Exemplary Programs Research Articles

Educational Management Strategies for Enhancing English Proficiency through Bilingual Programs in Schools

This research aims to uncover schools' efforts in enhancing English language proficiency, revealing exemplary programs and their implications for students. The study utilizes a descriptive qualitative approach, employing data collection techniques such as observation, documentation, and in-depth interviews. Furthermore, data analysis techniques were applied from the beginning to the conclusion of the research. The research findings indicate that the school's efforts to enhance students' English language skills are evident within the school environment, manifested through announcements, school radio, instructions, and displays in various school areas entirely in English. Additionally, the school encourages its students to use English when acting as Masters of Ceremony. These school efforts are supported by exemplary programs such as using English-language math, science, and ICT textbooks, religious lectures, Hadith readings, ESL, "I Speak English" pins, international exposure, and book report presentations. Implementing these exemplary programs has positively impacted students, elevating the school's reputation with achievements at the city and international levels.

Social Isolation: Overcoming Linguistic Obstacles and Mitigating Social Isolation in Diverse Communities

This study investigated the influence of language obstacles on social isolation in varied communities, with a specific focus on the Ogbomoso community in Oyo State, Nigeria. It analyzed the impact of language barriers on communication effectiveness, resulting in misunderstandings, conflicts, and limited access to crucial services such as healthcare, education, and employment. These obstacles also contribute to social and economic inequalities, impeding social advancement and intensifying emotions of seclusion, unease, and apprehension. The study used a qualitative research approach, utilizing semi-structured interviews and focus group discussions, to investigate the experiences of residents and their solutions for surmounting language barriers. The findings emphasized the importance of culturally responsive teaching, community-based learning initiatives, and the utilization of technology in supporting language acquisition and integration. The study presents exemplary programs, such as Canada’s LINC and Australia’s AMEP, as examples of effectively addressing these difficulties. The study underscored the importance of continuous policy assistance, fair access to educational resources, and active community involvement in order to establish more inclusive and unified societies. This study aims to promote social inclusion and reduce isolation by encouraging the use of multiple languages and implementing effective language learning methods. Its goal is to empower people from all backgrounds to succeed in academic, economic, and social aspects of life. Keywords: Social Isolation, Social Integration, Linguistic Barriers, Diverse Communities, Language Acquisition

Optimizing Three-Dimensional Stencil-Operations on Heterogeneous Computing Environments

Complex algorithms and enormous data sets require parallel execution of programs to attain results in a reasonable amount of time. Both aspects are combined in the domain of three-dimensional stencil operations, for example, computational fluid dynamics. This work contributes to the research on high-level parallel programming by discussing the generalizable implementation of a three-dimensional stencil skeleton that works in heterogeneous computing environments. Two exemplary programs, a gas simulation with the Lattice Boltzmann method, and a mean blur, are executed in a multi-node multi-graphics processing units environment, proving the runtime improvements in heterogeneous computing environments compared to a sequential program.

Abstract P449: Closing the Gender Gap in Bystander Cardiopulmonary Resuscitation: Unveiling Disparities and Pathways to Equal Lifesaving

Introduction: Gender disparities in CPR persist, with women receiving CPR less frequently than men during out-of-hospital cardiac arrests. This abstract emphasizes the importance of addressing this disparity through awareness campaigns and offers innovative strategies for prevention, including gender-sensitive CPR training methods and a community program example from New Orleans. Methods: A comprehensive literature review was conducted to identify studies on gender disparities in bystander CPR. Factors contributing to these disparities were analyzed, including hesitations related to physical contact, challenges in recognizing cardiac arrest in women, and societal biases. Survival data were assessed to highlight the lifesaving potential of gender-equal CPR. Results: Research revealed that gender disparities in CPR provision are common, influenced by factors such as reluctance to perform chest compressions on women, difficulties in identifying cardiac arrest in female patients, and the perpetuation of gender stereotypes. These factors result in significantly different survival rates, with women facing a higher risk of worse outcomes. Discussion: Addressing gender disparities in bystander CPR provision requires a multifaceted approach, including community-based CPR training programs that emphasize gender sensitivity. These programs should feature anatomically correct CPR training dolls with breast attachments to ensure trainees are prepared to perform CPR on anyone. It is crucial that CPR course instruction also incorporate information on gender disparities to raise awareness among trainees. Public awareness campaigns should work to dispel myths and biases related to gender and CPR, promoting more equitable lifesaving practices. An exemplary program from New Orleans demonstrates the impact of community-based initiatives. In this effort, community members were trained in CPR using gender-inclusive materials, including CPR dolls with breast attachments. The training included statistical information on gender disparities, bias assessments, survivor testimonials, and discussions aimed at dispelling myths about providing CPR to women. This program successfully empowered the community with the knowledge and skills to overcome gender biases in CPR, promoting gender-equitable lifesaving measures. Conclusion: Preventing gender disparities in bystander CPR provision to women is essential to enhance survival rates for female cardiac arrest victims. Using public platforms to advocate for these initiatives and emphasizing the need for collaborative efforts to eliminate gender bias in lifesaving practices and CPR training is crucial. By illuminating the issue, proposing innovative solutions, and sharing successful community programs, a standard can be cultivated where every individual, regardless of gender, receives timely and effective CPR.

