Rehabilitation Counselors as Needed School Employees

1974 ◽  
Vol 5 (2) ◽  
pp. 67-72 ◽  
Author(s):  
Charles Cohen
Keyword(s):  
Public Schools ◽  
Rehabilitation Counselors ◽  
Vocational Counseling ◽  
School Employees ◽  
Federal Grant ◽  
Vocational Program ◽  
Three Stages ◽  
Educable Mentally Retarded ◽  
The City ◽  
Education Courses

Under a federal grant, the Pittsburgh Public Schools has employed for the past three years, thirteen rehabilitation counselors. These rehabilitation counselors have been placed in the city high schools in order to give vocational counseling support to Educable Mentally Retarded students attending integrated vocational education courses. This is achieved at three stages of a student's vocational development by helping the student choose and enter an appropriate vocational program, by supporting him during the training period and by assisting him to find a job when his training is completed. Due to the success of the project, the school district has picked up the salaries of the rehabilitation counselors and their supervisor on the mainline Special Education budget thus assuring the continued support of the Project.

scholarly journals Computational thinking using ICT in Chemical education: a research record in Amazonas/Brazil Region

2021 ◽  
Vol 10 (11) ◽  
pp. e297101113459
Author(s):  
Eleonora Celli Carioca Arenare
Keyword(s):  
Public Schools ◽  
Continuing Education ◽  
Chemical Education ◽  
Computational Thinking ◽  
The State ◽  
Department Of Education ◽  
Educational Context ◽  
Chemistry Teachers ◽  
The City ◽  
Education Courses

The research records of the last decade bring a systemic look, which involves historicity and triggers strategies with perspectives to solve problems and dilemmas that involve the educational context. The article addresses the difficulties that teachers have in integrating ICT as a motivating tool for the problem of the lack of interest of students in chemistry classes. The observation was made with chemistry teachers from thirteen public schools in the city of Manaus in the Midwest Zone, the State Department of Education of Amazonas - SEDUC. The results obtained through the questionnaires applied were tabulated and analyzed using the Likert scale, demonstrating how insufficient this integration is. The implications of this research address the difficulties that need to be overcome in relation to the computational thinking of chemistry teachers, bringing perspectives on the need for continuing education courses for professionals involved with this science.

scholarly journals Identification of Cost-Optimal Measures for Energy Renovation of Thermal Envelopes in Different Types of Public School Buildings in the City of Valencia

2021 ◽  
Vol 11 (11) ◽  
pp. 5108
Author(s):  
María Esther Liébana-Durán ◽  
Begoña Serrano-Lanzarote ◽  
Leticia Ortega-Madrigal
Keyword(s):  
Public Schools ◽  
Energy Consumption ◽  
Public Administration ◽  
School Buildings ◽  
Regulatory Requirements ◽  
Building Stock ◽  
Eu Directive ◽  
Global Cost ◽  
The City ◽  
The Eu

In order to achieve the EU emission reduction goals, it is essential to renovate the building stock, by improving energy efficiency and promoting total decarbonisation. According to the 2018/844/EU Directive, 3% of Public Administration buildings should be renovated every year. So as to identify the measures to be applied in those buildings and obtain the greatest reduction in energy consumption at the lowest cost, the Directive 2010/31/EU proposed a cost-optimisation-based methodology. The implementation of this allowed to carry out studies in detail in actual scenarios for the energy renovation of thermal envelopes of public schools in the city of Valencia. First, primary school buildings were analysed and classified into three representative types. For each type, 21 sets of measures for improving building thermal envelopes were proposed, considering the global cost, in order to learn about the savings obtained, the repayment term for the investment made, the percentage reduction in energy consumption and the level of compliance with regulatory requirements. The result and conclusions will help Public Administration in Valencia to draw up an energy renovation plan for public building schools in the city.

scholarly journals “We’re a Part of This City, Too”: An Examination of the Politics of Representation of D.C. Native via #DCNativesDay

2021 ◽  
Vol 7 (1) ◽  
pp. 205630512098444
Author(s):  
Loren Saxton Coleman
Keyword(s):  
Public Schools ◽  
Cultural Analysis ◽  
Black Communities ◽  
Politics Of Representation ◽  
Marginalized Communities ◽  
Movie Theaters ◽  
Online Spaces ◽  
Twitter Users ◽  
The City

This cultural analysis explores how D.C. natives represented themselves on Twitter via #DCNativesDay. The analysis found that Twitter users engaged in hashtag activism to share stories about their connection to place(s) (e.g., movie theaters, neighborhoods, public schools) in the city that were integral in the construction of their individual and collective Black D.C. native identities. Constructed identities were not monolithic, and users engaged in some self-reflexivity. The users’ emphasis on place seemed to signify reclamation of changing city landscapes and legitimacy in the city. Ultimately, this research raises questions about how alternative representations that map marginalized communities onto city spaces in online spaces can create possibilities of transformation for Black communities during gentrification in offline spaces.

