Summer School Session Research Articles

A Summer School Session on Mastering Geospatial Artificial Intelligence: From Data Production to Artificial Intelligence Foundation Model Development and Downstream Applications [Technical Committees

A Summer School Session on Mastering Geospatial Artificial Intelligence: From Data Production to Artificial Intelligence Foundation Model Development and Downstream Applications [Technical Committees

Teaching sixth formers about fatherhood using visual methods

The issue of change is a point of contention for sociologists exploring fatherhood ideals and practices in the 21st century. Drawing upon a summer school session, this article explores how sixth formers view the state of contemporary fatherhood. The participants questioned the nature of shifts in fatherhood and challenged the celebratory discourse surrounding the involved father. I conclude by emphasising that visual methods are helpful in addressing some of the intricacies that underpin fatherhood scholarship.

School Interventions After the Joplin Tornado

To qualitatively describe interventions by schools to meet children's needs after the May 2011 Joplin, Missouri tornado. Qualitative exploratory study conducted six months after the tornado. Key informant interviews with school staff (teachers, psychologists, guidance counselor, nurse, principal), public health official, and physicians. After the tornado, school staff immediately worked to contact every enrolled child to provide assistance and coordinate recovery services. Despite severe damage to half of the city's schools, the decision was made to reopen schools at the earliest possible time to provide a safe, reassuring environment and additional services. An expanded summer school session emphasized child safety and emotional wellbeing. The 2011-2012 school year began on time, less than three months after the disaster, using temporary facilities. Displaced children were bused to their usual schools regardless of their new temporary residence locations. In just-in-time training sessions, teachers developed strategies to support students and staff experiencing anxiety or depression. Certified counselors conducted school-based, small-group counseling for students. Selective referrals were made to community mental health providers for children with greatest needs. Evidence from Joplin adds to a small body of empirical experience demonstrating the important contribution of schools to postdisaster community recovery. Despite timely and proactive services, many families and children struggled after the tornado. Improvements in the effectiveness of postdisaster interventions at schools will follow from future scientific evidence on optimal approaches.

International Summer School Session on the Atmospheric Boundary Layer Les Houches, France, 17–27 June 2008

International Summer School Session on the Atmospheric Boundary Layer Les Houches, France, 17–27 June 2008

Bricolage as a way of life – improvisation and irony in information systems

1998 – An Italian gentleman in Denmark talking to a group of (mainly Scandinavian) Ph.D. students during a 5-day intensive Ph.D. summer school session (http://www.dmit.dk/) about designing computer...

High Stakes: Testing Irregularity

With the No Child Left Behind Act of 2001, a stronger emphasis has been placed on state testing and accountability at the state and local levels. The news media continues to report testing irregularities as professional and community pressures are levied on educators to increase test scores. Test scores have been tied to community affluence, real estate values, encouraging job growth, and state and federal monies. The purpose of this case study is to foster discussion concerning testing regulations and procedures. A beginning second year teacher trying to make extra money opts to teach summer school. The state mandated standardized End-of-Grade test was administered for the third time at the end of the summer school session for all students in attendance. The young teacher finds a used red test book after the testing sessions are over and keeps it. In the subsequent school year, he tutors students with the test booklet he found at the summer school site and uses the questions as warm-ups for the entire class. It is not his intention to circumvent testing procedures and policies.

Remote Sensing and Climate Change? The Role Earth Observation

This book is a collection of 15 lectures presented at a summer school session, “Remote Sensing and Long‐term Global Datasets for Climate Studies,” held at Dundee University, August 2–13, 1999. The lectures, each of which is covered in a chapter, have been revised and updated. Thus,they provide a nice balance between understanding and modeling global climate change while presenting the potential that remote sensing data sets have for observing global climate. Since global change has been in the media quite frequently lately with the recent Senate committee hearings, this book serves as an excellent resource. From it, readers can glean a better understanding of where the United States and other nations stand in terms of global climate change issues.

Reaching Out: A University Botanical Garden Builds Long-distance Relationships

Botanical gardens continually seek new ways to improve their education programs and increase their audiences. In the case of most university gardens, the larger academic community presents many opportunities. However, what does a university garden do when separated by several hours travel from the campus served? Garvan Woodland Gardens and the University of Arkansas (UA) have developed several ways to address this challenge. A summer school session and Elderhostel program work together to benefit both partners in this alliance. This article discusses these efforts according to their structure, costs, and educational benefits.

Report of an international summer school--oncology for medical students--in 1996 in Groningen, The Netherlands.

