scholarly journals ASTHMA BRONCHIALE - EDUCATIONAL IMPACT ON THE INDIVIDUAL, SCHOOL ENVIRONMENT AND INFLUENCE ON SCHOOL ACTIVITIES

2009 ◽  
Vol 2 (4) ◽  
pp. 186-199
Author(s):  
Jan Chrastina ◽  
Danuška Tomanová ◽  
Jana Marečková
Keyword(s):  
School Environment ◽  
Asthma Bronchiale ◽  
Educational Impact ◽  
School Activities ◽  
Individual School ◽  
The Individual

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

Sports and recreation facilities in schools – history and present state

2021 ◽  
Vol 4 (1) ◽  
pp. 89-113
Author(s):  
Anna Pawlikowska-Piechotka
Keyword(s):  
Physical Education ◽  
Individual Student ◽  
Sports Facilities ◽  
Ministry Of Education ◽  
National Education ◽  
The Public ◽  
School Activities ◽  
School Sports ◽  
The Individual ◽  
The 19Th Century

The tradition of school sports facilities has its roots in ancient civilizations, primarily in ancient Greece. The preserved ruins of gymnasiums at Delphi, Olympia, Millet, Priene, Dedina, Pergamon, Ephesus or Thermessos, document well that sports facilities were a major part of the education system. They served not only for students and sports training but were opened to the public, used for social gatherings, political meetings and disputes. Contemporary school sports facilities derived from the 19th-century concept of the school’s educational program. It also included the indoor and outdoor physical education classes and facilities used for ‘body-building exercises’ - as it was named. In Poland, according to the current basic curriculum of the Ministry of National Education, the goal of physical education is to shape the long life habit of physical activity. The school activities should develop the appropriate interests and attitudes of students. Therefore, school activities should meet the needs, interests and abilities of the individual student as fully as possible. The present regulations of the Ministry of Education demand, that such classes should take place in a well-equipped sports hall or on a school playground.

scholarly journals Child witnesses of domestic violence: Potential implications on procedures used by educational institutions

2018 ◽  
Vol 50 (2) ◽  
pp. 286-306
Author(s):  
Tanja Ignjatovic
Keyword(s):  
Domestic Violence ◽  
Social Relations ◽  
School Environment ◽  
Traumatic Experience ◽  
Educational Institutions ◽  
School Activities ◽  
Community Institutions ◽  
Exposure To Domestic Violence ◽  
The Family ◽  
Available Information

Children?s witnessing scenes of violence in the family context incurs numerous and diverse consequences on their health and wellbeing, including school activities and personal achievement, their social relations and risk of subsequent bullying behaviour or victimization at school. At the same time, the school environment can play an important role in developing strategies of overcoming and recovering from the traumatic experience such as one?s exposure to domestic violence. This paper presents an overview of the main foreign and domestic findings on the connection between violence against children and violence against women, their mothers, the consequences that violence in a partnership has on various aspects of childrens? development and health, children?s strategies for overcoming and their resilience, and institutional reactions to childrens? testimony about instances of domestic violence. Special attention is placed on the implications that this phenomenon has on the operation and responsibility educational institutions to ensure a safe environment for these children within the family and at school and to provide them with assistance and support. This points to the importance of the relevant regulations and their interpretations, the dilemmas that teachers and schools can face in their application, available information and expertise, the development of close collaboration between schools and relevant community institutions, or the systematic and systematic nature of capacity building for teachers and schools for attentive and the consistent application of preventive and intervention programs.

scholarly journals The Role of Good School Environment on the Quality of School Activities in Qatif Zone Schools

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Safiah Saeed Ali Alobaidan - Ali Alghazo
Keyword(s):  
School Environment ◽  
Ministry Of Education ◽  
Quality Outcomes ◽  
School Activities ◽  
Good School ◽  
Data Collection And Analysis ◽  
Research Findings ◽  
School Activity

The current study aimed to explore the relationship between the well prepared school environment and the quality of schools activities that are directed to students' benefits. This study follows the mixed methods design that combines both quantitative and qualitative data collection and analysis. The research tools that are used in this study is a closed-ended e-survey for school activity leaders and interviews with 5 supervisors. The non-random pilot of this research consists of (23) school activity leaders from elementary, intermediate and secondary schools and (5) supervisors in Qatif zone. The research findings pointed out the real effective well-prepared school environment role on the good quality outcomes of school activities in Qatif Area, and that most schools lack the application of quality in school activities. This research will shed light on how effective is the well prepared school environment to enrich the kinds and the effectiveness of school activities according to the quality standards of the Ministry. This emphasizes the role of the Ministry of Education to exert more efforts to prepare schools with required facilities and equipment to facilitate the quality of school activities.

