Number Of New Schools Research Articles

Zonasi System In Admission of New Student and The Impact on The Psychological Condition of Students

This study aims to determine how well the zonasi system in new student admissions (PPDB) is. This achievement stems from the respondents' knowledge of the zonasi system's goals, advantages, and disadvantages. Furthermore, respondents' level of satisfaction and anxiety in dealing with PPDB is also analyzed. The respondents in this study were 250 students from 7 different school districts. The data obtained were analyzed quantitatively, descriptive, and regression. The results of this study indicate that the zonasi system was implemented appropriately. In principle, there is no difference between the new and old systems. Therefore, it is believed to encourage students to study harder. The level of student satisfaction tends to be high, and anxiety during PPDB tends to be low; the effect between the two was significant (r=-0.141; p <0.05). This study suggests the need for mapping the zones of state schools. Hence, there are no students outside the state school zone, considering the sudden transfer of students due to changes in assignments and parents' addresses, the need for potential academic tests as a reference for guidance and counseling teachers in providing guidance and counseling services; furthermore, the need to increase the number of new schools with state status.

異なる競争環境の下での大学間競争 (Inter-University Competition Under Monopoly Competition Analysis of the Effects of Educational Policy in Japan)

Japanese Abstract: 本研究は、文科省が2000年代以降取り組んできた大学数の増加や教育の多様化、地方創生、認証評価制度、私学助成金等の質保証の政策について、３つの仮説検証をおこなった。特に地方小規模大学に焦点をあてた。 1つ目は大学数・地方創生の観点から、大学数・学生数は地方へ移動したかについてGIS情報を利用して確認した。政策の結果として、大学は分散したが学生は十分に分散しておらず、大学の分散も一時的なものにとどまる可能性が高い。新設校が増加したが、学生は県外の中大規模校へ移動している。地方創生は約半数の県でのみ進展したが、10県は厳しい状況にある。 2つ目は、教育の多様化と質保証が実現し、大学間の差別化がはかられたかという観点から、大学規模別に競争環境を確認し、代替の弾力性を測定した。小規模大学は完全競争、大規模大学は独占的競争又は独占、中規模大学は独占的競争であることが確認された。小規模大学の教育の質は県内の他大学と比較すると、画一化が進んでいることを示す一方、大規模大学は全国の大学と比較すると、多様化が進んでいるとみなすことができる。また小規模大学は、代替の弾力性の変化が下落し、多様化したとしても入学者数をそれほど改善できないことを示唆する結果を得た。教育の質向上の取り組みは、大規模大学では確認できるが、完全競争に直面する小規模大学では多様性の増加や差別化が実現しているとは言えない。 3つ目は、大学の生存競争のための要因を探るため中退率・入学者数・志願者倍率について分析を行ったが、中退率抑制に影響を与える要因は、大学の規模別に異なる。小規模大学では志願者倍率が高く、入学者数が多いことが重要であるが、ST比など教育の質指標は影響がない。入学者数に対しては、小規模大学では偏差値が高く、中退率が低いほど増加する傾向にあるが、中大規模大学では同様の結果を得ることができない。 English Abstract:This paper provides three hypothesis tests on the policies of quality assurance such as the increase in the number of universities, the diversification of education, the regional revitalization, the Accreditation system, and the private school subsidies that the Ministry of Education had conducted on since the 2000s. Particular focus was placed on small regional universities. First, confirm the number of universities and regional revitalization. The number of universities and students was confirmed using GIS information as to whether they moved to rural areas. As a result of the policy, the universities are dispersed but the students are not sufficiently dispersed, and the dispersion of the universities is likely to be temporary. The number of new schools has increased, but students are moving to medium and large-scale schools outside the prefecture. Regional revitalization has progressed in only about half of the prefectures, but 10 are in difficult conditions. Secondly, from the perspective of whether education diversification and quality assurance were realized, and university differentiation was achieved, we confirmed the competitive environment by university size and measured the elasticity of substitution. It was confirmed that small universities are in full competition, large universities are in exclusive competition or monopoly, and medium-sized universities are in exclusive competition. The quality of education at small universities is more uniform when compared to other universities in the prefecture, while large universities can be considered to be more diversified when compared to universities nationwide. Smaller universities also obtained results suggesting that the change in elasticity of alternatives would have declined and diversified, but could not significantly improve enrollment. Efforts to improve the quality of education can be confirmed at large universities, but it cannot be said that small universities that face complete competition have achieved increased diversity and differentiation. Third, we analyzed the dropout rate, the number of new students, and the applicant-to-applicant ratio in order to investigate the factors that contribute to the survival competition of universities. It is important that the ratio of applicants is high and the number of new students is large in small universities, but the quality ratio of education such as ST ratio does not affect. With respect to the number of enrolled students, the deviation value is high in small universities and tends to increase as the dropout rate is low, but similar results cannot be obtained in middle and large universities.