An international summer school session, Oncology for Medical Students, was held in 1996 at Groningen University Hospital in The Netherlands. It was sponsored and organized by the WHO Collaborating Centre for Cancer Education-Groningen. The central focus of the two-week course was cancer in general health care. Various teaching techniques were used, but interaction between students and patients, and students and faculty, was considered a prerequisite. The approach was multidisciplinary, with a variety of clinical disciplines participating, including patient organizations and the Comprehensive Cancer Center North Netherlands. The students, from all over the world, presented posters about oncology topics in their countries. Evaluation showed that the course was highly appreciated by the students; in particular, the students felt they had benefitted from the multidisciplinary approach, the patient encounters, the psychosocial concern, the poster sessions, the quality of the teaching, and meeting other students from all over the world.

Helping General Educators Accommodate Students With Disabilities

The College of Education and Allied Professions at the University of North Carolina Charlotte (UNCC), in collaboration with three public school systems, developed a model summer student teaching experience called (REACH) Regular Educators Accommodating Children with Handicaps. REACH focused on the effective instructional accommodation of mainstreamed students with mild disabilities. Three school systems provided sites and Model Clinical Teachers to serve as cooperating teachers for the project during the university summer school session. Nineteen regular education undergraduates were enrolled in the program, and both regular and special education university faculty were involved in supervision and evaluation. During the initial portion of summer school, student teachers participated in an information dissemination course that provided an overview of special education and the underlying conceptual and philosophical base for mainstreaming exceptional students. REACH participants also spent time observing in Model Clinical Teachers' regular classrooms. The remainder of the summer session (4-6 weeks) was spent in classrooms doing typical student teaching activities. Each class included at least one student with special needs, and the student teachers were responsible for all teaching during the last 2 weeks of the experience. Program evaluation results revealed that the positive attitudes of teachers-in-training were maintained after student teaching.

Write, P.L.E.A.S.E.: A Video-Assisted Strategic Intervention to Improve Written Expression of Inefficient Learners

This investigation is the second phase of ongoing field-testing of a metacognitive strategy for teaching written expression. The instructional activities of a video-assisted strategic intervention for developing written expression skills known as Write, P.L.E.A.S.E are described. The instructional activities were field-tested during the 1989 summer school session for at-risk students using treatment and comparison groups. An analysis of covariance revealed significant gains in the written expression skills of students in the treatment group over time. Results also suggested that the strategic intervention was significantly more effective than the traditional, grammar-based language arts instruction delivered in the comparison group.

The Economic Consequences of Poland's Failed Social Contract

THE ECONOMIC CONSEQUENCES OF POLAND'S FAILED SOCIAL CONTRACT Leone Hettenbergh JLn recent years Poland's economy has fallen victim to a string ofshortsighted policies that have allowed it to lurch forward on a roller coaster course, unsustained by long-range planning or well-thought-out policy goals. One of the most significant policies designed to revive the Polish economy was prepared at the Ninth Party Congress under pressure from the independent trade union, Solidarity. Under this policy, enterprises were to increase independence and self-management: they would determine their own pattern of production, their own investment policy, and their own prices. Enterprises also were to be economically sound: selffinancing , less reliant on government subsidies, and liable for their own obligations, conditions that would, however, make such previously unexperienced circumstances as bankruptcy and layoffs possible. As for the agricultural sector, private farmers—who traditionally produced some 75 percent of the agricultural output — were to receive better treatment comparable with that of their socialized counterparts, for example, through subsidies and other benefits. All of these represented radical but sorely needed departures from previous economic planning. As early as 1982, however, the restructuring of prices began to slack, followed by a sharp decline in export profitability between 1982 and 1983. As a result, an anticipated revival of Polish manufactured exports never materialized, although this fact was camouflaged by surges in coal and Leone Hettenbergh is a lecturer in French in the Language Studies Department at SAIS. Material for this paper comes, in part, from lectures and seminars attended at the Jagiellonian University summer school session for the students of The Johns Hopkins University SAIS Bologna Center, held July 8-31, 1986, in Krakow, Poland. The author wishes to thank MarkJ. Ellyne for his thoughts on the Polish economy and his comments on early drafts. 89 90 SAIS REVIEW agricultural exports in 1983 and 1984. The effects of this new and burgeoning trade imbalance surfaced in 1985 and persisted in 1986. The failure to produce a trade surplus in manufactured goods left Poland with a persistent current account deficit and a growing external debt. After 1985 a disciplined government financial policy fizzled, as enterprises turned anew to credit and the transfer of resources among themselves in an effort to avoid being forced out ofbusiness. In this climate wages started to rise faster than the supply of consumer goods, and by the end of 1985 the Polish economy had drifted back to initial conditions of suppressed inflation that the Ninth Party Congress had tried to address, with a liquidity glut of some 10 to 15 percent of consumer expenditure in its economy. All of this was due to a lack of commitment by the authorities to the policies set forth in 1981, overall neglect in implementing policy, and a deep and rampant cynicism on the part of Poles. From a psychological standpoint, perhaps if ambitions and expectations had not been so high in the 1970s, the crisis and despair that followed in the 1980s would not now be so profound. As a resentful young Pole summarized his feelings: "The one thing for which I can never forgive Edward Gierek was raising our expectations too high." Under the Gierek administration (1970-80) Poland sustained rapid economic growth, while a significant increase in living standards showed promise for a renewed and modernized Polish economy. Poles were optimistic about their futures. By the end of the 1970s, however, Poland found itself encumbered with an excessive foreign debt, inflation, and a declining standard of living. These economic problems, compounded by poor economic management and rising political discontent, culminated in 1980 with the formation of the independent trade union, Solidarity. The economic paralysis of that year led Poland to default on its foreign debt in March 1981. Continuing political discontent was suppressed in December 1981 with the imposition of martial law. An explanation for this crisis may be found in the failure of the implicit "social contract" between the Polish populace and the government. The Social Contract For more than a decade socialist ideology has failed to inspire the Polish people; as a result, the legitimacy of the Polish regime has increasingly depended on economic performance. Poland provides an...

