Suburban District Research Articles

Integrated Legal Education on the Dangers of Drugs and Their Prevention for Students of IT IT Middle School Insan Mulia, Sungai Intan Village, Tembilahan Hulu District, Indragiri Hilir Regency

The misuse and circulation of illicit drugs is a widespread, complex, and complex issue facing the Indonesian people lately, as it can have many negative effects, especially among the younger generation. Therefore, massive prevention efforts must be made through integrated legal counsel such as the Faculty of Law of the Islamic University of Islamic Universities in schools. One of the selected schools is the Junior High IT IT High School located in the Sungai Intan Village of West Suburban Suburban Suburban Hulu district. In the implementation of the counseling the aim is for students to understand the dangers of drugs and to avoid the dangers of drugs so that they can become better generations and work better. This method of implementing community service activities is done with data collection techniques through Library and lecture studies. The source of data obtained in the practice of public service counseling is secondary data consisting of: primary legal materials, and secondary legal materials. While analyzing data using a deductive thinking method, it is a mindset based on common things and then draws on specific conclusions. Results and discussion. Commitment activities to the community of legal counsel on Drug Danger and its Prevention for Students / Junior High School IT High School People in Sungai Intan Suburban Suburban District Upstream from the stages of activity preparation, implementation and closure. At the time of implementation each drug dealer presented the drug and its preventive material. The activity received excellent response from the participants as evidenced by the many questions from the participants and the increased knowledge of the participants about the dangers of drugs and their prevention

Impact of state-led food localization on suburban districts’ farmland use transformation: Greenhouse farming expansion in Nanjing city region, China

State-led efforts of food localization have been conducted across mainland China under the umbrella of Vegetable Basket Project since the end of the 1980s, with the purpose of addressing urban food security. Food localization as a counter movement to globalization has been extensively studied for its debatable role in promoting the sustainability of food systems in developed economies. Previous studies failed to recognize food localization initiatives driven by the state and its significant impact on suburban farmland use. To fill this gap, this study discusses the key features of state-led food localization with the case of Nanjing, China through examining governmental policy documents, local food production plans and the remote sensing data of greenhouse expansion. Furthermore, the impacts of a state-led food localization strategy on the transition of suburban farmland use, particularly on the expansion of greenhouses, have been investigated by employing the binary logistic regression model. We argue that state-led food localization has substantially promoted the expansion of greenhouse farming for the purpose of stabilizing a sufficient local food supply, particularly vegetables. It has also provided support through means such as subsidy, agriculture extension service and technology training to smallholders, including local and migrant farmers.

“This is civil disobedience. I’ll continue.”: the racialization of school board meeting rules

ABSTRACT Minoritized communities throughout the world engage in spaces of educational decision-making to advocate for equity-oriented policies. In this article, we explore such advocacy at the local level in school board meetings in the United States. Specifically, we examine school board meeting rules from meetings featuring the advocacy of mainly Black community members who aimed to address inequities in a suburban school district governed by a largely white school board. Informed by the theories of community cultural wealth and whiteness as property, we used qualitative case study methods to analyze board meeting videos to understand how rules facilitate opportunities for advancing or inhibiting equity-oriented policymaking at the district level. Illustrating the racialization of school board meeting rules, our findings emphasize how community advocates enacted resistance and navigational strategies to work around rules that board members used to maintain and reify whiteness as property. We conclude with implications for enhancing opportunities for equity-oriented policymaking via school board meetings and other local educational spaces of decision-making and for future research.

Challenges and coping strategies for preschool teachers with children who cannot speak a majority language

ABSTRACT Each year, Turkish public schools welcome many children who have little to no Turkish language skills. This study has been conducted with the purpose of unearthing the challenges that preschool education teachers are likely to experience while teaching children with low Turkish language capabilities. Twenty preschool education teachers, who worked in suburban districts where Kurdish is commonly spoken, participated in this study. A semi-structured interview protocol that was developed by the researchers was used for subsequent data collection. Participants were interviewed on a one-on-one basis in the attempt to determine how early childhood education could support the development of Turkish language skills amongst such children. Miles and Huberman’s [1994. Qualitative Data Analysis: An Expanded Source Book. 2nd ed. Thousand Oaks: Sage Publications] systematic approach was utilised to analyse the data. The findings revealed that teachers are essentially left to cope with this issue on their own, and are generally unable to gain the support or resources needed to teach children the Turkish language. Although they achieve some progress despite these handicaps, their methods were unsystematic, unscientific or were not pedagogically proven.

Catastrophic costs due to tuberculosis worsen treatment outcomes: a prospective cohort study in Indonesia.