THE ROLE OF THE PRINCIPAL IN STRENGTHENING THE RELIGIOUS CHARACTER VALUES OF STUDENTS AT SD AL ISLAM PENGKOL JEPARA

One of the characteristics that must be instilled in students at the elementary school level is religious character. Religious character is the foundation for cultivating student character, where an excellent religious character can create moral human resources. Cultivating religious character cannot be separated from the role of the school principal. This research aims to analyze the role of SD Al Islam Pengkol Jepara's principal in strengthening students' religious character through the pillars of the Pancasila student profile of faith and devotion to God Almighty. The method used in this research is a descriptive qualitative case study type with data analysis techniques used, namely observation, interviews, and documentation. The research results show that school principals are essential in cultivating student character. In general, the program launched by the principal of SD Al Islam Pengkol Jepara is divided into three programs: class, habituation, and exemplary. The class program is filled with written Pegon, Diniyyah classes, and Islamic boarding school classes. The habituation program is filled with praying Dluha and Dzuhur in the congregation, praying and reading the Asmaul Husna before learning and getting used to shaking hands and kissing the teacher's hand. The exemplary programs carried out by school principals include exemplary religious character, exemplary disciplinary character, exemplary democratic character, and exemplary social care character.

GETTING OLDER ADULTS INVOLVED IN CLIMATE CHANGE INITIATIVES: REFRAMING AGING AS A POTENTIAL APPROACH

Abstract In the context of climate change, older adults are often solely portrayed in terms of vulnerability and victimization. Although older adults’ vulnerability to the growing effects of climate change and natural disasters is an important topic, this presentation focuses on how to get older adults involved in climate change initiatives and as advocates for the adoption of climate-friendly behavior. The presentation argues that getting the growing population of older adults actively involved in issues of climate change requires moving away from a deficit- and loss-focused view of later adulthood. Instead, a new narrative about aging needs to be adopted, recognizing the many contributions older adults can make to addressing the global climate crisis. These contributions arise out of concerns for the health and well-being of the next generations and draw on older adults’ legacy thinking, lifelong experiences, professional expertise, and ability to work in multigenerational contexts. Such a new narrative recognizes and supports older adults as a “natural resource” and important “human capital.” The presentation will conclude with a discussion of the challenges to get older adults involved in climate change initiatives and with a description of several exemplary programs that have already generated foundational knowledge in this domain.

What do excellent school leader preparation programs look like?

Principal leadership is a crucial element in high-performing schools. Research reveals that principals are second only to teachers in impacting student achievement at school. Accordingly, how school leaders are prepared has received increasing attention in recent years. Drawing from the findings of recent reports highlighting exemplary programs and best practices, authors Bonnie C. Fusarelli and Lance D. Fusarelli identify several research-based best practices for improving principal preparation. They include recommendations to scale up best practices nationwide.

Examining how principals support school-based agricultural education programs

Principals have traditionally served as the instructional leader in a school, significantly impacting school culture and effectiveness. Despite this importance, little work has been conducted to examine how administrators view and impact school-based agricultural education programs. The purpose of this qualitative study was to examine how the leadership practices of principals support the culture of exemplary school-based agricultural education programs in Florida. Semi-structured interviews were conducted with five principals who supported SBAE teachers in exemplary programs in Florida. Thematic analysis of the transcripts yielded several emergent themes. The principals relayed value in agricultural education and found that school-based agricultural education programs helped meet their school's overall goals. The principals saw their role as helping the teacher find ways to grow without micromanaging their work. The principals expressed interest in the prospect of professional development to help them support agriculture teachers in their programs. Based on these findings, the authors recommend state and national agricultural education leaders implement professional development opportunities for teachers and principals so they can work in concert to find areas where their goals intersect and focus on strengthening those areas. A model for examining principal support in SBAE is presented based on the findings.