Water consumption in public schools for the city of Bologna, Italy

2013 ◽  
Vol 13 (2) ◽  
pp. 257-264 ◽  
Author(s):  
Marco Farina ◽  
Marco Maglionico ◽  
Marco Pollastri ◽  
Irena Stojkov
Keyword(s):  
Public Schools ◽  
Water Consumption ◽  
Residential Buildings ◽  
Secondary School Student ◽  
Educational Interventions ◽  
Daily Basis ◽  
Published Data ◽  
Older Students ◽  
Consumption Data ◽  
The City

For most buildings considered to be of a public non-residential type there are insufficient published data to establish and compare the theoretical standards with actual consumption data. Therefore, water consumption per user in non-residential buildings is still a very complicated issue for engineers and designers involved in analysing water demand and water management. This is why linking water consumption and school occupancy is the goal of this paper, trying to set the basis for further design, conservation and educational interventions on this topic. This research integrates quantitative data of water consumption, through water metering and analysis, and historical data about users in buildings. We focused on consumptions for four types of schools: nurseries (0–3-year-old children), kindergartens (3–6 years), elementary schools (6–11 years) and secondary 1st grade schools (11–14 years). The results are that the rational basic demand for water is estimated as 48.8 l per pre-school student per day and 18.7 l per elementary/secondary school student per day. Therefore we found that younger children use more water on a daily basis than older ones, probably because they need more services, such as laundries and kitchens, whereas older students consume water mainly in restrooms.

scholarly journals Implementasi Kebijakan Layanan Bimbingan Psiko-Edukatif Dalam Membantu Tugas Perkembangan Peserta Didik Sekolah Dasar Di Kota Kediri

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Hanti Anti
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Implementation Process ◽  
School Students ◽  
Guidance Service ◽  
Provision Of Services ◽  
Educational Guidance ◽  
The Government ◽  
The City ◽  
Class Teacher

Abstrak: Tujuan penelitian ini untuk mengetahui implementasi kebijakan layanan bimbingan psiko-edukatif dalam membantu tugas perkembangan peserta didik SD di Kota Kediri dan untuk mengetahui faktor pendukung, faktor penghambat, serta upaya yang diterapkan dalam mengatasi hambatan dalam proses implementasinya. Penelitian ini merupakan penelitian deskriptif kualitatif sekolah dasar di kota Kediri, dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa implementasi kebijakan layanan bimbingan psiko-edukatif dilaksanakan oleh guru kelas sebagai tugas tambahan yang diberikan oleh kepala sekolah. Hal tersebut didukung dengan guru kelas yang dinilai mampu mengondisikan kelas yang diampunya. Beberapa kendala yang dialami antara lain tidak adanya tenaga guru BK/konselor sekolah, pemberian layanan tidak terprogram dengan baik oleh guru kelas, pemerintah tidak menempatkan guru BK pada sekolah negeri dan bila mengadakan sendiri terkendala dengan dana, dan tidak adanya ruang konseling di sekolah. Sedangkan solusi yang diterapkan yaitu menempatkan guru senior sebagai guru kelas tinggi (kelas 4,5,6), mengadakan kerja sama dengan instansi yang terkait (KPAI, BNN, Kepolisian), dan kepala sekolah juga ikut terjun langsung membantu guru kelas dalam membantu menyelesaikan permasalahn peserta didik.Kata Kunci: Kebijakan, Layanan Bimbingan Psiko-Edukatif, Tugas PerlembanganAbstract: The purpose of this study was to determine the implementation of psycho-educational guidance service policies in assisting the task of developing elementary school students in the City of Kediri and to find out supporting factors, inhibiting factors, as well as the efforts implemented in overcoming obstacles in the implementation process. This research is a qualitative descriptive study of elementary schools in the city of Kediri, with data collection techniques in the form of interviews, observation, and documentation. The results of this study indicate that the implementation of the psycho-educational guidance service policy is carried out by the class teacher as an additional task given by the principal. This is supported by the class teacher who is considered able to condition the class he is in. Some constraints experienced include the absence of BK counselors/school counselors, the provision of services not well programmed by class teachers, the government does not place BK teachers in public schools and if it is self-constrained with funds, and there is no counseling room in schools. While the solution applied in placing senior teachers as high-class teachers (grades 4,5,6), collaborating with related institutions (KPAI, BNN, Police), and school principals also directly involved in helping class teachers in helping solve problems learners.Keywords: Policy, Psycho-Educational Guidance Services, Development Tasks

scholarly journals Matemáticas para la Ingeniería de Sistemas [Mathematics for systems engineering]