Dr Fran Mandić (1851 - 1924): A Reputed Physician from Kastav and "Croatian Consul" in Trieste

Born in Istria, then part of the Austro-Hungarian Empire, Fran Mandić (1851-1924) finished a Croatian grammar school in Rijeka and studied medicine in Graz, Austria and in Prague, Bohemia. After graduation, he settled in Trieste, a major Austrian port, where he spent his entire career. After a period in the State Hospital in Trieste, Mandić ran his own practice and held a position of medical adviser of the Austrian State Railway in Istria. Since his student days, he had championed equal political rights for the Croatian people in Istria. Aware of the importance of education, he donated his time and money for a number of new schools to open throughout Istria. For his merits he received high honours from the Emperor and an honorary Citizenship of Opatija, but the greatest recognition was the respect he earned from his patients and their families.

Teachers’ Perspectives Regarding the Impacts of the Secondary Education Expansion Policy on Students’ Self-Regulatory Learning Experiences in Tanzania

Since 2004, the Tanzania secondary education sector has witnessed a significant increase in the number of new schools and enrolment rates. At the same time, academic results have indicated an increase in poor student performance. The assumption has been that the expansion policy brought about devastating consequences for student learning. The purpose of this study, therefore, was to investigate the perceptions of teachers in relation to the impacts of the government’s secondary education expansion policy on students, especially their self-regulatory learning. A qualitative case study approach was employed, and interviews were used as data gathering tools. Thirty respondents were purposively drawn from two highly and two poorly performing community secondary schools in Tanzania. Findings revealed that false policy promises in relation to school libraries, students’ housing and students’ learning spaces were obstacles to students in developing their self-regulatory learning habits. For the sake of fostering students’ self-regulatory learning, this paper recommends that it is the responsibility of the government, among other stakeholders, to address all issues pertaining to school infrastructure. The limitation of this study provides a chance to suggest areas which need further investigation.

Free Schools and disadvantaged intakes

The Free Schools policy in England has led to the opening of a number of new autonomous state‐funded schools. This article uses data from the Annual Schools Census to present the proportions of socioeconomically disadvantaged children attending the first three waves of these schools. It updates and builds on previous work that focused on the student composition of the first wave of Free Schools that opened in 2011. The analysis compares the Free School intakes with other local schools and Local Authority (LA) data and seeks to establish whether the schools are taking an equal share of disadvantaged children in relation to their nearby competitors. Differences emerge between the different waves of schools with those that opened in 2011 generally underrepresenting disadvantaged children. In the second and third waves the picture is more mixed. It is also the case that Free Schools with a faith designation or an alternative or specialist curriculum appear particularly likely to have proportionally fewer disadvantaged children than might be expected based on their location. The potential impacts of having an increasing number of new schools with unbalanced intakes are discussed.

Porque e como avaliar o egresso do curso de medicina?

