Pandemonium

2021 ◽  
pp. 239-268
Keyword(s):  
Summer Programs ◽  
Community Based ◽  
School Activities ◽  
Hands On ◽  
School And Community ◽  
K 12 ◽  
Collaborative Activities ◽  
The Impact

This chapter explores the impact of the COVID-19 pandemic and how California UC Links programs adapted and transformed undergraduate and K-12 program activities in response to the deepening COVID-19 crisis. The authors review challenges faced by programs and how they leveraged and strengthened existing partnerships to engage K-12 participants. Emerging responses to the ever-changing context of the pandemic are also explored, and the authors focus on re-envisioning the UC Links undergraduate course and school- and community-based activities. Innovative activities that UC Links programs and their partners designed and piloted in the Spring and Summer quarters of 2020 are explored, including distributing resources, creating mediated hands-on activities, producing mediated virtual activities, and bridging after- and in-school activities. Learnings from virtual summer programs and Fall 2020 collaborative activities are summarized as context for both understanding and co-constructing future activities developed in response to shelter-in-place conditions.

scholarly journals DISCOVERE: AN OUTREACH PROGRAM AT THE SCHOOL OF ENGINEERING

2019 ◽  
Author(s):  
Yang Cao ◽  
Seach Chyr Goh ◽  
Ahmad Rteil ◽  
Deborah Roberts ◽  
Kevin Golovin
Keyword(s):  
Mechanical Engineering ◽  
Learning Experience ◽  
Outreach Program ◽  
Summer Program ◽  
Outreach Programs ◽  
Hands On ◽  
K 12 ◽  
The University ◽  
The Impact ◽  
Education Outreach

Canadian universities are devoting more and more resources to develop K-12 engineering education outreach programs. The School of Engineering at the University of British Columbia’s Okanagan campus offers a variety of outreach and community programs for students of all ages. This paper provides details on the DiscoverE Engineering Summer Program which has been delivered since 2016. The objective of the program is to introduce students general design processes through hands-on civil, electrical, and mechanical engineering projects. The overall goal is to foster a passion in engineering and at the same time attract students who have already had an interest in engineering and are eager to learn more about the discipline. The program is taught by faculty members and exposes students to a variety of hands-on projects in civil, electrical and mechanical engineering. This paper will provide curriculum details for each topic and reflect on the student learning experience based on observations. Future qualitative plans on the measure of the impact of this program qualitatively will be explored.  

Therapeutic Recreation Empowering Kids: Exploring best practices in transition

2017 ◽  
Vol 13 (2) ◽  
pp. 33
Author(s):  
Allison Wilder, PhD, CTRS-L ◽  
Patricia J. Craig, PhD, CTRS-L ◽  
Matthew S. Frye, MS, CTRS-L
Keyword(s):  
Public School ◽  
Best Practices ◽  
Students With Disabilities ◽  
Community Integration ◽  
School Personnel ◽  
Transition Services ◽  
Therapeutic Recreation ◽  
Community Based ◽  
School And Community ◽  
K 12

The purpose of this article is to describe the collaborative components of a school and community-based recreation therapy (RT) program designed to support the educational, developmental, and transitional needs of students with disabilities in the K-12 public school system in New Hampshire. The program, Therapeutic Recreation Empowering Kids (TREK), is one of three core service areas of the University of New Hampshire's Northeast Passage, community-based adaptive sport and RT organization. This article focuses on TREK's transition services, which align with many of the recommended best practices in transition. TREK services are delivered in school and community settings by state licensed Certified Therapeutic Recreation Specialists to students with disabilities, in accordance with their individualized education plans. Beginning as early as elementary school, through the use of purposeful RT interventions, community integration, and meaningful inclusion, the TREK therapist facilitates valued transition outcomes. In furtherance of these outcomes, the TREK therapist functions as a critical broker in establishing and maintaining mutually beneficial cross-system collaborative partnerships. The purpose of these partnerships is explored, demonstrating how the TREK program facilitates recreation therapists' ability to successfully partner with K-12 public school personnel, community providers and the families of students, all of which potentiate synergistic partnerships toward accomplishing mutual transition goals. A case example is provided to illustrate ways in which the program impacts those involved and encourages continued collaboration.

scholarly journals Creating Links between the School and the Community Beyond its Walls: What Teachers and Principals Do to Develop and Lead School-Community Partnerships

