<p> Human trafficking is a crime involving the exploitation of people for sex or labor through &ldquo;force, fraud, or coercion.&rdquo; My research consists of an evaluation of three prevention and awareness-raising human trafficking presentations on a Southern California university campus for students&rsquo; retention and use of information. Using surveys, interviews, and participant-observation, I found that following the presentations, students had a more prescribed definition and identification of human trafficking. Additionally, students are likely to identify the most visible warning signs of human trafficking. Their understanding of human trafficking may have some correlation with choice of major (i.e., science-oriented majors are less likely to understand human trafficking in depth than are students with majors in business and the humanities). I recommend providing &ldquo;tangible takeaways&rdquo; to aid with recall of resources. Working more with students, especially those with science-related majors, to identify less visible warning signs of human trafficking is also recommended. </p>

<p> The purpose of this mixed method case study, on the continued implementation of common assessments developed within Professional Learning Communities (PLCs), was to investigate possible relationships between teacher collaboration, common assessments and End of Course (EOC) assessments. The researcher investigated the perceptions of teachers and administrators in a Midwest secondary setting on common assessment development and utilization on the culture of teaching and data-driven decision making. </p><p> The information from this study will provide the researched school district as well as others with insights into their implementation of PLCs and specifically the development and utilization of common assessments. In order to evaluate student learning in a classroom setting, the state of Missouri piloted SLOs in public schools in the 2016-2017 school year. Common assessments are a staple of the SLO process to foster collaborative use of assessment results and data-informed instruction to address student learning outcomes. Data collection included each of the EOC assessed academic departments, the researcher surveyed teachers and interviewed supervising principals and participating teachers. In order to evaluate common assessments, the researcher collected student achievement data through SLO pre-assessments EOC scores during the 2015-2016 school year. The study utilized the Pearson Product Moment Correlation Coefficient to conduct analysis of the two data points to determine the strength of the relationship. </p><p> Through evaluating common assessment utilization, this study intended to address potential modifications needed in common assessment and accompanying practices in the school&rsquo;s PLC setting. By completing quantitative analysis of common assessment scores and qualitative data from surveys and interviews the researcher ascertained: Government and English PLC revealed a relationship between their instruction and corresponding assessments; Algebra had a modest relationship while Biology failed to connect classroom to assessments. Through qualitative data analysis, the researcher determined a need for continual professional development around assessment and data literacy to better support teachers with increased accountability of SLO implementation in future school years. Further, implications of the study could serve to assist schools in the implementation of SLOs and ancillary areas of assessment, teacher collaboration, and data use for school advancement and impacting student outcomes.</p>

This mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban University of Technology, 2007. / Tertiary education students are present and future health care consumers, and as such it is important that they are well educated in both mainstream and complementary health practices. Prior to this study, no data was available on the perceptions of tertiary education students towards homoeopathy in South Africa. The aim of this study was to bridge this gap in the database of knowledge by determining the perceptions and awareness that students at Durban University of Technology (D.U.T.) have towards homoeopathy and the Homoeopathic Day Clinic (H.D.C.) that exists on the D.U.T. campus. This survey-based study was conducted by administering 1080 questionnaires to fulltime registered students at D.U.T. who were in at least their second year of study at the university. A stratified random sample method was employed, based on the demographic variables of faculty, gender and race so as to generate a suitably representative sample. Of the 1080 questionnaires distributed, 1054 (97.6%) were returned and 1005 (93%) met the inclusion criteria to be used in the final sample. The responses showed that the students at D.U.T. have a fairly poor level of knowledge about homoeopathy. Only 48% of them had ever heard of homoeopathy and around 95% said that they had either never heard of it, had heard only of the name, or said they knew a little bit about it. In terms of practical experience with homoeopathy, only 6% have ever consulted a homoeopath personally before, and 9% said that they have family members who have / M

A study was made to determine the number of trials required for a valid measure of skill of seventh grade girls for the softball throw for distance and for the standing broad jump at MacArthur Junior High School in Beaumont, TX.

Since most adults generally evaluate children's creative expression by adult standards, view it as meaningless, and frequently present children with hackneyed forms of visual "art"--such as stencil patterns, or color books in which the children are encouraged to copy adult drawings--the purpose of this study is to develop legitimate standards which the adult observer may use in judging children's paintings and to explain these standards through analyses of children's paintings selected from Grades I through III.

Mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2007. / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes. / M

<p> Since No Child Left Behind was introduced, kindergarten through 12th-grade educators have seen a dramatic increase in accountability, rigor of standards, and responsibilities in the classroom (New America Foundation, 2015). In order to meet the increased demands of federal education regulations in second through fourth grades, many administrators are looking for alternative methods to ensure student success (Gewertz, 2014). Departmentalization is one of the alternative methods being used (Jacobs, 2014). Educators believe departmentalization results in many benefits (Chan &amp; Jarman, 2004); however, historical research has contradicted this view (American Association of School Administrators, 1965). With the demands of today&rsquo;s standards for education, the connection, if any, between student success and departmentalization must be determined. This study was designed to determine if there is a statistically significant difference in student success metrics between students in second through fourth grades in traditional classrooms versus students in departmentalized classrooms. In this study, student success metrics included raw scores on norm-referenced tests, percentile scores on norm-referenced tests, and grade-level averages on norm-referenced tests. These student success metrics are used in Arkansas to determine federal and state funding eligibility (New America Foundation, 2015). The statistical tests used in this study yielded inconsistent results as to a statistical difference between traditional classroom environments and departmentalized classroom environments in second through fourth grades. Factors other than classroom environment, such as teacher training, principal leadership, technology, and parent involvement, may have had an effect on student achievement (Buabeng-Andoh, 2012; Sebastian &amp; Allensworth, 2012). </p>

