Neighborhoods attributes as determinants of children's academic achievement

Resumen: Los estudios sobre los efectos del vecindario sobre los logros educativos han confirmado la existencia de estos efectos particularmente en la adolescencia. Una deficiencia común de la investigación empírica hasta la fecha, la falta de información en múltiples contextos, se aborda en este trabajo mediante el uso de encuestas escolares de datos para obtener una mayor comprensión sobre el efecto de la pobreza en los niños que cursan el nivel primario de enseñanza en los EE.UU. Este trabajo propone la utilización de un modelo jerárquico lineal de clasificación cruzada para tomar en cuenta en forma apropiada la estructura anidada de la información ya que los niños pertenecen simultáneamente a los dos grupos, el barrio y la escuela. Los resultados que se presentan, basados en la encuesta ECLS-K, una muestra de más de 20000 niños en aproximadamente 1.000 vecindarios y 1200 escuelas 1200, pone de manifiesto la asociación entre la composición socioeconómica del vecindario y los resultados académicos de los estudiantes. Este estudio proporciona evidencia a favor de las teorías de la socialización y epidémica. La presencia de adultos con buen nivel educativo en el vecindario así como la mediana de ingresos tienen impacto positivo en el logro del estudiante. De la misma forma, elevados niveles de pobreza tienen una influencia significativa, pero negativa en los resultados académicos. Sin embargo, el impacto se produce cuando se supera el umbral de 30% de hogares pobres en el vecindario. Los resultados agregados son invariantes a distintas especificaciones en términos de variables, esto no sucede cuando se analizan subgrupos clasificados según su origen étnico, género y estatus socio-económico.

Intensive Program ERASMUS: TOPCART. Geometric Documentation of the Heritage (administrative and academic documentation)

[EN] This academic activity has been the origin of other work that are also located in this repository. The first one is the dataset of information about the geometry of the Monastery recorded during the two years of fieldwork, then some bachelor thesis and papers are listed:

Stock assessment of loggerhead and leatherback sea turtles and An assessment of the impact of the pelagic longline fishery on the loggerhead and leatherback sea turtles of the Western North Atlantic

On September 7, 2000 the National Marine Fisheries Service announced that it was reinitiating consultation under Section 7 of the Endangered Species Act on pelagic fisheries for swordfish, sharks, tunas, and billfish. 1 Bycatch of a protected sea turtle species is considered a take under the Endangered Species Act (PL93-205). On June 30, 2000 NMFS completed a Biological Opinion on an amendment to the Highly Migratory Pelagic Fisheries Management Plan that concluded that the continued operation of the pelagic longline fishery was likely to jeopardize the continued existence of loggerhead and leatherback sea turtles.2 Since that Biological Opinion was issued NMFS concluded that further analyses of observer data and additional population modeling of loggerhead sea turtles was needed to determine more precisely the impact of the pelagic longline fishery on turtles. 3,4 Hence, the reinitiation of consultation. The documents that follow constitute the scientific review and synthesis of information pertaining to the narrowly defined reinitiation of consultation: the impact of the pelagic longline fishery on loggerhead and leatherback sea turtles The document is in 3 parts, plus 5 appendices. Part I is a stock assessment of loggerhead sea turtles of the Western North Atlantic. Part II is a stock assessment of leatherback sea turtles of the Western North Atlantic. Part III is an assessment of the impact of the pelagic longline fishery on loggerhead and leatherback sea turtles of the Western North Atlantic. These documents were prepared by the NMFS Southeast Fisheries Science Center staff and academic colleagues at Duke University and Dalhousie University. Personnel involved from the SEFSC include Joanne Braun-McNeill, Lisa Csuzdi, Craig Brown, Jean Cramer, Sheryan Epperly, Steve Turner, Wendy Teas, Nancy Thompson, Wayne Witzell, Cynthia Yeung, and also Jeff Schmid under contract from the University or Miami. Our academic colleagues, Ransom Myers, Keith Bowen, and Leah Gerber from Dalhousie University and Larry Crowder and Melissa Snover from Duke University, also recipients of a Pew Charitable Trust Grant for a Comprehensive Study of the Ecological Impacts of the Worldwide Pelagic Longline Industry, made significant contributions to the quantitative analyses and we are very grateful for their collaboration. We appreciate the reviews of the stock definition sections on loggerheads and leatherbacks by Brian Bowen, University of Florida, and Peter Dutton, National Marine Fisheries Service Southwest Fisheries Science Center, respectively, and the comments of the NMFS Center of Independent Experts reviewers Robert Mohn, Ian Poiner, and YouGan Wang on the entire document. We also wish to acknowledge all the unpublished data used herein which were contributed by many researchers, especially the coordinators and volunteers of the nesting beach surveys and the sea turtle stranding and salvage network and the contributors to the Cooperative Marine Turtle Tagging Program. (PDF contains 349 pages)

Warrington Collegiate: LRC pop-up training area to enhance staff training and development

Warrington Collegiate wanted to locate an area of the Learning Resource Centre (LRC) and equip it with a smart board and ten laptops primarily for staff development. Since the pop-up seminar area has been created it has been used for Vado, Moodle, Quizdom and e-book training plus much more. From an empty corner in the LRC the addition of this technology has created a welcoming comfortable learning space. It has encouraged staff across all the curriculum areas to come into the LRC and extended their role in a place for high quality staff development.

Xaverian College: Seeing the long term benefit of personalised learning with bespoke VLE

Xaverian College has created a bespoke web-based solution for the academic, pastoral, managerial and administrative requirements of the College that is accessible to all staff and students. Their VLE/ILP intranet system is cutting edge as it offers a remarkable degree of integration because of its holistic approach and is very ‘student-friendly’.

Burnley College: Engaging staff with an 'Olympic Feast' themed CPD

As part of its award winning staff development programme Burnley College has introduced an end of year ‘Feast’ of staff development activities. The Feast includes two weeks of Continuing Professional Development (CPD) workshops for all staff designed to promote e-Learning techniques, develop innovative teaching and learning methods as well as encourage staff to develop sharing hobbies and interests while always looking to expand the learning element.

Viewpoints for student-staff partnerships handbook

A resource to support setting up, implementing and sustaining student-staff partnerships.

Case study: DigiDesk a helpdesk run by students for students and staff

Case study on the DigiDesk helpdesk service at Barnet and Southgate College that helps meet FELTAG recommendations for greater participation in digital leadership activities and schemes.

Case study: Engaging students and staff in online activities

Case study about how East Berkshire College is engaging student and staff in online activities to develop digital literacy skills.

Building digital capability: the six elements defined

A digital capability framework which describes the skills needed by staff in a wide range of academic, administrative and professional roles to thrive in a digital environment. This will provide a structure to help managers and individuals understand what is needed and supports the development of tools. We have produced an initial model of the framework which describes digital capability as six overlapping elements.

Framing digital capabilities for UK HE and FE staff: Resources and references

This list does not include the actual frameworks, specifications, standards etc reviewed for the Jisc digital capabilities programme. These are secondary resources - articles, reports, research outcomes and professional reviews - which are sometimes linked to specific frameworks. They were used to help plan the frameworks review, construct the new Jisc digital capabilities framework and to write the accompanying reports. Further down you will find a list of web sites, blog posts and professional resources which provide useful additional information and materials, not necessarily evidence-based and not always drawn on directly for this project.