Enhancing Learning through Community Membership: Honours Students’ Perceptions of Community Membership and Its Impact on Learning

This article looks at how membership of a community impacts learning for individuals. Community membership and learning have received much attention from scholars and practitioners alike (for example, in Wolfensberger, 2012; Inkelas, Jessup-Anger, Wawrzynski, & Benjamin, 2007; Wenger, 1998). Specifically, many studies have focused on learning communities and how membership in such a community can help individual learners achieve what they are pursuing (Gabelnick et al., 1990). Using Communities-of-Practice (CoP) theory (Lave & Wenger 1991; Wenger, 1998) as a theoretical background, this study sought to understand the perceived impact of community membership on learning. The ultimate goal is to put the benefits and drawbacks of this membership in the perspective of a close-knit group of students who exist within a large school community. This study has several objectives:

The Cold, Dark River

After serving in Congress, Kelso resolved to open his own academy in Springfield. He supported the women’s suffrage movement in town. But he had borrowed heavily to build a large school building, and when few students enrolled, he was financially ruined. He ran for Congress again in 1868, but in a bitter campaign focused on monetary policy and filled with dirty tricks, he floundered and was badly beaten by his old nemesis, Pony Boyd. All of this only added to the strain of his marriage, already plagued by sexual problems and mutual jealousies. Kelso’s great tragedy, however, was not financial, political, or marital. In early September, 1870, his five-year-old son died suddenly from tetanus after stepping on a rusty rake. Only two weeks later, his fourteen-year-old son committed suicide. Kelso was shattered. The following year, his marriage in ruins, he took his eldest daughter Florella and headed west.

The development of a large Schools Management According the King’s Philosophy Model

This research aims to 1) study the elements of the development of a large school management model in accordance with the king's science, 2) develop a large school management model based on the monarchy, and 3) assess the suitability and appropriateness of the monarchy. The possibility of developing a large school management model according to the king's science By using a mixed method, a research was carried out in 4 steps: 1) study the elements of the development of a large school management model; 2) to develop a large school management model using the royal science Using the Delphi Technique and Focus Group Discussion, 3) analyzed the key elements through factor analysis and 4) assessing the feasibility and feasibility of the management model development. Manage a large school according to the king's science. From 30 school administrators, the statistics used for data analysis were percentage, range, quartile, mean, standard deviation, and component analysis. The research results were found as follows: 1) development of a large school management model according to the king's science is the management of the work with the middle line which consists of the philosophy of sufficiency economy and the principle of work of the king to achieve sustainable school development. 2) Develop a large school management model according to the king's science. There are 5 main components as follows: Sufficiency Economy Philosophy Understanding In terms of accessibility, development, and of the King's work principles.3) The degree of suitability and feasibility of the development of a large school management model according to the monarchy. Overall and each item are very good.

Approssimazioni a Itaca e oltre (1982) o di Salgari e Torino

These approximations are a tribute to Claudio Magris and his Itaca e oltre (1982), but also to Turin and to Salgari. I have attempted to push the boundaries of essay writing that, during the 1980s, was still about discovery, not scholarly archiving (or terminal editing): an essayistic form which did not shun away from drawing attention to itself, in a ‘metacritical’ and ‘interdisciplinary’ sense avant la lettre. I concentrated on a large school and said something about Marco Cerruti, with his Notizie di utopia (1985), and Pierpaolo Fornaro, whose critical narrative Trapassato presente. L’appropriazione psicologica dell’antico attraverso la narrativa moderna (1989) remains unsurpassed.

Severe Acute Respiratory Syndrome Coronavirus 2 Antibody Prevalence in Blood in a Large School Community Subject to a Coronavirus Disease 2019 Outbreak: A Cross-sectional Study

Background A severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) outbreak affecting 52 people from a large school community in Santiago, Chile, was identified (12 March) 9 days after the first case in the country. We assessed the magnitude of the outbreak and the role students and staff played using self-administered antibody detection tests and a self-administered survey. Methods The school was closed on 13 March, and the entire community was placed under quarantine. We implemented a home-delivery, self-administered, immunoglobin (Ig) G/IgM antibody test and survey to a classroom-stratified sample of students and all staff from 4–19 May. We aimed to determine the overall seroprevalence rates by age group, reported symptoms, and contact exposure, and to explore the dynamics of transmission. Results The antibody positivity rates were 9.9% (95% confidence interval [CI], 8.2–11.8) for 1009 students and 16.6% (95% CI, 12.1–21.9) for 235 staff. Among students, positivity was associated with a younger age (P = .01), a lower grade level (P = .05), prior real-time polymerase chain reaction (RT-PCR) positivity (P = .03), and a history of contact with a confirmed case (P < .001). Among staff, positivity was higher in teachers (P = .01) and in those previously RT-PCR positive (P < .001). Excluding RT-PCR–positive individuals, antibody positivity was associated with fever in adults and children (P = .02 and P = .002, respectively), abdominal pain in children (P = .001), and chest pain in adults (P = .02). Within antibody-positive individuals, 40% of students and 18% of staff reported no symptoms (P = .01). Conclusions Teachers were more affected during the outbreak and younger children were at a higher risk for infection, likely because index case(s) were teachers and/or parents from the preschool. Self-administered antibody testing, supervised remotely, proved to be a suitable and rapid tool. Our study provides useful information for school reopenings.

A Mixed Methods Study on the Status of School Orchestra Programs in Oregon: An Explanation of Inhibiting and Promoting Factors

The purpose of this explanatory sequential mixed methods study was to examine the status of school orchestra programs in Oregon and to explain the reasoning behind the descriptive data. The quantitative phase of the study reported the data on the number of school districts and schools by type that offer orchestra instruction as well as the profile of those schools, their orchestra programs, and orchestra teachers. Unexpected findings from the quantitative phase indicated that among the three large school districts that are comparable in size, budget, and students’ demographics, only one offers orchestra instruction in every school within the district ( n = 65) while the other two districts offer orchestra instruction in one high school each. This finding prompted the qualitative phase of the study that illuminated factors that inhibit and promote the quality of education within Oregon schools. The mixed methods findings explained the discrepancy in music offerings among the three large school districts through the perspectives of the three arts administrators, one from each district.