2014 ◽  
Author(s):  
Iván Mauricio Argote ◽  
Robinson Andrés Jiménez
Keyword(s):  
Mathematics Education ◽  
Systems Engineering ◽  
Specific Area ◽  
Reconstruction Process ◽  
Second Stage ◽  
Engineering Program ◽  
Third Stage ◽  
Three Stages ◽  
Education Courses ◽  
Current Curriculum

Resumen La investigación tiene como propósito la restructuración de la malla curricular del Programa de Ingeniería de Sistemas, de la Universidad Mariana, respecto al área de matemática y su aporte al desarrollo de competencias del respectivo currículo. El proceso de reconstrucción del plan de estudios se llevó a cabo en tres etapas. La primera etapa presenta la identificación de los contenidos curriculares de los cursos de educación matemática del currículo vigente que son pertinentes y esenciales a la formación del Ingeniero de Sistemas. La segunda etapa determina los contenidos que no están presentes en el actual plan de estudios y que deben ser incorporados en los cursos de educación matemática para desarrollar el pensamiento lógico - matemático del Ingeniero de Sistemas. La tercera etapa rediseña los cursos del programa de educación matemática para que sean pertinentes y esenciales, con el área específica del programa de Ingeniería de Sistemas. Palabras Claves: Currículo, Matemática, Ingeniería de Sistemas, Pertinencia, Modelación.   Abstract The research has the purpose of restructuring the curriculum of the Systems Engineering Program, University of Mariana, respect to the area of mathematics and its contribution to the development of the skills of the respective curriculum. The reconstruction process of the curriculum took place in three stages. The first stage presented the identification of the curricula of mathematics education courses current curriculum that are relevant and material to the formation of Systems Engineer. The second stage determines the contents that are not present in the current curriculum and should be incorporated into mathematics education courses to develop logical thinking - Mathematical Systems Engineer. The third stage redesign courses mathematics education program to be relevant and material, with the specific area of Systems Engineering program. Keywords: Curriculum, Mathematics, Systems Engineering, Relevance, Modeling.

scholarly journals Gamificação no ensino de astronomia

2020 ◽  
Vol 4 (4) ◽  
pp. 623-639
Author(s):  
Roger Broetto Rocha ◽  
Lucio Martins Fassini Da Silva ◽  
Cleiton Kenup Piumbini ◽  
Luiz Otavio Buffon ◽  
Marconi Frank Barros
Keyword(s):  
High School ◽  
First Year ◽  
The Third ◽  
Third Stage ◽  
The Subject ◽  
Three Stages ◽  
The City

Resumo: Este trabalho tem por objetivo relatar uma atividade didática, realizada no Programa Institucional de Bolsas de Iniciação à Docência (PIBID), envolvendo o ensino de Astronomia numa turma do primeiro ano do ensino médio de uma escola do município de Vitória, ES. A atividade foi planejada e executada pelo subprojeto do Curso de Licenciatura em Física do IFES – Campus Cariacica. A metodologia foi baseada na Gamificação aplicada ao ensino-aprendizagem. A intervenção ocorreu em três etapas, sendo a primeira realizada em dois encontros, através de apresentações dialogadas sobre Astronomia usando slides e gifs, a segunda consistiu na aplicação da Gamificação através de um jogo e finalizando com a terceira etapa, foi aplicado um pequeno questionário. Ao final houve um momento de avaliação e as análises constataram que o ensino de Astronomia através da atividade gamificada do jogo conseguiu motivar os alunos, despertar o interesse pelo assunto e produzir indícios de aprendizagem.Palavras-chave: Gamificação em sala de aula; Ensino de Astronomia; PIBID. Gamification in astronomy teachingAbstract: This work aims to report on a didactic activity, carried out in the Institutional Program for Teaching Initiation Scholarships (PIBID), involving the teaching of Astronomy in a class of the first year of high school at a school in the city of Vitória, ES. The activity was carried out by the subproject of the Physics Degree Course at IFES - Campus Cariacica. The intervention took place in three stages, the first being in two meetings, through dialogued presentations on Astronomy using slides and gifs, the second consisted of the application of Gamification through a game and ending with the third stage, a small questionnaire was applied. At the end there was a moment of evaluation and the analyzes found that the teaching of Astronomy through the gamified activity of the game managed to motivate students, arouse interest in the subject and produce evidence of learning.Keywords: Gamification activity in the classroom; Astronomy teaching; PIBID. 

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

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