Taking a cooperative inquiry approach to developing person-centred practice in one English secondary school

2017 ◽  
Vol 18 (2) ◽  
pp. 212-229
Author(s):  
Jo Greenwood ◽  
Catherine Kelly
Keyword(s):  
Successful Implementation ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Inquiry Group ◽  
Cooperative Inquiry ◽  
Inquiry Approach ◽  
Level Of Understanding ◽  
High Level ◽  
The Voice ◽  
Pupil Voice

Recent legislation within the English special educational needs arena details coordinated child and family centred provision whereby person-centred approaches are advocated for as a central way of working. Pupil voice and participation in planning, however, have not been found to be well embedded in mainstream school practice and are likely to require a high level of understanding and openness, for successful implementation. This paper explores the experiences of a group of educational practitioners aspiring to develop person-centred informed practice by engaging in cycles of inquiry and action. A cooperative inquiry group engaged in dialogue around practice, exploring both personal and professional values and their resonance with values embedded within person-centred practice. A significant claim of the paper is that cooperative inquiry, in its alignment of values with person-centred practice, is a powerful tool to facilitate the learning necessary to embody collaborative person-centred practice, strengthen the voice of both those engaged and in turn the children and young people on the receiving end of practice and make discussable the performative contradiction inherent in developing person-centred practice systemically.

Industry 4.0 initiatives in EU countries: experience for Ukraine

2020 ◽  
pp. 65-70
Author(s):  
Nataliya Ryvak ◽  
Anna Kernytska
Keyword(s):  
Industry 4.0 ◽  
Business Models ◽  
Industrial Revolution ◽  
Successful Implementation ◽  
Industrial Complex ◽  
Interconnected System ◽  
Industrial Transformation ◽  
Eu Countries ◽  
European Experience ◽  
High Level

In this paper, digital technologies development was analyzed as the basis for the so-called “fourth industrial revolution” with the potential for the qualitative transformation of the Ukrainian economy based on EU countries’ experience. Industry 4.0 is a new control chain over the entire chain of creating value throughout the product lifecycle. When developing an economic policy, it is important to pay attention to Industry 4.0. It increases productivity, produces new, better, and individualized products, and implements new business models based on “undermining” innovations. A comparative analysis of national initiatives I4.0 with their characteristics according to the main dimensions, including funding, focus, direction, was conducted. Particular attention was paid to considering deterrents to the successful implementation and enforcement of the I4.0 initiative in European countries. The factors of successful implementation of I4.0 initiatives in the EU countries were analyzed. Drawing on the analysis of the European experience of digital transformations in industry and national economies in general, the necessity of critical focus of such transformations in Ukraine was highlighted, and the need for state support of industrial transformation was substantiated. The emphasis was placed on the cooperation development between stakeholders within the implementation of Industry 4.0 – it is necessary to create national and regional 4.0 platforms, following the example of EU countries, which would bring together government institutions, businesses, and academics. The successful positioning of the Ukrainian modern industrial complex on the world markets depends on the high level of the interconnected system providing factors that characterize its development process. Considering the influence of a list of inhibiting factors on implementing the country’s industry accelerated development, a set of measures needed to transform Ukraine’s industry based on European experience was substantiated.

scholarly journals Holiday Club Programmes in Northern Ireland: The Voices of Children and Young People

2021 ◽  
Vol 18 (3) ◽  
pp. 1337
Author(s):  
Jackie Shinwell ◽  
Ellen Finlay ◽  
Caitlin Allen ◽  
Margaret Anne Defeyter
Keyword(s):  
Northern Ireland ◽  
Young People ◽  
School Children ◽  
Low Income ◽  
Primary School Children ◽  
Older Children ◽  
Children And Young People ◽  
Self Confidence ◽  
Low Income Families ◽  
High Level