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Catherine Hands
Keyword(s):  
Community Involvement ◽  
School Personnel ◽  
School Community ◽  
Community Partnerships ◽  
Magnet School ◽  
Leadership Roles ◽  
Partnership Development ◽  
K 12 ◽  
Collaborative Activities ◽  
The Impact

This paper is based on a qualitative case study examining the impact of social context on school-community partnerships. Sixty-four students and school personnel at one K-12 magnet school in southern California participated in 21 open-ended, 45-minute interviews. Observations were conducted, and documents were collected. Structural, cultural and agentive issues impacted partnership establishment. Teachers and the principal valued a school culture was conducive to community involvement. They collectively developed the school’s mission and vision with a focus on global citizenship, and initiated partnerships consistent with the vision. The stages of the partnership development process are discussed, and it is argued that they are broadly applicable to the establishment of collaborative activities. Funding and networks contributed to the professional development, resources and technology needed to support partnering. Findings extend research by identifying the educators’ leadership roles in partnering, and the structures and cultures that facilitate it.

scholarly journals Wild Bird Workshop: A Professional Development Opportunity for Educators

2020 ◽  
Vol 82 (1) ◽  
pp. 3-10
Author(s):  
Janel L. Ortiz ◽  
April A. T. Conkey ◽  
Leonard A. Brennan ◽  
La Vonne Fedynich ◽  
Marybeth Green
Keyword(s):  
Professional Development ◽  
Environmental Education ◽  
Contributing Factors ◽  
Professional Development Workshop ◽  
Perceptions And Attitudes ◽  
Hands On ◽  
K 12 ◽  
The Impact ◽  
Primary And Secondary School ◽  
School Curricula

The lack of environmental education in many primary and secondary school systems is likely due to overloaded school curricula, lack of funds, large classroom sizes, and other contributing factors. Through the integration of hands-on activities following the training of teachers, we can improve the impact of environmental education. Our goals in this study were to (1) develop a new kit-based, hands-on, experiential wildlife curriculum for grades K–12, focused on wild birds; (2) train educators on the curriculum through a professional development workshop; and (3) evaluate participants on their affinities for, perceptions of, and attitudes toward wildlife and birds. The results suggested that the workshop was minimally effective in influencing positive responses or improvement in perceived knowledge about birds, though in general the educators came into the workshop with positive perceptions and attitudes toward wildlife. Participants emphasized in their responses the importance of outdoor lessons and the potential for integrating citizen science in the classroom. Opportunities such as this can arm teachers with tools for the classroom and create stewards of the environment and conservationists through hands-on activities in field techniques and real-world research.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

The impact of participant pathways on the effectiveness of a community-based physical activity intervention grounded in motivational interviewing

2020 ◽  
Author(s):  
Matthew Wade ◽  
Nicola Brown ◽  
James Steele ◽  
Steven Mann ◽  
Bernadette Dancy ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Care ◽  
Motivational Interviewing ◽  
Social Action ◽  
Multilevel Models ◽  
Physical Activity Intervention ◽  
Mental Wellbeing ◽  
Community Based ◽  
The Impact ◽  
Time Point

Background: Brief advice is recommended to increase physical activity (PA) within primary care. This study assessed change in PA levels and mental wellbeing after a motivational interviewing (MI) community-based PA intervention and the impact of signposting [SP] and Social Action [SA] (i.e. weekly group support) pathways. Methods: Participants (n=2084) took part in a community-based, primary care PA programme using MI techniques. Self-reported PA and mental wellbeing data were collected at baseline (following an initial 30-minute MI appointment), 12-weeks, six-months, and 12-months. Participants were assigned based upon the surgery they attended to the SP or SA pathway. Multilevel models were used to derive point estimates and 95%CIs for outcomes at each time point and change scores. Results: Participants increased PA and mental wellbeing at each follow-up time point through both participant pathways and with little difference between pathways. Retention was similar between pathways at 12-weeks, but the SP pathway retained more participants at six-months and 12-months. Conclusions: Both pathways produced similar improvements in PA and mental wellbeing, suggesting the effectiveness of MI based PA interventions. However, due to lower resources required yet similar effects, SP pathways are recommended over SA to support PA in primary care settings.

scholarly journals Psychological impact in the time of COVID-19: A cross-sectional population survey study during confinement

2021 ◽  
pp. 135910532098558
Author(s):  
Carmina Castellano-Tejedor ◽  
María Torres-Serrano ◽  
Andrés Cencerrado
Keyword(s):  
Chronic Conditions ◽  
Population Survey ◽  
Psychological Impact ◽  
Survey Study ◽  
Psychological Interventions ◽  
Community Based ◽  
Cross Sectional ◽  
Young Females ◽  
The World ◽  
The Impact