BackgroundWhile the incidence of catastrophic costs due to tuberculosis (TB) remains high, there is little evidence about their impact on TB treatment outcomes and adherence. We assessed their effect on treatment outcomes and adherence in Indonesia.MethodsWe interviewed 282 adult TB patients who underwent TB treatment in urban, suburban and rural districts of Indonesia. One year after the interview, we followed up treatment adherence and outcomes. We applied multivariable analysis using generalized linear mixed models.ResultsFollow-up was complete for 252/282 patients. Eighteen (7%) patients had unsuccessful treatment and 40 (16%) had poor adherence. At a threshold of 30% of annual household income, catastrophic costs negatively impacted treatment outcomes (adjusted odds ratio [aOR] 4.15 [95% confidence interval {CI} 1.15 to 15.01]). At other thresholds, the associations showed a similar pattern but were not statistically significant. The association between catastrophic costs and treatment adherence is complex because of reverse causation. After adjustment, catastrophic costs negatively affected treatment adherence at the 10% and 15% thresholds (aOR 2.11 [95% CI 0.97 to 4.59], p = 0.059 and aOR 2.06 [95% CI 0.95 to 4.46], p = 0.07). There was no evidence of such an effect at other thresholds.ConclusionsCatastrophic costs negatively affect TB treatment outcomes and treatment adherence. To eliminate TB, it is essential to mitigate catastrophic costs.

Cost of seeking care for tuberculosis since the implementation of universal health coverage in Indonesia

BackgroundAlthough tuberculosis (TB) patients often incur high costs to access TB-related services, it was unclear beforehand whether the implementation of universal health coverage (UHC) in Indonesia in 2014 would reduce direct costs and change the pattern of care-seeking behaviour. After its introduction, we therefore assessed TB patients’ care-seeking behaviour and the costs they incurred for diagnosis, and the determinants of both.MethodsIn this cross sectional study, we interviewed adult TB patients in urban, suburban, and rural districts of Indonesia in July–September 2016. We selected consecutively patients who had been treated for TB in primary health centers for at least 1 month until we reached at least 90 patients in each district. After establishing which direct and indirect costs they had incurred during the pre-diagnostic phase, we calculated the total costs (in US Dollars). To identify the determinants of these costs, we applied a general linear mixed model to adjust for our cluster-sampling design.ResultsNinety-three patients of the 282 included in our analysis (33%) first sought care at a private clinic. The preference for such clinics was higher among those living in the rural district (aOR 1.88, 95% CI 0.85–4.15, P = 0.119) and among those with a low educational level (aOR 1.69, 95% CI 0.92–3.10, P = 0.090). Visiting a private clinic as the first contact also led to more visits (β 0.90, 95% CI 0.57–1.24, P < 0.001) and higher costs than first visiting a Primary Health Centre, both in terms of direct costs (β = 16.87, 95%CI 10.54–23.20, P < 0.001) and total costs (β = 18.41, 95%CI 10.35–26.47, P < 0.001).ConclusionDespite UHC, high costs of TB seeking care remain, with direct medical costs contributing most to the total costs. First seeking care from private providers tends to lead to more pre-diagnostic visits and higher costs. To reduce diagnostic delays and minimize patients’ costs, it is essential to strengthen the public-private mix and reduce the fragmented system between the national health insurance scheme and the National TB Programme.

Factors influencing student transition from elementary to middle school

ABSTRACT The unintended academic and social consequences for students experiencing the transition from elementary to middle school have been well documented. A mixed method study was conducted to examine the perceptions and attitudes of 6th grade students, parents, and teachers from four middle schools in a large suburban school district in Southeastern Texas. Utilising data from surveys and focus groups, this study investigated the academic, procedural, and social factors influencing students’ transitions to middle school. Findings indicated positive perceptions from stakeholders on most aspects including choosing and changing classes, having new teachers and friends, obtaining good grades, and experiencing increased expectations. The negative perceptions focused on students being made fun of and safety at school. The results of the study have direct implications for school administrators and the policies to influence the transition process to middle schools in terms of vision, beliefs, and student expectations.

Teacher persistence as a function of teacher-job fit: Evidence from a large suburban district, 2010–2015

This study extends the literature on teacher persistence by addressing teacher-job fit, defined as the degree to which a teacher possesses a core set of skills and related dispositions associated with the nature of the teaching profession. The sample includes 426 teachers hired out of a pool of 6207 applicants in a large suburban district. Cox regression estimates indicate that the risk of migrating out of the district is reduced by concern with equity and respect for others and by cultural sensitivity. Risk of attrition from the occupation is reduced by task orientation but is increased by effective communication.