scholarly journals PENGARUH FAKTOR INDIVIDU DAN FAKTOR ORGANISASI TERHADAP KOMITMEN ORGANISASI (Studi pada Guru SMAN di Kecamatan Labuapi Kabupaten Lombok Barat)

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Muhammad Irfan
Keyword(s):  
Organizational Commitment ◽  
Organizational Factors ◽  
Study Data ◽  
Individual Factors ◽  
Individual Factor ◽  
Collection Method ◽  
Great Expectations ◽  
School Activities ◽  
The Individual ◽  
Multipleregression Analysis

A number of teachers are found unenergetic and undisciplined because of some reasons, suchas no appreciation of they did at work, exclusion of school activities, no trust from the school leaders,no proper treatment in terms of promotion. All of these problems happen among teachers of LabuapiHigh School of West Lombok Regency. This study aims to investigate the significant influence ofindividual and organizational factors, either simultaneously or partially, on the teachers’Organizational Commitment.This research is categorized as an associative study. The population encompassed all 70 highschool teachers in Labuapi Distric of West Lombok Regency. These teachers were all taken assamples of the study. Data collection method involved the use of a questionnaire containingquestions about the Individual Factors, Organizational Factors, and Organizational Commitment.The data were analyzed using Multiple Linear Regression Analysis.Results of the study indicate that the Individual and Organizational Factors simultaneouslyand partially had a significant effect on the dependent variable of Organizational Commitment. Themost dominant variable affecting Organizational commitment was the individual factor. This studyrecommends that principals of High Schools in Labuapi District of West Lombok constantly meetteachers' great expectations towards work appreciation, involve them emotionally in work-relatedactivities, nurture teacher's responsibility to work, develop a sense of pride for the teachers, providethem with more education training and pastoral care for students, increase the amount of free time togather with family, and reduce the pressure in both career and family matters.Keywords: Individual Factors, Organizational Factors, Organizational Commitment, MultipleRegression Analysis.

Varieties of Adolescent Creativity and the High School Environment

1971 ◽  
Vol 38 (2) ◽  
pp. 111-116 ◽  
Author(s):  
Herbert J. Walberg
Keyword(s):  
High School ◽  
Visual Arts ◽  
School Environment ◽  
Performing Arts ◽  
Group Leadership ◽  
Canonical Correlations ◽  
School Activities ◽  
Award Winning ◽  
Random Samples ◽  
High School Environment

To test the hypothesis that creativity is associated with social alienation, self reported creativity in the visual arts, science, performing arts, music, and writing (with the criterion of prize and award winning) and in group leadership was predicted from biographical questionnaire items and intelligence, using simple, multiple, and canonical correlations. The analyses, conducted on national random samples of 2,225 boys and 741 girls, directly contradicted the hypothesis by suggesting that adolescent creativity is associated, although weakly, with (a) involvement in school activities, (b) stimulating home environments, (c) perseverance in spite of difficulties, and (d) intellectual motivation but not intelligence.

Cyberbullying at School

2021 ◽  
pp. 34-53
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

EXAMPLES OF TARGETS FOR THE SCHOOL ENVIRONMENT Input Targets • Policies for the environment will focus on fitness for purpose of delivering the curriculum. • The resources provided by the school will be the most appropriate for delivering the curriculum within the budget available. • The ethos and culture of the school is evident throughout the environment. • The governing body will have in place a long-term plan for the development of the buildings and grounds agreed with the school’s funding agency. • The governing body will have in place a five-year maintenance plan for the improvement of the environment in line with its overall strategic plan. • The unit expenditure per pupil on premises maintenance will be between £x and £y. • The unit expenditure per pupil on other premises related costs will be between £x and £y. • The unit expenditure per pupil on total premises costs will be between £x and £y. • The unit expenditure per square metre on premises maintenance costs will be between £x and £y. • The unit expenditure per square metre on other premises related costs will be between £x and £y. • The unit expenditure per square metre on total premises costs will be between £x and £y. • The governing body will receive annually a detailed report on the current condition of the buildings and grounds, including a room/ curriculum analysis. • The governing body will protect the health of all employees, pupils and visitors. • The governing body will consider the health and safety implications of all school activities. • The governing body will designate a committee (or individual) on the governing body responsible for liaising and reporting on health and safety matters. • The governing body will have a policy on health and safety meeting statutory requirements (where appropriate, the LEA policy will