The transformation that COVID-19 has brought upon the world is unparalleled. The impact on mental health is equally unprecedented and yet unexplored in depth. An online-based survey was administered to 413 community-based adults during COVID-19 confinement to explore psychological impact and identify high risk profiles. Young females concerned about the future, expressing high COVID-related distress, already following psychological therapy and suffering from pre-existing chronic conditions, were those at highest risk of psychological impact due to the COVID-19 situation. Findings could be employed to design tailored psychological interventions in the early stages of the outbreak to avoid the onset/exacerbation of psychopathology.

scholarly journals The Effect of Javanese Language Videos with a Community Based Interactive Approach Method as an Educational Instrument for Knowledge, Perception, and Adherence amongst Tuberculosis Patients

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 86
Author(s):  
Fauna Herawati ◽  
Yuni Megawati ◽  
Aslichah ◽  
Retnosari Andrajati ◽  
Rika Yulia
Keyword(s):  
Intervention Group ◽  
Personal Control ◽  
Control Group ◽  
P Value ◽  
Interactive Approach ◽  
Community Based ◽  
Tuberculosis Patients ◽  
Level Of Knowledge ◽  
The Impact

The long period of tuberculosis treatment causes patients to have a high risk of forgetting or stopping the medication altogether, which increases the risk of oral anti-tuberculosis drug resistance. The patient’s knowledge and perception of the disease affect the patient’s adherence to treatment. This research objective was to determine the impact of educational videos in the local language on the level of knowledge, perception, and adherence of tuberculosis patients in the Regional General Hospital (RSUD) Bangil. This quasi-experimental study design with a one-month follow-up allocated 62 respondents in the intervention group and 60 in the control group. The pre- and post-experiment levels of knowledge and perception were measured with a validated set of questions. Adherence was measured by pill counts. The results showed that the intervention increases the level of knowledge of the intervention group higher than that of the control group (p-value < 0.05) and remained high after one month of follow-up. The perceptions domains that changed after education using Javanese (Ngoko) language videos with the Community Based Interactive Approach (CBIA) method were the timeline, personal control, illness coherence, and emotional representations (p-value < 0.05). More than 95% of respondents in the intervention group take 95% of their pill compared to 58% of respondents in the control group (p-value < 0.05). Utilization of the local languages for design a community-based interactive approach to educate and communicate is important and effective.

Care of children with type 1 diabetes mellitus in school – An interventional study

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Umamaheswari Gurunathan ◽  
Hemchand Krishna Prasad ◽  
Sherline White ◽  
Bala Prasanna ◽  
Thangavelu Sangaralingam
Keyword(s):  
Type 1 Diabetes ◽  
Education Program ◽  
School Teachers ◽  
Post Intervention ◽  
Community Based ◽  
Structured Education ◽  
Type 1 Dm ◽  
The Impact ◽  
Determining Factor

AbstractObjectivesPaucity of data from India on care of children with Type 1 diabetes in schools. Aims: To study assess the knowledge, attitude, practices and fear of Type 1 diabetes in school teachers and to assess the impact of an educational model on the fear of teachers and care of children in Type 1 DM at school hours.MethodsA community based study, involving school teachers and the intervention being educating them about diabetes conducted. Data pertaining to basic demography, attitude of teachers towards diabetic children, Hypoglycemia fear factor survey- parent version with worries domain and preparedness of school was collected. An education program was conducted on diabetes care in children. Immediately and after three months, the proforma details and HFSP-W scores reassessed.ResultsForty two teachers (mean age: 38.7±5.4; M:F ratio 2:40) participated in the study. Post intervention, a higher willingness to have the diabetic child in class (100 vs. 57.1%; p>0.05), better support in daily care (100 vs. 92%; p>0.05), participation in sports activities (100 vs. 7.1%; p<0.05) observed. HFSP-W scores were 38.8±4.5 (pre-intervention), 22.5±4.3 (immediate post intervention) and 29.5±3.2 (at 3months) (p<0.05). To study the determinants of improvement in HFSP-W a regression analysis was performed: presence of glucometer the most likely determining factor (T=1.999, p=0.05).ConclusionThere is a significant element of fear in the minds of teachers towards hypoglycemia which improves with a structured education program.

Sign in / Sign up

Export Citation Format

Share Document