or adequate medical care the World Health Organization recommends that there should be one doctor for every 1000 inhabitants. Today, Brazil has approximately 350 000 physicians of whom 300 000 are active. The current average is therefore about 1.5 doctors per 1000 inhabitants. With this ratio, we occupy the first place in the world ranking, and even higher in India and China. This numerical exaggeration leads to distortions in medical training and finding space in the labor market, making it sometimes demeaning.For sure, the heart of this issue is the indiscriminate proliferation of medical schools. In the 60´s there were 29. In the late 90´s amazingly 92. Brazil now has more than 190 medical schools. Geometrically increased the number of new schools, besides the authorization to increase the number of students enrolled in courses previously existing.This concern is not corporate, but it looks to be in defense of the quality of medical care to the population. This is also the desire of the people themselves who expect to have greater professionalism in service and see the best of medical technology be applied to his illness.We understand and agree that in order to have well-trained people, is necessary to review not only the graduate students, but the faculties and the infrastructure of the institution. Meanwhile, it is understood also that the evaluation of the person while medical student is of great importance for the formation of the good doctor, as they will be the graduates of tomorrow.The Regional Council of Medicine of Sao Paulo (CREMESP) has applied annual evaluations of medical graduates. In the last year disapproval average was 46%; to be approved, the examinee should hit at least 60% of questions prepared. This alone demonstrates the poor education of our students to pursue the noble profession. We understand that CREMESP Resolution 239 of July 2012 which requires final evaluation of the newly formed medical student is valid to permit registry in Regional Council of Medicine - CRM. However, it seems not socially just.The authors feel that it is necessary to create mechanisms that oblige schools not only be worried about the quality of education they teach, but also with the students learning while in school and success as professionals.In order to evaluate more fairly the student, one of the authors (EVP), as a Brazilian Congressman, proposed 4638/2012 Bill of 2012 which provide rules for “establishment of criteria for judging schools and medical students.”Among the important points on it, is the creation of bank of items developed by the Ministry of Education, under the supervision of the Federal Medical Council, Scientific Council of the Brazilian Medical Association and the Brazilian Association of Medical Education, to be applied of each medical school. Evaluations would be held on 2nd, 4th and 6th years of the medical course, and the content will be gradually and cumulatively differentiate according to the curriculum of the course.Another important point in this project is foreseen that, for students who have two negative evaluations, the school should ensure an appropriate recovery plan, which must be submitted, assessed and monitored by the Ministry of Education, at no additional cost.It is also foreseen in the project to penalize medical schools who have more than 50% of students with negative evaluations, with 75% off vacancies in next years. And yet, those schools that maintain the negative results for more than two consecutive evaluations, they will have their access exams suspended until the results come back to positive.Becomes clear that the project in question aims to establish a socially fairer evaluation of the future doctor, allowing students recovery along its course, capacitating him better to medical practice; so, Brazil will have medical doctors better prepared to exercise the noble profession and the Brazilian population will have better health assistance.

Establishing and Maintaining a Satellite Campus Connected by Synchronous Video Conferencing

Pharmacy education has experienced substantial growth in the number of new schools and existing schools establishing satellite campuses. Several models have previously been used to connect primary and satellite campuses. We describe the Auburn University Harrison School of Pharmacy's (AUHSOP's) experiences using synchronous video conferencing between the Auburn University campus in Auburn and a satellite campus in Mobile, Alabama. We focus on the technology considerations related to planning, construction, implementation, and continued use of the various resources that support our program. Students' perceptions of their experiences related to technology also are described.

Barriers for Students’ Learning of Holistic Systems Development

Introduction In the 1980s it was put forward that integration of the application and problem domain, i.e. the users' area and IT system's tasks respectively, requires that the systems developer possesses particular competences. Until that point in time, systems development had been firmly positioned within the functionalist paradigm, but now a number of new schools and methods, advocated by among others Winston W. Royce, Pelle Ehn, Enid Mumford, Peter Checkland, David Avison, and A.T. Wood-Harper, proposed that the systems developer should have interdisciplinary skills and be able to move between different paradigms. In other words, the system developer should be able to use, in addition to the functionalist paradigm, the social relativist, the radical structuralist, and the neohumanist paradigms (Hirschheim & Klein, 1989). Thus, with regard to understanding, communicating, and designing, the 'good' and 'reflective' systems developer is someone who can facilitate between users and programmers and navigate easily within and between the application and the problem domain (Curtis, Krasner, & Iscoe, 1988; Mathiassen & Purao, 2002). Already in the mid 1980s the Copenhagen Business School designed a bachelor programme in computer science and economy, called HA/DOK. The purpose of HA/DOK was, and continuous to be, to educate students with competences in holistic systems development, i.e. with competences in facilitating between and integrating the application and problem domain. In Denmark, similar education programmes were later developed at Roskilde University, Arhus School of Business, Arhus University, and the IT University. This paper investigates the Information Processing (IP) course, which is located in the fifth semester of HA/DOK. More specifically, the point of departure is the summative evaluation that concluded the course in January 2007 and that puzzled the authors, as well as the students. During a period of four days we held oral exams with 47 students, and therefore 12 groups. While preparing and having the exams we noticed that: * All students experienced the same problems and barriers irrespective of how they performed at the exam. * The students' different level of competence influenced if and how they dealt with the problems and barriers. * The students had a strong tendency to act in accordance with the functionalist paradigm (Hirschheim & Klein, 1989) when other approaches would have been the natural choice. We asked ourselves if the observed pattern was a result of: the exam, the IP course in isolation, or of the bachelor programme as a whole. Recently greater attention has been paid to formulation and assessment of learning objectives and outcomes in higher education, i.e. to outcome based academic programmes (Abraham, 2006), but a literature search in relevant databases revealed that so far little research has addressed the relationship between ISD educations' intention, course objectives, and the actual learning outcome. (However, see Cope (2003) and Abraham (2006) for interesting, related studies of learning outcomes in undergraduate ISD programmes). To understand the local problem at the IP course and to contribute to the ISD literature in general, we decided to start an action research collaboration that investigates which barriers students experience when learning holistic systems development and why. We consider the observation of a gap between programme intention, course objectives, and learning outcome as well as our analysis here of to be relevant for ISD education planers, teachers, and organizations that employ students with integrative and facilitator competences. The paper is structured as follows. First HA/DOK and the IP course are described. Then the research approach is presented. In the next three sections we investigate at what level the gap between intention and learning arises, i.e. at exam, course, and/or study programme level, what the problem is, and what causes it. …