Intrinsic value of the international benchmark projects, ICSBEP and IRPhEP, for advanced reactor development

The International Criticality Safety Benchmark Evaluation Project, a sanctioned program under the auspices of the Nuclear Energy Agency of the Organisation for Economic Co-operation and Development, has been a highly successful and productive collaboration, now encompassing over 5,000 evaluated experimental benchmarks trusted and relied upon throughout the international nuclear communities. The success of this project led to the development of the International Reactor Physics Experiment Evaluation Project, which is dedicated to the evaluation of benchmark experiment data to sustain current and future reactor physics validation needs. These exemplary programs, and their widely utilized handbooks, serve as gold standards to which other databases strive to emulate. The purpose of the two projects is to preserve modern and legacy experimental data and evaluate it in a standardized handbook format to provide quality benchmarks to support modern and future criticality safety and reactor physics validation. These two projects have often served as the mechanism through which historic and modern neutronics experiments are evaluated and shared across international borders, to best provide unique, high-quality peer-reviewed, and often otherwise unavailable, benchmark data. The contents of these handbooks are utilized not only in validating criticality safety, reactor physics, and advanced reactor calculations, but are used to validate neutronics calculations and nuclear data for most other nuclear applications. This manuscript discusses both international programs and available content to enable advanced reactor design validation.

Osiąganie gotowości szkolnej przez dzieci ze środowisk defaworyzowanych społecznie – możliwości i skuteczność programów wspierających start szkolny

A good school start for children coming from socially disadvantaged backgrounds has been the subject of theoretical and empirical analysis for many years. With reference to developments in the concept of “school readiness,” this review-reflection article seeks to point out the potential that early intervention, incorporating educational and preventive and, in special cases, therapeutic measures, can have for children from at-risk backgrounds, their families and society, if it is referenced in concepts that provide it with a certain theoretical framework. The purpose of this research is to present three exemplary programmes -Sentinel pre-K (HighScope-Perry Preschool Study) [Ypsilanti, Michigan], Abecedarian Project [Chapel Hill, North Carolina], Child-Parent Centers [Chicago, Illinois] – that support children from socially disadvantaged backgrounds in achieving school readiness. The presentation of the programmes takes into account the results of longitudinal studies on the functioning of the children participating in them. It can be concluded from them that early intervention and the continuation of the measures taken at the stage of early childhood education can be important not only for the continued progressive functioning of individuals but also for the development of policies to support children and their families in a school start situation. It should be emphasised that the results of this research can also open up perspectives and areas of research measures to support children from socially disadvantaged backgrounds in crossing the school threshold that are implemented in Poland.

Strategies and Best Practices to Improve Diversity, Equity, and Inclusion Among US Graduate Medical Education Programs

Closing the diversity gap is critical to ensure equity in medical education and health care quality. Nevertheless, evidence-based strategies and best practices to improve diversity, equity, and inclusion (DEI) in the biomedical workforce remain poorly understood and underused. To improve the culture of DEI in graduate medical education (GME), in 2020 the Accreditation Council of Graduate Medical Education (ACGME) launched the Barbara Ross-Lee, DO, Diversity, Equity, and Inclusion Award to recognize exceptional DEI efforts in US residency programs. To identify strategies and best practices that exemplary US GME programs use to improve DEI. This qualitative study performed an exploratory content analysis of award applications submitted to the ACGME over 2 cycles in 2020 and 2021, using the constant comparative method. The research team first acknowledged their own biases related to DEI, used caution to not overinterpret the data, and performed several cross-checks during data analysis to ensure confirmability of the results. A preliminary codebook was developed and used during regular adjudication sessions. Disagreements were discussed until agreements were reached. Foundational (ie, commonly cited, high-impact, and small-effort strategies considered achievable by all programs) and aspirational (ie, potential for high impact but requiring greater effort and investment) DEI strategies used by exemplary GME programs. This qualitative study included 29 award applications submitted between August 17, 2020, and January 11, 2022. Strategies spanned the education continuum from premedical students through faculty. Foundational strategies included working with schools, community colleges, and 4-year college campuses; providing structured support for visiting students; mission-driven holistic review for admissions and selection; interviewer trainings on implicit bias mitigation and on how racism and discrimination impact admission processes and advancement; interview-day DEI strategies; inclusive selection and DEI committees; mission statements that include DEI; and retention efforts to improve faculty diversity. Aspirational strategies included development of longitudinal bidirectional collaborations (eg, articulation agreements, annual workshops, funded rotations and/or research) with organizations working with applicants who were historically excluded and underrepresented in medicine, blinding metrics in residency applications, longitudinal curricula on DEI and health equity, and faculty mentoring such as affinity groups, mentored research, and joint academic-community recruitments. Findings provide residency program leadership with a menu of options at various inflection points to foster DEI within their programs. The findings of this qualitative study suggest that GME programs might adopt strategies of exemplary programs to improve DEI in residency, ensure compliance with accreditation standards, and improve health outcomes for all.

