Dynamic capacity planning of public schools in changing urban communities

1986 ◽  
Vol 20 (5) ◽  
pp. 319-324 ◽  
Author(s):  
Mordechai Henig ◽  
Yigal Gerchak
Keyword(s):  
Public Schools ◽  
Urban Communities ◽  
Capacity Planning ◽  
Dynamic Capacity

Design and Improvement of Air Pollution Monitoring System based on IoT Network for Smart Cities

2020 ◽  
Vol 48 (1) ◽  
pp. 03-04
Author(s):  
Yvon Blanchard
Keyword(s):  
Air Pollution ◽  
Urban Communities ◽  
Monitoring System ◽  
Smart Cities ◽  
Physical World ◽  
Pollution Monitoring ◽  
Dynamic Capacity ◽  
Air Pollution Monitoring ◽  
Ecological Boundary

Ecological boundary observing has become significant worry in present day megalopolis because of transformation and progression. Presently, air pollution is a major issue for individual’s wellbeing in urban communities that experienced the more feature, for example, the traffic, modern, or backwoods fire or contaminated skies. The planned framework utilizes IOT which gives an affordable and a viable framework to screen air effluence level specifically territory. IOT engages tremendous extent of elements and physical world subtleties. For offer intriguing administrations, to trade and impart data, IOT installs availability with dynamic capacity among gadgets can be utilized. The methodology of framework characterizes a modified structure of IOT pedestal checking gadgets which decide the degrees of poisonous in gaspresent over air.

Dynamic capacity planning using strategic slack valuation

2016 ◽  
Vol 253 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Derek W. Bunn ◽  
Fernando S. Oliveira
Keyword(s):  
Capacity Planning ◽  
Dynamic Capacity

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Joseph John Morgan ◽  
Alain Bengochea ◽  
Johnny Reed
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Urban Communities ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Emotional And Behavioral Disorders ◽  
Urban Environments ◽  
School Intervention ◽  
Asset Mapping ◽  
Mapping Process

Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice

2018 ◽  
Vol 33 (7) ◽  
pp. 1135-1170 ◽  
Author(s):  
Scott Ellison ◽  
Ariel M. Aloe
Keyword(s):  
Public Schools ◽  
School Choice ◽  
School Reform ◽  
Urban Communities ◽  
Lived Experiences ◽  
Urban School ◽  
Political Empowerment ◽  
New Politics ◽  
Urban School Reform ◽  
Parental Decision Making

The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools.

scholarly journals Recruitment, employment, retention and the minority teacher shortage

2019 ◽  
Vol 27 ◽  
pp. 37 ◽  
Author(s):  
Richard Ingersoll ◽  
Henry May ◽  
Gregory Collins
Keyword(s):  
Public Schools ◽  
Urban Communities ◽  
Minority Students ◽  
White Teachers ◽  
Teacher Shortage ◽  
Minority Teachers ◽  
Teacher Shortages ◽  
Quarter Century ◽  
Nationally Representative ◽  
Minority Teacher

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.

scholarly journals “The lunchroom is dirty and the food is nasty”: Ethical Dilemmas in Conducting Qualitative Food Studies Research in Detroit and New York City Public Schools

2021 ◽  
Author(s):  
Sophia Rodriguez ◽  
John Lupinacci ◽  
Kristen Goessling
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Lived Experience ◽  
Urban Communities ◽  
York City ◽  
Food Studies ◽  
Food Justice ◽  
Participatory Action ◽  
School Food

In this article, reflecting critically on past school food studies and considering the landscape of qualitative methods, notably youth participatory action research methodologies, the authors share methodological suggestions for centering social justice and sustainability with the lived experience of youth by drawing on their critical qualitative research in Detroit and New York City public schools. We advance an analytic framework that aims to center youth voices and solutions to social problems such as food justice and equity. To this end we call for attention to human rights, youth participatory research, and relational ethics as part of our intention to center youth voices. Furthermore, the article emphasizes how this critical research with urban communities, ought to, and can, directly involve young people in schools together with their teachers and school leaders working and learning to take actions in support of the health, strength, and sustainability of their communities.

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