Coping, individual differences, and strain: A longitudinal study of short‐term role overload

AbstractThis study attempted to determine which personality dimensions and coping strategies would reduce or prevent strain in a context of naturally‐occurring short‐term role overload. Subjects were 106 adult undergraduate evening students enrolled in an intensive three‐week summer school session. The median age was 26 years, and 72 per cent of the students worked full‐time. Using a repeated‐measures panel design, the study tested the effectiveness of three types of coping derived from Hall's (1972) typology. Longitudinal analysts using cross‐lagged correlations and structural regressions showed little support for the predicted effects of Hall's three types of coping on subsequent strain. However, a fourth type of coping, Planned Task Management emerged during the analysis and showed a reciprocal relationship with strain. Both variables appeared to influence each other over time, although the effect of prior coping on subsequent strain was slightly but not significantly stronger. Also, alienation (defined as lack of commitment) had a significant moderator effect on the relationship between perceived overload and strain.

Nuclear Physics with Heavy Ions and Mesons – Proceedings of the Les Houches Summer School Session XXX 4 July–20 August 1977

Roger Balian eta/ (eds) 1978 Amsterdam: North-Holland Vol 1 xxx + 432 pp price $66.75 Vol 2 xxx + 585 pp price $80 (2 Vol set $133.25) These two volumes reproduce ten courses and seven substantial seminars given at Les Houches in 1977, in perhaps the two most exciting areas of development in nuclear physics. The courses (all theoretical) were given by outstanding international experts and, although not fully comprehensive, provide excellent, meaty and well referenced accounts of most important topics.

Weak and Electromagnetic Interactions at High Energy: Proceedings of Les Houches Summer School Session XXIX 5 July – 14 August 1976

Roger Balian and Christopher N Llewellyn Smith (eds) 1978 Amsterdam and New York: North Holland xxv + 666 pp price $82.50 This book consists of seven extensive sets of lectures on recent developments in the weak and electromagnetic interactions of elementary particles. It opens with a review by Ellis of general theoretical methods currently used to analyse data in this field, and this is followed by a unique set of lectures on gauge theories by Feynman, presented in characteristic style, and lectures by Susskind on the specific approach of using lattice gauge theories.

“Come on, Dummy”

Children's conversations were recorded during a summer school session in an effort to determine possible explanations for the sociometric rejection of learning disabled children reported in earlier studies. It was found that learning disabled children's communications differed from average achievers' conversations on a number of categories. For example, learning disabled children emitted more competitive statements than the comparison group, whereas average achievers were the recipients of significantly more consideration statements from peers. The results are discussed in terms of current knowledge of the bases of children's friendships and social relationships of learning disabled children.

