliefs and values, and identity, based on Dilts' (1990) levels of cognitive alignment, on the cognitive construct of sense of competence and related constructs of self-efficacy, motivation, expectations, and goal-setting among adolescent girls. An individual who is aligned is free from conflict among the interaction of these levels. In addition, academic achievement, adolescent culture, parental involvement, and school environment were four of several issues in the lives of adolescent girls examined to explore how these issues might interact with the levels of alignment and sense of competence.^ A case study approach used in-depth interviews with six female seniors from private single-sex and mixed-sex high schools organized around the levels of alignment and school environment. Response patterns were analyzed to determine each girl's varying evidence of alignment or freedom from conflict within her environment.^ The findings indicated that none of the girls were able to meet the conditions for alignment in Dilts' model or a sense of competence. School environment, parental involvement, and adolescent culture were important factors influencing the extent to which conflict was experienced by each girl. The girls with domain-specific successes developed strategies that concentrated their efforts in the domains in which they could demonstrate their best abilities. The results contribute to current theory and research on adolescent girls: and have value for practitioners working with adolescent girls in developing strategies to improve their self-efficacy, motivation, expectations, goal-setting, and overall sense of competence. ^

A case study of a liberal Jewish day school's middle school transition

The Jacobson Sinai Academy is a Liberal Reform Jewish Day School, in North Miami Beach, Florida. When the Academy was started over 18 years ago it was designed as a K–6 school. This was in keeping with the existing model for Reform day schools at the time and met the needs and desires of the early founders. The philosophy of the school addressed meeting the needs of the individual child as well as the fostering of Judaic values and traditions in an academically nurturing and experiential setting. Upon graduation, students moved from the Academy to a variety of public and private options, all of which served the needs of the families at the time. In recent years, due to numerous factors within the community, parents voiced concerns as to where their children would continue their education during the critical middle school years. As a result of these concerns, and through the efforts of a dedicated group of parents and lay leaders, the decision was made to add an upper school component to the existing elementary configuration. This study is a qualitative case study which chronicles the organizational change effort that was undertaken for this purpose to determine facilitating conditions and impediments leading to the change. The analysis serves to inform others wishing to advance such an undertaking. ^ Results of the study indicated that certain conditions are necessary for the successful implementation of any change effort. The culture of the organization must be acknowledged and is a primary factor to be considered when advancing change. Collaboration with those committed to the enterprise must occur, and this in turn can lead to an agreed upon philosophy which expresses the diversity of needs and values of all of those involved. Resistance, while expected from certain individuals within the organization, can be overcome through the efforts of key players who assume leadership positions that are transformational in nature. Additionally, the rationale for middle schools, and the need for this one in particular, are factors which led to the success of this initiative. ^