Promoting Authentic Academic—Community Engagement to Advance Health Equity

Meaningful community engagement is critical to achieving the lofty goal of health equity. Nonetheless, implementing the principles of community engagement is not easy. Attempting to implement best practices for collaborating on transdisciplinary teams and working with community partners can be challenging, particularly in locales that have a long history of strained university-community relationships. The purpose of this paper is to provide additional context and consideration for researchers, community partners, and institutions interested in conducting community-engaged research. Here, we provide guidance and highlight exemplary programs that offer effective approaches to enhance the strength of community partnerships. These partnerships not only hold promise but are also essential in the development of the local, multi-factor solutions required to address racial/ethnic inequities in health.

Topical issues of studying the scientific style in the school course of the Russian language

Long-term studies in the field of mastering functional speech styles by schoolchildren testify to the insufficient formation of their skills related to the perception of a scientific text (listening, reading) and, moreover, the ability to process scientific information (composing a scientific text based on the information receptively received). The presented article discusses topical issues of studying the scientific style of speech in primary school in accordance with the Model Program in the Russian Language 2021. The objectives of the study, the basics of the content of the section are determined, the skills formed in the process of teaching the scientific style of speech are characterized. Special attention is paid to working with texts of the scientific and educational style, the functional and semantic types of scientific and educational texts are highlighted, examples of reasoning are given, and the skills of students formed in the process of studying the scientific style of speech are characterized. The article uses traditional research methods: analysis of linguistic and methodological sources on the stated topic, generalization of the content of the Exemplary Program in the Russian Language.

Character Education Strategies Through the Islamic Personal Development Program at It Annida Lubuklinggau Junior High School

The purpose of the study is to determine the strategy of character education through the Islamic personal development (BPI) program in shaping the personality of students. The research approach is skin research. The effectiveness of the research used is phenomenology which examines how the implementation of the Islamic personal development program. The concept of purposeful sampling is used in qualitative research where the researcher selects individuals and research locations for a study because these choices can provide information to answer the researcher's problems. The samples and participants of the study were principals, vice principals, BPI chief coordinators, and BPI teachers. Data collection with interviews, observations, and documentation. The results showed that SMP IT Annida Lubuklinggau has carried out a character formation strategy for students by making habituation and exemplary program, this is a good character building so that students are more religious and always apply discipline. SMP IT Annida Lubuklinggau applies character education based on good habituation. Starting from coming to school to returning home from school, even when at home, it is still implemented. The Islamic personal development program evaluates the activities of students daily starting with their worship, attitudes, and other activities that have been received by students from the results of BPI activities.

Application of the PRECEDE-PROCEED Planning Model in Designing a Genital Health Program

Background: Lack of knowledge and incorrect practices regarding genital hygiene increase the risk of infection. Women can be protected from these infections by teaching correct genital hygiene behaviors through health education based on recognized models. The aim of this study was to design an educational program to improve women’s genital health behaviors based on the PRECEDE-PROCEED model. Methods: This study was an application of the PRECEDE-PROCEED model as a planning tool to design a program to improve genital health behaviors. A comprehensive literature review was performed in Google Scholar, Council of Higher Education Thesis Center, PubMed, and ProQuest databases using the keywords “PRECEDE-PROCEED MODEL” and other related keywords in Turkish and English language from 2000 to 2021. The model was explained in light of the literature, and an exemplary program to improve genital hygiene behaviors was proposed in line with the model steps. Results: First, using the PRECEDE phase of the model, women’s educational needs related to genital health behaviors were determined and the related problems were identified. Then, the PROCEED phase of the model was used for planning, implementation, and evaluation of the educational program based on the educational objectives. Conclusion: The PRECEDE-PROCEED model provides a framework for nurses to maintain and improve the health of the female genital system. Using this model, it is possible to inform women about genital health, encourage them to participate in self-care, improve health outcomes, and increase their quality of life (QoL).

Minor painting: Outsiders and outliers

The editorial surveys the current terrain of contemporary self-taught and outsider art. Using Deleuze and Guattari’s Towards a Minor Literature to suggest a specific category of minor painting, the text discusses how museological discourse on outsider art that developed over the twentieth century has been transformed over the past decade by large museum exhibitions and smaller community organizations’ activities. These include key examples such as the National Gallery of Art, Washington’s exhibition Outliers and American Vanguard Art curated by Lynne Cooke, and White Columns’s exemplary programme that supports visionary and self-taught artists in New York City. The text outlines how these examples alongside curatorial activism and reappraisal have attempted to recalibrate art history and provides an analysis of the inclusion of outsider and self-taught art in biennales such as Venice, quinquennials such as Documenta and small publicly funded spaces with a desire for equality and inclusion.

