Despite agreement among researchers about the powerful influence of attitudes and beliefs on the development of students’ mathematical knowledge base (Leder, Pehkonen, & Törner, 2002), relatively little is known about these constructs in statistics education. This study investigated the relationship between mathematics-and statistics-related attitudes and beliefs of 11 high school students in an introductory statistics course designed around a 13-week long service-learning project. Service-learning is a pedagogical approach that situates academic learning in the context of community service. The study utilized qualitative, teacher-researcher (Cochran-Smith & Lytle, 1993) methodology from an interpretivist perspective. The three primary modes of data collection were journals, narratives, and an open-ended survey (Survey of Mathematical and Statistical Affect). Observations and reflections were also recorded regularly in a researcher journal. Inquiry adhered to guidelines for trustworthiness and rigor as outlined by Lincoln and Guba (1985). Item, pattern, and structural levels of analysis were employed (LeCompte and Schensul, 1999b). Investigation into attitudes and beliefs was framed in accordance with Op t’ Eynde, De Corte, and Verschaffel’s (2002) conceptualization of the mathematics-related belief system and McLeod’s (1992) framework of the affective domain in mathematics education. Results indicate that participants’ attitudes toward mathematics and statistics tended to converge while participants’ beliefs regarding mathematics and statistics tended to diverge. Participants like mathematics and statistics that involve real-life scenarios. Participants also like mathematics and statistics that do not require complex mathematical tasks. Participants’ beliefs regarding statistics were generally more positive than beliefs regarding mathematics. Participants reported greater confidence doing statistics than mathematics and contribute this confidence, in part, to service-learning. Participants also experienced a heightened sense of social awareness and social responsibility through the service-learning project. These results provide evidence that service-learning can be utilized to solidify positive attitudes and beliefs regarding statistics among high school students, in spite of potentially less positive ones toward mathematics.

本研究旨在探討基北區兼任行政工作教師工作壓力、12年國教採計服務學習時數之實施困擾及憂鬱行為表現之關係，分層選取臺北市、新北市與基隆市公立國中兼任行政教師共443人進行問卷調查，並以描述統計、單因子變異數分析、皮爾遜相關分析和多元迴歸等統計方法進行分析。主要研究結果如下： 1、 基北區兼任行政教師的工作壓力屬中等程度；12年國教採計服務學習時數之實施困擾程度屬中上程度；憂鬱行為表現屬中下程度。 2、 新北市兼任行政教師在上級要求工作壓力感受上高於臺北市兼任行政教師。 3、 基隆市兼任行政教師在工作負荷工作壓力感受上高於臺北市兼任行政教師。 4、 30班以下基北區兼任行政教師其憂鬱行為表現高於61班以上的基北區兼任行政教師。 5、 基北區兼任行政教師的工作壓力與憂鬱行為表現有顯著正相關。 6、 基北區兼任行政教師的12年國教採計服務學習時數之實施困擾與憂鬱行為表現有顯著正相關。 7、 基北區兼任行政教師的12年國教採計服務學習時數之實施困擾與工作壓力有顯著正相關。 8、 人際關係工作壓力與12年國教採計服務學習時數之實施困擾能預測基北區兼任行政教師憂鬱行為表現。 本研究依據上述結果加以討論，並分別針對基北區兼任行政教師、學校、教育行政主管機關及未來研究提出相關建議。 / This studyaims to investigate the correlation among work-related stress,service learning of twelve-year public education program and presentation of depressive symptoms of teacher with additional administrative duties who work at public junior high school in Taipei、New Taipei and Keelung city.Stratified selection of Taipei, New Taipei and Keelung public junior high school total of 443 teachers with additional administrative duties were investigated. Data collected is analyzed using descriptive statistics, one-way ANOWA、Pearson’s correlation analysis and multiple stepwise regression analysis. The main results are listed here. 1. The work-related stress of Taipei、New Taipei、Keelung city ‘s teacher with additional administrative duties is in the medium level; The distress of service learning of twelve-year public education program is in the high-medium level ; Their presentation of depressive symptoms is in the lower-medium level. 2. Such teachers who working in New Taipei city show significantly higher work-related stress than those working in Taipei city. 3. Such teachers who working in Keelung city show significantly higher work-related stress in operating load than those working in Taipei city. 4. Such teachers who working at schools with under 30 classes experience significantly more depressive symptoms than those working at schools with 61 or more classes 5. There is a significantly positive correlation between work-related stress experienced by such teachers and the presentation of their depressive symptoms. 6. There is a significantly positive correlation between the distress of service learning of twelve-year public education program and depressive symptoms. 7. There is a significantly positive correlation between the distress of service learning of twelve-year public education program and work-related stress. 8. Work-related stress resulting from interpersonal relationship and the method of implementation of service learning of twelve-year public education program are the best indicators for the presentation of such teacher’s depressive symptoms. This study discusses the above-mentioned results and offers several suggestions for the teacher with additional administrative duties who work at public junior high school in Taipei、New Taipei and Keelung city、education agency and further studies.