2002 ◽  
pp. 71-71
Keyword(s):  
School Environment ◽  
Health And Safety ◽  
Funding Agency ◽  
Fitness For Purpose ◽  
Maintenance Costs ◽  
Governing Body ◽  
School Activities ◽  
Expenditure Per Pupil ◽  
Maintenance Plan

An enabling BIM block library: an online repository to facilitate social inclusion in Australia

2014 ◽  
Vol 14 (4) ◽  
pp. 477-492 ◽  
Author(s):  
Catherine Bridge ◽  
Phillippa Carnemolla
Keyword(s):  
Construction Industry ◽  
Research Methodology ◽  
Social Inclusion ◽  
Educational Impact ◽  
Full Spectrum ◽  
Building Information Modelling ◽  
Content Type ◽  
Building Information ◽  
Current Block ◽  
The Individual

Purpose – The purpose of this paper is to explore the implications of socially inclusive Building Information Modelling (BIM) library components. BIM requires and integrates many sets of predefined blocks or collection of attributes. Any one of the individual blocks can be replicated and/or stored in a block library for later reuse. However, few if any current block libraries contain or have access to the blocks that enable social inclusion. Design/methodology/approach – An action-based research methodology was used to design, develop and deploy three enabling blocks as part of a plan to develop a larger library of tools for BIM practitioners. The Enabling Block Library is an open access library of Australian code-compliant mobility elements published online. This paper discusses the design and development of the library components in detail, explaining how each of the three blocks was selected in our pilot evaluation and how each was identified; fact-checked; planned (designed); deployed (action); and then evaluated. Findings – The process and evaluation highlights that appropriate code-compliant design tools can support greater social inclusion aspects of a built environment project. These are tools that are relevant to the full spectrum of industry users of BIM, including designers, engineers and certifiers. Research limitations/implications – Because this paper documents the project while in an early launch phase, with a small number of launch blocks, the research results were limited in their ability to thoroughly measure industry or educational impact. However, the results showed how a socially inclusive BIM block library can be developed and why this is important, with literature supporting the potential of its dissemination to the design and construction industry. Originality/value – The paper applied action-based research methodology in the development, deployment and evaluation of exploratory BIM use to create more socially inclusive environments. It is of value because it facilitates designers creating the optimum of performance-based accessible environments, rather than the minimum “deemed to satisfy” Building Codes.

The Aims of Mathematical Education

1921 ◽  
Vol 14 (6) ◽  
pp. 297-304
Author(s):  
J. H. Minnick ◽  
_ _
Keyword(s):  
The Other ◽  
General Definition ◽  
Mathematical Education ◽  
Face To Face ◽  
School Activities ◽  
General Meaning ◽  
The One ◽  
Definition Of ◽  
Objective Side ◽  
The Individual

Education is a complex process involving a variety of experiences gained through both school and out-of-school activities. Each subject of the curriculum should make its definite contribution to this experience, but we must be sure that the result is a unit. An investigation of conditions in most of our high schools will show that a child is under the instruction of perhaps four or five teachers, all of whom are working independently of each other. Very seldom docs one teacher know what the others are trying to do. In order to avoid such conditions and to insure a unified education for each individual, it is necessary that the aim of each subject shall be determined in the light of the general definition of education. Only by this means can the subject matter of each course be so selected and presented that there is neither useless overlapping on the one hand nor the omission of important elements on the other hand. Hence, in discussing the aim of mathematical education, we shonld consider the general meaning of education and then determine what contribution mathematics can make most effectively. For this purpose we shall accept Ruediger’s definition, namely, “… to educate a person means to adjust him to those elements of his environment that are of concern in modern life, and to develop, organize, and train his powers so that he may make efficient and proper use of them.”1 This definition consists of two parts. One of these is concerned with the adjustment of the individual to his environment; this is the objective side. The other is concerned with the development of the powers of the individual; this is the subjective side of education. However, one’s powers are developed only by contact with and adjustment to his environment, and he is adjusted to his environment only through his powers and abilities. Thus, a child’s power to think correctly is developed most effectively when he is brought face to face with a real situation the solution of which is vital to his welfare; but he can successfully master the situation only by the use of his reasoning power or such other abilities as may be involved. Hence, the two parts of this definition are not independent and we need not consider them separately; when one is satisfied in the most effective way the other will be. At present we shall confine our attention to the objective phase of education.

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