Opportunities, challenges, and contextual supports to promote enacting maturing during adolescence.

Conceptions of adolescent “storm and stress” may be tied to a developmental mismatch that exists between young people’s need for meaningful roles and autonomy – which we refer to as a need for enacting maturity – and the lack of such opportunities in most adolescents’ contexts. First, we summarize our previous work on enacting maturity, including a review of the key components, links to wellbeing, and the nuances and limitations of this construct. Next, we extend this work by considering how the ecological contexts (e.g., family, school, community) young people are embedded in and their various intersecting social positions and identities (e.g., race/ethnicity, gender, immigrant origin) influence their experiences with enacting maturity. In this section, we pose several key questions for developmental scientists around: (a) identifying a young person’s desire for, and phenomenological processing of, their adult-like roles, (b) understanding how complex and unequal responses to physical maturation shape opportunities for enacting maturity, and (c) attending to disparities in curricular and extracurricular pathways to leadership, responsibility, and autonomy. Finally, we discuss spaces with high potential to support enacting maturity, including both specially designed programs (e.g., youth participatory action research, leadership programs) as well as routine, everyday opportunities (e.g., interactions with teachers, training for companies that employ youth). We offer two levers for supporting enacting maturity across both types of spaces: adult allies and responsive organizations. Looking to exemplary programs, innovative leaders, social media, and case studies, we re-imagine how adults and organizations can promote young people enacting maturing in ways that are safe, worthwhile, and equitable.

Text tasks in mathematics as a means of financial literacy improvement in primary school

The modern educational process, the purpose of which is high learning efficiency, requires new methodological approaches to acquire deep mathematical knowledge. Mathematical education contributes to the development of the basic types of students thinking. An urgent methodological issue is learning to solve text problems in mathematics, since this section causes difficulties for a large percentage of students in grades 59. In this paper, the value of learning to solve text problems is considered on the example of questions of financial mathematics. To date, the issues of financial literacy are included in the content of an exemplary program in mathematics, examination papers, and are also necessary for the successful development of the students personality. The paper analyzes the methodology for teaching the solution of text problems of a financial plot on the example of conducting a series of business games in the classroom. The approbation of the results of the study was carried out on the basis of Municipal Autonomous Educational Institution Lyceum № 5 in Orenburg. It showed that the solution of plot text problems has a positive effect on expanding the general outlook of students. The methodology for conducting business games increases students activity in solving problems, increases the effectiveness of learning as well as expands the prospects for pedagogical activity.

Урок литературного чтения в первом классе: что важно учесть в соответствии с обновлённым стандартом

The author discusses ways to implement the requirements of the Federal State Educational Standard for Primary General Education (FSES PGE) when teaching literary reading to first-graders. The changes that, in accordance with the updated version of the standard, have been introduced into the exemplary program for literary reading are analyzed: the goals, planned results and features of the teaching methodology are characterized, taking into account the level of development of reading literacy and interest in reading among first-graders. Particular attention is paid to the problem of students' acceptance of spiritual and moral values reflected in fiction. Specific examples reveal the methodology for the formation of meta-subject learning outcomes in the first grade.

Implementasi Program Pembiasaan Dan Keteladanan Pada Era New Normal Dalam Membentuk Akhlak Siswa MTs Miftahul Huda, Tayu, Pati

The Covid-19 pandemic has caused such a huge impact on the education sector, any ongoing educational program must be temporarily suspended and adjusted to the situation so as not to endanger the community. This of course can be a potential for not achieving educational goals as they should. This study aims to describe how the implementation and efforts made by the madrasa in MTs Miftahul Huda, Tayu, Pati in running an exemplary program in shaping morals during the new normal. The research method used is a qualitative approach with the type of field research, while the analysis used is descriptive analysis of the flow chart analysis model developed by Miles and Huberman. After collecting data using observation techniques, semistructured interviews, and documentation studies, the researchers managed to find that during the new normal period the exemplary habituation program was carried out with various adjustments. Through these adjustments, the program can be implemented optimally while still meeting strict procedures. Existing programs are designed with good management, through planning, implementation, and evaluation stages that are carried out systematically so that they are still able to meet the educational goals that have been previously planned despite being hampered by the Covid-19 pandemic.