Making a Shift in Teacher Evaluation

The educator evaluation process can be a compliance task as well as an arduous process causing stress and anxiety for educators and their evaluators. The evaluation process in this suburban district is changing. Educators and evaluators are working together to create a new knowledge base and share it amongst their school community and others. Educators are being allowed voice and choice when determining how they will be evaluated and the areas in which they are going to focus their own personal growth. Teachers are becoming school-based experts on the topics that they are learning and researching. This has allowed for not only trust and genuine mutual respect to grow but also innovative practices to be fostered within the school community. Educator evaluation is changing, and it is becoming a tool that is offering our educators and schools new opportunities for self-reflection and growth.

School Discrimination and Changes in Latinx Adolescents' Internalizing and Externalizing Symptoms.

U.S. Latinx youth are growing up in an environment characterized by increased anti-immigrant policy and rhetoric, including experiences of discrimination. Given the salience of the school setting for youth's development, it is important to understand how experiences of discrimination by teachers and other adults at school, or school discrimination, relate to the emotional and behavioral adjustment of today's Latinx adolescents. Study participants include 547 Latinx adolescents selected at random from a large, suburban school district in Atlanta, Georgia (55.4% female; age M = 12.8, range = 11-16). Youth provided two time points of survey data spaced roughly 6 months apart during 2018 and 2019. Structural equation models (SEM) were used to test the main and interaction effects of school discrimination and parental support on later internalizing and externalizing symptoms. Multiple group SEM was used to investigate gender differences in pathways to adolescent adjustment. More school discrimination was related to more internalizing and externalizing symptoms at a later time point. Greater parental support was associated with fewer internalizing symptoms, but did not moderate associations between school discrimination and adolescent outcomes. Pathways to adolescent outcomes were similar for males and females. Study results suggest that discrimination by teachers and other adults at school is an important source of adversity potentially jeopardizing Latinx youth's emotional and behavioral adjustment. Future research is needed to identify factors that mitigate potentially harmful consequences of discrimination for Latinx adolescents.

Postcolonial Civic Identity and Youth (dis)organizing Environment: A Growth into Citizenship Analysis

The fluid realities of youth in postcolonial nation-states can reflect changing and challenging landscapes. Their engagements with environment, for example, are not only elaborated in social, political, and economical contexts, but also generated through values, beliefs, and identities. This article adds to contemporary debates by positing that discussions on postcolonial civic identities have to be accompanied by youth narratives and their considerations on nature, time, and digital world(s) by taking Malaysian youths as examples. Specifically, it attempts to theorize youth civic identity within postcolonial context(s) by scrutinizing personal narratives that are symbiotically yoked with discourses on ecology and technology. Through administering personal narratives at a suburban district in West Peninsular Malaysia, this paper opens ‘windows’ into what it means for youths to participate in civic projects. Reading these narratives from the lens of growth into citizenship , their wide-ranging experiences in civic affairs can be understood in four ways, namely, recognition, responsibilities, reconciliation, and reciprocity. Two of these emerging themes, recognition and responsibilities, will be discussed in this article. Our attempt at depicting postcolonial civic identity, therefore, is part of a large-scale investigation on civic mindedness that will compel us to reflect on unofficial, continuous accounts of youth reflecting on a sense of belongingness and what the future might bring.

An exploration of school mobility: Risks and protective factors in late elementary

AbstractThis study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth‐grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self‐report surveys, teacher‐report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.

District-Level Summertime Air-Conditioning Electricity Consumption and the Sensitivity of Peak Cooling Loads to Urban Weather Conditions in Beijing

AbstractUnderstanding how energy use responds to meteorological conditions is essential for anticipation of energy demands, which is of significance to maintain sufficient power supply and to prevent brownouts or blackouts during peak hours. Using the quarter-hourly and district-level electricity data for Beijing, this study calculates the district-varying cooling electric loads due to air-conditioning (AC) systems in five consecutive summers. Results show the occurrence of two major features that are common for summertime cooling loads in most districts, namely, double-peaked diurnal profiles and weekday–weekend fluctuations. With the increasing distance from the city core, the evening peak cooling load around 21:00 local time (LT) becomes more pronounced and comparable with its afternoon counterpart around 15:00 LT. Conversely, the weekday–weekend fluctuation is greatly weakened in suburban and rural districts due to the stable cooling demands on weekdays and weekends. The district-level sensitivity of peak cooling loads to surface meteorological factors is further investigated by linear regression analysis, and results show significant decreases from urban to rural districts. The correlation coefficients between peak cooling loads and heat index that combines air temperature and relative humidity reach up to 0.8–0.9 in most districts. If using air temperature or specific humidity solely, the coefficients of determination with peak cooling loads are roughly 0.1–0.3 smaller, possibly indicating the greater potential of heat index for effectively predicting peak cooling demands in Beijing.