A Summer Course in Field Ecology

IN LEARNING BIOLOGY in the traditional manner, students become acquainted with various organisms either through the use of a textbook or in the environment of a classroom laboratory. It seems logical to me that, if you are to study the organisms and their relationships with their environment, the place to best study this would be in their natural environment. This type of study becomes difficult to do during the regular school term because of the small blocks of time allotted for each class and because of the diverse schedules the students would have in your classes. However, if such a course could be developed to operate during the summer-school session, then perhaps it could be successful. This is one of the purposes for my development of field ecology as a summer-school course in biology at Rantoul (Ill.) Township High School. Another purpose is to help students become acquainted with the natural biotic communities of this area and the types of organisms that inhabit each. The title of the course attracts students to it because they feel that ecology is one of the important fields of today. They also feel that they can perhaps learn something in this course that they can actually apply to their daily living habits. The overall objectives of the course are to give students first-hand understanding of their own biotic environment; to acquaint them in detailed fashion with the organisms, relationships, and complexities of local natural habitats; and to introduce them to the methods and techniques of discovering and gathering information about nature through direct investigation in the field.

Is Self-Grading the Answer?

The article entitled Self-Grading: An Experiment in Learning by Peter G. Filene, which appeared in the June, I969, issue of the JOURNAL,' is a clear example of a trend that is gaining in acceptance at many colleges and universities. In order to test an hypothesis that had interested me for some time, I employed a similar method in a class in introductory psychology during the summer school session of I969 at the University of Windsor. I was of the opinion that if students had the chance to assign themselves their own course grade they would give themselves a lower mark than would the professor. On the last day of class, during the final examination, which as a graduate assistant and grader I happened to be proctoring, I requested the students to write on the back of the last page of their exam the mark that they thought they deserved and, in two or three sentences, the reason why they felt they deserved that mark. I made it clear that this was completely voluntary and that if they preferred not to participate, it would not be held against them. As a matter of fact, the professor

A Comparison of Summer School and Regular Session Achievement in Eleventh Grade American History

A Comparison of Summer School and Regular Session Achievement in Eleventh Grade American History

Montana Future Farmers and Range Management

The fonndation of the Montana livestock industry is based on the thonsanas of acres of land not suited for cultivation. The future of this industry depends upon the proper use to be made of this land. What arr Montana Future Farmers doing to insure the future of the lirrstock industry and their own future ? Grass yield, measured in terms of livestock products, is it subject of wry high interest to Montana Future Farmers. They l but the greater emphasis on range improvement is in the range-l&stock areas of the state. The study of range management is spreading to the more diversified crop areas of the state. Since the agricultural needs and demands are becoming n~ore intensified, the farm oprrators in the diversified areas are beginning to realize the value alla inrportanee of the foothill and fringe range areas SUI‘. ronnding the land used for intensive crop production. Increased Interest In Range Management The change in the outlook and attitudes of the farmers and ranchers of the state is dne in a large degree to the efforts of the wrions agricultural organizations. These organizations are responsible for promoting and developing H need for greater conservation end utilization of the resources which nature has provided. The organizations which have taken the lead in range promotion are the Soil Connervetion Service, For& Serrice, County Extension Service, Cocational Agricultural Tearhers Assoeirttion, banks and industry. The personnel of these orpitnizations have foreseen the value of promoting and stimulating o range eau&ion program for ranch operators and youth groups who are. and will be, the owners and managers of Montana’s grratrnt resource-GRASS. Progrens in range education at college and high school level has been slow in developing in oomparison to other phases of agrieultore in Montana. Montana State College offered only one course in pitatore ana range mnnapement to its agricultural stuaents prior to 1942. Since that time, an expanded basic range course has been required for most agricultural undergraduates. This course has awakened them to the fact that range management is a phase of agriculture that has been negidea. In an attempt to alleviate this situation, some Montnna VoAg teachers attempted to teach range management to their high school students. The program w&s not too effective because the techers were not equipped with the necessary tools to accomplish the task. The majority of the information available w&s highly teehnieal, and many of the teachers were not &ware of the resource people available to help them. Mr. Turner, formerly of the Soil Conservation Service at Dillon, Montana, was contacted in 1951, to lenrn if teaching aids were available through the American Society of Range Management. With Mr. Turner’s assistance, the aid offered by this organization was placed on a regional basis and the Montana Vo-Ag Teachers were supplied with B list of Society members in the state. The instructors at the lS51 Sumlner Vo-Ag Conference discussed the problem of teaching range management to Vo-Ag classes in high school. The teachers expremed the neea for & range management course to be offered at the 1952 summer school session at Montana state College.