In Northern Ireland, nearly 30% of children are thought to be at risk of going hungry in the summer holidays when they are unable to access free school meals. Community groups, voluntary groups, local authorities, and faith groups have responded to this concern by developing and delivering holiday programmes that enable children from low-income families to take part in activities and access food. The current study used purposive sampling to investigate children’s and young people’s views of holiday provision, from across three holiday clubs, in Northern Ireland. Both primary school children (n = 34; aged 4–11) and secondary school children (n = 31; aged 12–17) showed high levels of awareness of poverty and food insecurity and associated pressures and stresses on households. Importantly, children and young people did not feel stigmatised about attending holiday provision, suggesting a positive and inclusive culture towards holiday club attendance. Children reported that they enjoyed the range of activities provided at holiday clubs and reported that attendance improved their self-confidence, especially for some older children, who acted as peer mentors to younger attendees, helped them to develop new skills, and provided them with opportunities to socialise with peers in a safe environment, out with their normal social groupings in school. Older children showed a high level of shrewdness and knowledge of sectarian divides in communities but spoke positively about how different religious or cultural backgrounds did not matter in terms of meeting and making new friends in holiday club settings. In terms of food provision, the findings of this study suggest that further work needs to be done to support children to access and eat healthy, nutritious food.

scholarly journals A Modified KNN Algorithm for High-Performance Computing on FPGA of Real-Time m-QAM Demodulators

Electronics ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 627
Author(s):  
David Marquez-Viloria ◽  
Luis Castano-Londono ◽  
Neil Guerrero-Gonzalez
Keyword(s):  
Real Time ◽  
High Performance ◽  
Interference Mitigation ◽  
Parallel Implementation ◽  
Computational Time ◽  
Successful Implementation ◽  
Interchannel Interference ◽  
The Difference ◽  
High Level ◽  
Performance Computing

A methodology for scalable and concurrent real-time implementation of highly recurrent algorithms is presented and experimentally validated using the AWS-FPGA. This paper presents a parallel implementation of a KNN algorithm focused on the m-QAM demodulators using high-level synthesis for fast prototyping, parameterization, and scalability of the design. The proposed design shows the successful implementation of the KNN algorithm for interchannel interference mitigation in a 3 × 16 Gbaud 16-QAM Nyquist WDM system. Additionally, we present a modified version of the KNN algorithm in which comparisons among data symbols are reduced by identifying the closest neighbor using the rule of the 8-connected clusters used for image processing. Real-time implementation of the modified KNN on a Xilinx Virtex UltraScale+ VU9P AWS-FPGA board was compared with the results obtained in previous work using the same data from the same experimental setup but offline DSP using Matlab. The results show that the difference is negligible below FEC limit. Additionally, the modified KNN shows a reduction of operations from 43 percent to 75 percent, depending on the symbol’s position in the constellation, achieving a reduction 47.25% reduction in total computational time for 100 K input symbols processed on 20 parallel cores compared to the KNN algorithm.

scholarly journals Implementation of the Family HELP Protocol: A Feasibility Project for a West Texas ICU

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 146
Author(s):  
Rebecca McClay
Keyword(s):  
Strong Support ◽  
Family Intervention ◽  
Successful Implementation ◽  
Positive Perception ◽  
Family Presence ◽  
West Texas ◽  
The Family ◽  
Control And Prevention ◽  
High Level ◽  
Near Future

The purpose of this project was to determine if bedside intensive care unit (ICU) nurse buy-in to the Family Hospital Elder Life Program (HELP) protocol was sufficient to make implementation feasible at one county hospital in West Texas. Surveys were anonymous with ballot box collection being available to the bedside ICU nurses for one week each. Questions were based on literature findings of expected outcomes, identified barriers and facilitators, Calgary Family Intervention Method framework domains, and the Centers for Disease Control and Prevention Framework for program evaluation. Outcome measures were taken from the stated aims of the project and evaluated from paired baseline and summative survey questions. Survey participation was approximately half of nurses employed in the studied ICU. Analysis of the surveys showed a positive perception of family presence decreasing patient delirium symptoms, and a positive perception of the Family HELP protocol. The results described a high perception of family members as partners in care and high intention to implement the Family HELP protocol, indicating strong support of a full implementation of the protocol. The high level of bedside nurse buy-in present in this study has large implications for successful implementation of the Family HELP protocol in the near future, with sustainability and continued use supported by potential inclusion of the task in the electronic health record charting.