Private Management of Chicago Schools is a Long Way from Mecca

ARNE DUNCAN is the brightest and most dedicated schools leader Chicago has had in memory, and he comes to this post from a long and deep experience in neighborhood community development and education. Perhaps most important, he knows the value of community engagement; indeed, his first public act as CEO was to meet with the hunger-strikers and activists from Little Village/Lawndale to reverse the backward decision of his predecessor and help create a magnificent campus of four autonomous small schools at the new Little Village High School. All of this makes his response to our article a bit bewildering. Duncan begins by admonishing us for failing to embrace the board's Renaissance 2010 policy and instructs us on our responsibility to be People in power desire nothing more than obedience and easy agreement, but this is not the proper role for either reformers or scholars, and CPS policies in the past have not warranted even a tepid hug. small schools movement in Chicago has worked through four different administrations to support teachers and make schools smaller and better. We have never been embracers, even though each regime has urged us in exactly that direction. Nor have we ever been impartial. Our role is to be skeptics, critics, and agnostics, people who can take a stand and still work with educators to transform failing schools into vital communities of learning. We've done our best to dodge the orthodoxy, dogma, and new fads that cling to school reform like barnacles, sharp and ugly, to a ship; we support innovation, initiative, and improvement. One of our important current projects is to support the creation of a new high school on the west side of Chicago. To say that Klonsky is to open a new school under Renaissance 2010, as Duncan does, shows that he misunderstands our role and our efforts. But the language of bidding is revealing and pretty much confirms our main point regarding the selling off of public space. forces driving Ren 10, including privatizers and business-oriented foundations, create a market metaphor for school change and insert a half-language of business into the conversation: economies of scale, standardization, stakeholders, best practices, inputs and outputs, skill sets. And bids. It's true--Ren 10 will have bidders, mostly private educational management companies (EMOs), that will tender offers to run the overwhelming majority (despite Duncan's denials) of the district's 100 new schools. Two-thirds of the new schools will be non-union, and most will have no elected Local School Councils. When Duncan claimed that 14 of the first 22 new schools used union teachers, he was telling only a part of the story. In the next wave of selections from new school bidders, 16 out of 16 bids went to non-union EMOs, including one to discredited former Secretary of Education Bill Bennett's K12 Inc. assumption driving Ren 10 in this direction is that the main obstacles to school improvement are poor teachers, their union, and the community. As Eden Martin, head of the powerful business lobby, the Civic Committee, wrote to Arne Duncan a year ago: The school unions will not like creation of a significant number of new schools that operate outside the union agreement, but operating outside the agreement is a key element of this strategy. CEO Duncan responded that he's not an ideological person, but that like the competition and choice this will provide. I want Chicago to be a Mecca where entrepreneurship can flourish. (1) EMOs use the language of autonomy to evade community engagement and collective bargaining with teachers. That's why we also take some issue with Lewis Cohen's one-sided emphasis on autonomous schools. While we support the main thrust of Cohen's position and appreciate the need for new small schools to have as much local control as possible over their own budgets, teacher hiring, and other administrative matters, we don't regard autonomy as the be-all and end-all in what it's all about. …