Animating Discipline Disparities through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions

ContextGirls of Color are overrepresented in school disciplinary actions based on subjectively judged, minor infractions. Studies have consistently shown that this exclusionary discipline has long-lasting impact on Girls of Color and their educational outcomes, including increased risk for pushout and involvement in the criminal legal system.Focus of StudyWe sought to uncover the processes that animate the statistics of overrepre-sentation of Girls of Color in disciplinary actions. Said differently, we sought to understand where, how, and why Girls of Color were being disciplined in schools. Using a Disability Critical Race Theory (DisCrit) lens and centering the voices of Girls’ of Color, this empirical study was guided by the question, What mechanisms propel and dispel disciplinary inequities for Girls of Color?Research DesignThe qualitative research took place in a suburban school district in the Midwestern United States marked by increasing racial, cultural, and linguistic diversity. This was part of a larger two-year study that centered the voices of more than 50 Girls of Color, their families (11), and their teachers (11), exploring understandings of and experiences with school discipline disparities for Girls of Color. Data sources for the full project included interviews with Girls of Color (32), families (10), and teachers (8); focus groups (Girls of Color = 17; families = 3; teachers = 3); classroom and district event observations, Education Journey Mapping (21); and a Cartographer's Clinic. Data for this study focus on the interviews and focus groups with Girls of Color, working to center them as knowledge generators.Conclusions/RecommendationsOur analysis revealed the ways in which discipline disparities were animated by inequitable academic and behavioral responses of teachers to classroom interactions, which we name debilitating practices. Further, Girls of Color embodied repositioning as ways of maintaining their integrity and individuality when experiencing academic and behavioral injustices. We conclude with major implications for school personnel: (a) academically, educators must reflect on how ability is distributed and withheld in the classroom along racialized and gendered lines, and (b) behaviorally, positive behavior supports should be imagined and implemented through a race and gender conscious lens. Though we focus on classroom interactions, we also understand that public schools, schools of education, and society all have a role to play in dismantling the school–prison nexus. However, classroom interactions continue to be identified as the source of disciplinary disparities in both quantitative and qualitative studies. Consequently, teachers have an opportunity to change their classroom practices to academically and behaviorally support Girls of Color.

Promoting professional growth in new teacher evaluation systems: Practitioners’ lived experiences in changing policy contexts

International recognition of the teacher’s role in student learning has increased attention to teacher quality and evaluation. In the U.S., policy has relaxed requirements for using student outcomes and granted more flexibility to evaluate teachers in ways that ostensibly improve instructional practice and student learning. This exploratory single case study examined the perceptions of practitioners at one high school in a large, suburban district during the implementation of a new evaluation system posited as focused on teacher support and growth. Findings suggest teachers and administrators appreciated the emphasis on communication. However, tensions inherent to the conflation of evaluation and support created challenges. These included distrust of policymaker motives, complexity of the model, technical challenges to implementation, time constraints, and teachers’ need for additional support. Practitioners’ lived experiences can inform policymakers reconsidering how and to what extent evaluation systems tied to accountability can meaningfully impact teacher professional growth and student learning.

At the Intersection: Examining Teacher and Administrator Perceptions of ELs and Special Education

ABSTRACT As the population of students identified as English learners (ELs) with disabilities grows, schools need to be preparing educators to serve this vulnerable population. This paper presents findings from an inductive analysis of interviews with teachers and administrators in one suburban district. We examine the ways teachers and administrators perceive their roles and the needs of these students. We found that teachers grapple with identifying needs of students at the intersection of English Learning and Special Education, determining how best to support them, and coordinating across programs. These struggles seem to stem from a lack of understanding and expertise. We posit that through creative collaboration, special education teachers and ELs can help each other build capacity and dispel misconceptions.

Urban Fire Dynamics and Its Association with Urban Growth: Evidence from Nanjing, China

Many Chinese cities currently are facing increased urban fire risks particularly at places such as urban villages, high-rise buildings and large warehouses. Using a unique historical fire incident dataset (2002–2013), this paper is intended to explore the urban fire dynamics and its association with urban growth in Nanjing, China, with a geographical information system (GIS)-based spatial analytics and remote sensing (RS) techniques. A new method is proposed to define a range of fire hot spots characterizing different phases of fire incident evolution, which are compared with the urban growth in the same periods. The results suggest that the fire events have been largely concentrated in the city proper and meanwhile expanding towards the suburbs, which has a similar temporal trend to the growth of population and urban land at the city level particularly since 2008. Most intensifying and persistent fire hot spots are found in the central districts, which have limited urban expansion but high population densities. Most new hot spots are located in the suburban districts, which have seen both rapid population growth and urban expansion in recent years. However, the analysis at a finer spatial scale (500 m × 500 m) shows no evidences of an explicit connection between the locations of new fire hot spots and recently developed urban land. The findings can inform future urban and emergency planning with respect to the deployment of fire and rescue resources, ultimately improving urban fire safety.