scholarly journals Impact of lockdown and school closure on children in special schools: a single-centre survey

2021 ◽  
Vol 5 (1) ◽  
pp. e000981
Author(s):  
Tapomay Banerjee ◽  
Amjad Khan ◽  
Piriyanga Kesavan
Keyword(s):  
Young People ◽  
Significant Role ◽  
Well Being ◽  
School Closure ◽  
Special Educational Needs ◽  
Single Centre ◽  
Special Schools ◽  
Daily Lives ◽  
Children And Young People ◽  
The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

THE PRINCIPLES OF SELECTION OF THE CONTENT OF DESIGN EDUCATION FOR THE COMPETENCE-BASED TRAINING OF STUDENTS WITH DISABILITIES

2021 ◽  
Vol 53 (1) ◽  
pp. 89-99
Author(s):  
N. A. Eremina ◽  
Keyword(s):  
Vocational Education ◽  
Students With Disabilities ◽  
Design Education ◽  
Educational Process ◽  
Design Activity ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Sociocultural Environment ◽  
The Difference ◽  
Mixed Groups

The modern sociocultural environment puts forward requirements for ensuring equal opportunities for vocational education for active members of the society. The established requirements for the organization of the educational process in mixed groups, including normo-typical students and students with disabilities, indicate the need to search for new methodological approaches to ensure the successful implementation of vocational education. The article highlights the problem of choosing didactic components of practice-oriented content for teaching students with disabilities. The aim of the work was to identify the principles of new didactics, which make it possible to adapt the structure of basic design education to the special educational needs of students and to optimally organize educational activities in a mixed group without losing the quality of professional development and an increase in general competencies. The article provides some of the fundamental meanings of design practice, which make it possible to find permits for the introduction of inclusive methods in the system of special-purpose training programs. The approaches to the formulation of combined tasks are disclosed that allow the variability of equivalent design solutions of different levels of complexity. New approaches to the choice of methodological and didactic techniques were determined in the course of a pedagogical experiment, using elements of a longitudinal study. The author gives examples from the experience of training students in secondary vocational education in mixed groups, points out aspects that have a particular impact on the achievement of equal positive results by students, names the methods of formulating practical tasks that minimize the difference in time spent by students with different abilities. The conclusion about a sufficient basis for the chosen direction of methodological and didactic support was made on the basis of signs of positive dynamics of mastering the techniques of project design activity by students with disabilities.

Influence of Irrational Beliefs and Sensitivity to a Person on Future Psychology Students’ Propensity to Coercion or Nonviolence

2021 ◽  
pp. 143-165
Author(s):  
V.G. Maralov ◽  
◽  
V.A. Sitarov ◽  
Keyword(s):  
Irrational Beliefs ◽  
High Sensitivity ◽  
Daily Practice ◽  
Psychology Students ◽  
State Universities ◽  
Low Level ◽  
Level Of Understanding ◽  
Low Sensitivity ◽  
High Level ◽  
Dependent Type

The relevance of the problem is due to the importance of identifying factors that determine the propensity of students to coercion or nonviolence, creating psychological and pedagogical conditions for the formation of the socionomic sphere of nonviolent competencies for future specialists at universities. The theoretical basis of the study was the position of nonviolence as a daily practice of interaction, by which we understand the ability of a person to choose from a number of possible alternatives that carry the least charge of coercion. The aim of the work was to study the influence of irrational beliefs and sensitivity to a person (interest, empathy, understanding and assistance) on the students’ tendency to coercion, manipulation, non-violence and non-interference in the processes of interaction with people. The hypothesis was tested that the tendency of students to coercion, manipulation, and noninterference will be due to expressed irrational beliefs and low level of sensitivity to a person and the tendency to non-violence will be explained by the absence of irrational beliefs and a high level of sensitivity to a person. The study involved 125 students of pedagogical and psychological faculties of the Moscow Humanitarian and Cherepovets State universities. The authors used questionnaires to identify the positions of interaction among students and sensitivity to a person, as well as a list of irrational beliefs proposed by A. Beck and A. Freeman. It is established that the tendency to both coercion and manipulation are determined by the beliefs of anti-social type and low sensitivity to the person. The tendency to manipulate the narcissistic beliefs, high interest in people and understanding them, at the same time the tendency to non-violence and non-interference are determined by beliefs of avoidant and dependent types with a low level of understanding people. And a tendency to non-interference is determined by beliefs of dependent type with unexpressed orientation on helping. The tendency to nonviolence is determined by the high sensitivity to a person and the absence of irrational beliefs of antisocial, passive-aggressive and narcissistic types. As a result, the conclusion is made about the need to form purposefully the ability to nonviolent interaction among students, which should include the work on awareness and overcoming irrational beliefs and the development of sensitivity to a person. The obtained results can be used in practical work with students on the formation of their nonviolent competencies.