The Typologies of Realism

Much more than a single theory, realism is a school of thought containing numerous related branches. In recent years an outpour of debate and exchange within the realist tradition has captured the attention of scholars. Many scholars have attempted to create schemes classifying the different branches and threads of realist thought that have emerged, while others have introduced a wealth of new terminology. Unfortunately, as a result of these efforts, realist concepts have become obfuscated, resulting in much confusion, and ultimately erecting a barrier to intellectual progress in the field. The goal of this article is to help remove this barrier by clarifying the criteria for classifying different approaches to realist thought and presenting a more coherent classification scheme that will enhance the understanding of the relationship between various strands of realist thought. Since the 1980s, a number of new schools of thought, including constructivism, critical theory and post-modernism, have critiqued, and ultimately come to challenge, traditional schools of international relations theory such as realism and liberalism. Yet, as a result of sharp differences with respect to ontology, epistemology and methodology, exchange between these new schools and the more traditional mainstream schools have been quite limited. In stark contrast with this dearth of scholarly exchange across schools of thought, the intellectual debate and exchange of ideas within the realist school have flowered, giving birth to many new branches and sub-branches of realist thought.

The Attrition of Change: A Study of Change and Continuity

Most newly constructed schools begin life as places of hope, enthusiasm, energy, and creativity. A significant number of new schools, however, evolve, indeed regress, into conventional schools. This loss of initial momentum and innovative direction experienced by many newly established schools occurs because of what this study describes as the attrition of change. This article presents an historical case study of a secondary school that was once one of Canada's most renowned, innovative schools in the 1970s, and now 26 years later, can be described as a conventional secondary school. This transition suggests three related findings: • there appears to be a predictable historical pattern which this case followed and many new and/or innovative schools tend to follow. • There are early indications of the attrition of change which, if understood and anticipated, could provide points of action and intervention to prevent further erosion of the school's vision. • While 'snapshot' analyses of the short term impact that innovative schools have on the larger school system usually show little or no influence, the more longitudinal perspective of this study suggests that over time, innovative schools may well impact the larger system in meaningful ways that have not been well understood to date.

Humor in Crisis: Guadalupe Loaeza's Caricature of the Mexican Bourgeoisie

Desde 1982 las sátiras de Guadalupe Loaeza han servido como radiografía de la sociedad mexicana durante los años de crisis económica de 1982‐al presente. Mientras otras escritoras como Christina Pacheco y Elena Poniatowska se afanan por pintar la cruda realidad de las masas, Loaeza se concentra en los excesos de la burguesía—en su pretensión, materialismo y corrupción—como materia prima para poner de relieve el gran abismo que existe entre las clases sociales en México. Debido a la inmensa popularidad de sus artículos, Loaeza se ha convertido en cronista de la burguesía capitalina moderna, cuyo poder social y político se ve cada vez más amenazado por la crisis económica y la inestablilidad del gobierno.

CARTOGRAPHY IN THE U.S.S.R.

After the revolution of 1917, cartographers of the Soviet Union were faced with a severe shortage of qualified personnel for the provision of the necessary cartographic information for their development programme. To overcome this lack they opened a number of new schools for cartographic training and reorganized some that already existed, and as a result of this programme they have been able to make spectacular progress in the mapping of their country. The Soviet Union has completed the series of State Topographical Maps at the scale of 1:100,000, which comprises more than 26,000 sheets, is near completion of a new series at 1:25,000, which will have about 300,000 sheets, and is well advanced with a 1:10,000 series. All topographical maps are made on the Gauss-Kruger cylindrical transverse conformal projection or on the Co-ordinate System of 1942. In the latter system the reference ellipsoid is the Krasovsky, the origin of co-ordinates is the centre of the Round Hall of the Pulkovo Observatory, and the reference for elevations is the Baltic System of Heights. The 1:100,000 State Topographical Map has been used as the basis for general-purpose maps on smaller scales, including a map at 1:1,000,000 appropriate to the standards of the International Map of the World. In addition to its topographic maps the U.S.S.R. has produced many special-purpose maps, among which may be mentioned the various geological maps at scales of 1:200,000, 1:1,000,000, 1:2,500,000, and 1:5,000,000.