<p> The influence of technology on society shows little sign of diminishing (Puybaraud, 2012). Increased capabilities and the affordability of technology devices have brought a resurgence of one-to-one device implementation in schools (Dawson, 2016). This qualitative study was designed to elicit the perceptions of administrators and teachers on one-to-one device implementation. Marc Prensky&rsquo;s (2001) premise that students are digital natives embedded in media and digital device-rich environments provided the conceptual framework for this study. Furthermore, Prensky (2001) proposed modern students learn, conceptualize, and respond differently than previous generations. The participants in this study represented six southwest Missouri school districts with student populations of 300-2,500 in grades 6-12 which underwent one-to-one device implementation within the last five years. Data were gathered from responses of eight teachers, 11 principals, and five superintendents. Perceptions of principals and teachers in school districts implementing one-to-one devices were gathered during the first phase of data collection. These data were transcribed and analyzed for key words and phrases, as well as common themes. Then, during the second phase of data collection, an electronic questionnaire instrument was used to gain feedback of participating superintendents. The following findings emerged from this study: appropriate time, importance of key personnel, shifts in teaching, and shifts in learning through the one-to-one implementation process.</p>

Dans la société, les agresseurs sexuels sont souvent associés à la dangerosité, à un haut risque de récidive. De plus en plus, il est demandé aux professionnels tels qu'aux décideurs judiciaires ou aux experts de se positionner sur le niveau de risque de récidive. La littérature relative au risque de récidive des agresseurs sexuels montre que lorsque le jugement d'un potentiel risque de récidive est basé sur un jugement clinique, celui-ci s'avère proche du hasard. Suite à ce constat, différents instruments d'évaluation du risque de récidive ont été mis en place depuis les années 90. L'objectif de la présente étude est d'effectuer un travail de conceptualisation et de validation discriminante et convergente des instruments. Les instruments utilisés dans la présente recherche sont au nombre de cinq, et se distinguent en trois catégories : les instruments actuariels statiques qui sont la SORAG et la statique-99 ; les instruments cliniques structurés qui sont la SVR-20 et la RSVP ; et un instrument dynamique qui est la Stable/Acute 2000. Les instruments actuariels sont constitués d'items statiques qui ne varient pas dans le temps, ou qui ne peuvent varier qu'à la hausse du niveau de risque de récidive si l'agresseur sexuel commet un nouveau délit. Les instruments cliniques structurés recensent des items statiques et cliniques, ces derniers comme pour les instruments dynamiques sont sujets à des changements au cours du temps et notamment lors d'une prise en charge. / In the society, the sexual offenders associated at the notion of dangerous and recidivism. Also, the professionals such as the judicial decision-makers or the experts must give an opinion about the level of risk of recidivism. The relating literature at the sex offender's risk of recidivism shows that when the judgement of a potential risk of recidivism is based on a clinical judgement, this one proves to be close to chance. Further to this official report, different instruments of valuation of the risk were set up since the nineties. The objective of the present study is to perform a job of conceptualization and discriminated and convergent validities of instruments. Instruments uses in the present research are to the number of five, and it differentates in three categories : the static actuarial instruments which are SORAG and statique-99 ; the structured clinical instruments which are SVR-20 and RSVP ; and a dynamic instrument which is Stable/Acute 2000. The actuariel instruments are constituted of static items which do not vary in time, or that can vary only in the increase in the level of risk of repetition if the sexual offender makes a new offence. The structured clinical instruments take both static and clinical items, these last as for the dynamic instruments are subject to changes in the course of time and notably during a catch in load

<p> In 2010, the state of Pennsylvania began the work of creating and adopting a state-wide principal effectiveness plan that mirrored the framework established for the evaluation of teachers. Backed by a series of assumptions about the power of an assessment or evaluation tool to increase the effectiveness of school leaders, a team of educators at the state level reviewed plans from numerous states and districts as well as the widely recognized VAL-ED school leadership evaluation plan to inform the creation of a plan tailored for Pennsylvania school leaders. </p><p> The growing focus on evaluation of school leaders was fueled in part by a disconnect between overwhelmingly positive principal evaluations and standardized state assessment scores for student achievement that indicate a disproportionate percentage of &ldquo;failing&rdquo; schools. A growing body of research has explored the influences of principal leadership on student performance as well as the theoretical frameworks for effective principal evaluation plans. Less prevalent was research on the influence of an evaluation plan to guide, change or improve the practices of school leaders. </p><p> In the 2012-13 school year, over 200 school district, charter schools, Career and Technology Centers, and intermediate units in Pennsylvania agreed to implement the Principal Effectiveness Plan (PEP), later called the Pennsylvania Framework for Leadership (PFL), for the possible evaluation of up to 1900 school leaders in over 1300 individual school sites. This research was designed specifically to study the influence of the pilot year of the Pennsylvania Framework for Leadership on a group of principals in secondary schools in Pennsylvania by exploring how the principals conceptualized the uses of the plan on their daily practices. </p><p> The study was designed to explore qualitative data gathered through 17 secondary principal interviews which were a representative sample targeted from the 117 secondary principals who completed the pilot process and were included in the data set of 484 principal reports submitted to the Pennsylvania Department of Education at the end of the pilot year. In addition, survey data from PDE were used to inform the construction of the interview protocol. Researcher journal and memos were also considered (Maxwell, 2005, p. 96, p. 110, Miles &amp; Huberman, 1994, p. 72).</p>