scholarly journals The Transformational Leadership Practices of National Board Certified School Librarians in North Carolina

2020 ◽  
Author(s):  
Kimberly Hirsh
Keyword(s):  
North Carolina ◽  
Transformational Leadership ◽  
Leadership Practices ◽  
Shared Vision ◽  
Successful Implementation ◽  
School Librarians ◽  
National Board ◽  
Teaching Standards ◽  
Professional Leadership ◽  
High Level

This study describes a questionnaire survey of school librarians in North Carolina who have received advanced certification from the National Board of Professional Teaching Standards. The survey was conducted to identify the transformational leadership practices of these school librarians and assess their ability to implement professional leadership guidelines. School librarians’ leadership practices were assessed using the Leadership Practices Inventory, 3rd Edition (LPI). School librarians perceived themselves as possessing a high level of transformational leadership in the five exemplary practices identified by the LPI: Modeling the Way (MTW), Inspiring a Shared Vision (ISV), Challenging the Process (CTP), Enabling Others to Act (EOA) and Encouraging the Heart (ETH). They perceived themselves as being very strong at MTW and EOA. They were less successful at ISV and CTP. Overall, they were very successful in implementing professional leadership guidelines. Successful implementation of these guidelines was highly correlated with ISV and CTP.

scholarly journals The use of training technology tools as the basis for its successful implementation in intra-organization training

2021 ◽  
Vol 11 (3) ◽  
pp. 206-215 ◽  
Author(s):  
A. V. Cherepanov ◽  
G. A. Rekhtina
Keyword(s):  
Work Group ◽  
Successful Implementation ◽  
Training Methods ◽  
Simulation Games ◽  
Self Presentation ◽  
Training Support ◽  
Iterative Model ◽  
Technology Tools ◽  
External Conditions ◽  
High Level

The problem fields of research in the framework of the topic are the lack of classification of training methods in intra-organization training, the insufficient quality of the use of tools in the practice of intra-organization training, as well as the use of tools for evaluating and analyzing training activities. The highlighted aspects allowed us to determine the relevant vectors of the research: the competence of the coach, the systematization of training methods and techniques, the features of the use of the tools, the methodology of the tools for evaluation of training sessions. The most important characteristic of the competence of a corporate coach is the possession of the training technology tools at a high level. The article stands out the main competences of a corporate coach, such as focus on results, effective communication, effective self-presentation, persuasion and influence, confidence and stress resistance, creating a motivating educational environment. The authors pay particular attention to the phenomenon of pedagogical artistry, internal and external conditions of its development. The article introduces the basic training techniques (informational, stimulation, exercises for practical performance of work, group-dynamic exercises) and related training methods into the system. The authors consider the criteria and limitations that a trainer should to take into account when choosing training technology tools. The article introduces distinctions of tools when considering their arsenal (planning tools; direct implementation of the process; control (monitoring), evaluation and analysis of the results; post-training support). The authors indicate the following features of the use of training technology tools in intra-organization training: the formation of target guidelines for each stage of training implementation; determining tasks and the algorithm for training implementation; drawing up a training program; chronological planning of training units; planning of the necessary methodical support of training units; compliance with the principle of training planning based on an iterative model with one or more contours; the use of business and simulation games, exercises and tasks; using multiple studies scenarios for conducting classes; presenting information depending on the features of its perception; taking into account the target audience; taking into account the age characteristics of the audience, etc.

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