The Intergenerational Transmission of Mathematics Attitudes

Cold sweats, head shakes, and memories of hardship are the common reactions when adults are introduced to a high school mathematics teacher. These negative reactions contribute to an attitude towards mathematics that continues to permeate American society. Unfortunately, there is a growing concern that these negative attitudes may be passed from adults to susceptible youth resulting in a never-ending cycle of dislike towards mathematics. The current study aimed to investigate the ways in which students internalize the mathematics attitudes of their parents in light of mathematics capital theory. Instruments measuring self-efficacy beliefs in mathematics, as well as value placed on learning content were administered to all juniors, seniors, and their parents in a suburban school district. The survey data was analyzed to identify candidates for interviews. Interviews of eight parents and their children were conducted to explore the sources of the students’ self-efficacy beliefs. Findings revealed that the relationship between a parent and child’s belief systems is complex and varies according to the parent’s level of mathematics beliefs.

Application of mixed assessment of competence of general practitioners in Shanghai suburban communities

A pilot mixed assessment method was used to evaluate the clinical and teaching ability of general practitioners (GPs) in a suburban district of Shanghai. In December 2018, 29 GPs from 20 community health centers in a suburban district of Shanghai were assessed by a mixed method consisting of 3 domains and 8 stations for one day. The average age of GPs was (37.8±4.7) years and 22 were females (75.9%). In 3 domains, the average score (66.8±9.7) and qualified rate (75.9%) of clinical thinking abilities were the lowest. In 8 stations, the average score [(53.8+13.4) points] and qualified rate (34.5%) of adult SOAP medical record writing station were the lowest. The average score of pediatric outpatients consult station of GPs with 15 years of work experience [(68.6+10.2) vs. (58.5+9.4), t=2.787, P<0.05]. There was no significant difference in the scores among GPs with different teaching years and titles. The average scores of clinical thinking ability domain (t=2.115) and adult outpatient consult station (t=3.410); in the clinical operation ability domain the ophthalmoscopy and readings (t=3.816) and otoscopy and reporting station (t=2.286); clinical teaching abilities (t=2.618) and simulated educational situation station (t=2.452) and mini lectures station (t=2.802) of GPs in the community teaching base were higher than those in non-community teaching base (all P<0.05). Mixed assessment method can be used as one of the important means for GPs′ ability assessment. The community teaching bases have effectively improved the clinical and teaching abilities of GPs in suburban areas, however, the clinical thinking abilities of them are still weak. Key words: General practitioner; Clinical and teaching ability; Mixed assessment

Mapping aboveground biomass and carbon in Shanghai's urban forest using Landsat ETM+ and inventory data

Quantifying the spatiotemporal distribution of forest biomass carbon (FBC) is vital for the management of urban forests in accordance with the rapid urbanization. This paper presents a method for quantifying and estimating the urban FBC in Shanghai, China, between 2005 and 2015, using data from 93 sampling forest plots and Landsat ETM + data. Our study included an analysis of the choice of predicted factors to estimate FBC and the method of carbon density estimation employed in the estimation. The results showed that combining regression analysis and spatial analysis to map forest carbon stocks at city level make available FBC estimates for the urban forests of Shanghai, China. Based on the proposal method, there was a decreasing trend of carbon density from downtown areas to outer suburban areas. About 92 % of the overall FBC storage in Shanghai distributed in the suburban areas whereas the urban areas shared a fraction amounting to only 8 % in 2015. From 2011–2015, the total urban forest carbon storage gradually increased by 32.3 %, whereas the average carbon density gradually decreased by 8.21 % in the urban areas. The associated values both increased continuously from 2005–2011, from 2005 to 2011, but the average carbon storage density decreased in the suburban districts. The total carbon stocks in the estimated forest biomass across Shanghai were about 1.5 Tg in 2005 and 2008, and 1.7 Tg in 2011 and 2015, while the associated average FBC density remained at about 17.5 t/ha from 2005 to 2015. This study provides important information required to manage the urban forest stand for optimal carbon sequestration.