Submitted by Natassja Christie Vieira da Silva (natassjachristie@gmail.com) on 2014-09-16T18:47:12Z No. of bitstreams: 1 Dissertacao Service-Learning - Natassja Christie Vieira da Silva.pdf: 1554719 bytes, checksum: 8240b33bec3bbb12e4f42e82848ea4b7 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2014-09-25T12:13:38Z (GMT) No. of bitstreams: 1 Dissertacao Service-Learning - Natassja Christie Vieira da Silva.pdf: 1554719 bytes, checksum: 8240b33bec3bbb12e4f42e82848ea4b7 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2014-10-01T12:59:00Z (GMT) No. of bitstreams: 1 Dissertacao Service-Learning - Natassja Christie Vieira da Silva.pdf: 1554719 bytes, checksum: 8240b33bec3bbb12e4f42e82848ea4b7 (MD5) / Made available in DSpace on 2014-10-01T12:59:21Z (GMT). No. of bitstreams: 1 Dissertacao Service-Learning - Natassja Christie Vieira da Silva.pdf: 1554719 bytes, checksum: 8240b33bec3bbb12e4f42e82848ea4b7 (MD5) Previous issue date: 2012-07-12 / A temática da Responsabilidade Social está em grande discussão na atualidade, fazendo a sociedade repensar o papel das empresas e exigindo delas mais responsabilidade e envolvimento com o seu desenvolvimento. No Brasil, a discussão de questões relativas à Responsabilidade Social ganhou espaço apenas mais recentemente, em seguida ao processo de industrialização e vinda de grandes empresas para o país. Dessa forma, vem à tona uma discussão sobre o preparo dos profissionais de Administração brasileiros para trabalhar a Responsabilidade Social nas empresas e sobre a inclusão desta temática nos cursos de graduação em Administração. O desafio dessas instituições é abordar a Responsabilidade Social e a ética dentro de seus currículos, conjugando a formação acadêmica, técnica e ética dos alunos. As metodologias de ensino tradicionais levam a um esclarecimento teórico sobre o tema, no entanto não preparam os alunos para lidar com as questões de responsabilidade social na prática. Este estudo propôs o service-learning como uma metodologia de abordagem prática para o ensino de Responsabilidade Social, permitindo a aproximação entre instituições de ensino superior e comunidades, em uma experiência de aprendizado e ganho para ambas. Foram analisados neste estudo dois casos de instituições de ensino brasileiras que desenvolvem programas junto a comunidades, com o objetivo de conhecer suas práticas e estudar as possíveis contribuições que o uso da metodologia service-learning poderia trazer ao contexto educacional brasileiro, em busca da formação de profissionais mais sensibilizados às questões sociais. / Social responsibility is under much discussion nowadays, pushing the society to rethink the role of companies and requiring them more responsibility and involvement in the development of society. In Brazil, the discussion of issues relating to CSR only recently gained ground, after the process of industrialization in the country. Then, it is only natural to discuss how well prepared the Brazilian Business Administration professionals are to be engaged in CSR and how the Brazilian universities are taking this subject into their curriculum to prepare the students. The challenge of these institutions is to include social responsibility and ethics in their curriculum in a way that combines the academic, technical and ethical education of students. The traditional teaching methods usually lead to a theoretical clarification on the subject, but they do not prepare students to deal with issues of social responsibility in everyday practice. This study proposed service-learning as a methodology for practical approach to teaching social responsibility, enabling closer ties between higher education institutions and communities, a learning experience with good results for both parts. Two cases of Brazilian educational institutions which develop programs in the local community were analyzed in this study, in order to understand their practices and evaluate the possible contributions that the use of service-learning methodology could bring to the Brazilian educational context, in search of training professionals to be more aware of social issues.

This study investigated integrated learning at a Christian university, the Christian Bilingual University of the Congo (UCBC) with the view to improving higher education practice in the Democratic Republic of the Congo (DRC) which is tasked with addressing social problems. Higher education in the DRC is shaped by its colonial legacy and a teacher-centred approach focused on theory, typical of a banking-type learning and a lack of integration. These factors stifle critical thinking and initiative in students and prevent them from developing into service-oriented agents for change in their communities. The advent of Christian universities has heralded a quest for holistic training to foster character and produce civic-minded and service-oriented citizens. A qualitative study using a phenomenology as methodology investigated the lived experiences in integrated learning and service in the community of twelve purposefully selected UCBC alumni. Data was obtained through semi-structured, in-depth interviews. Findings indicated that integrated learning is holistic education which engages mind, heart, soul and body; it combines practice and theory in training and prepares students to contribute to national welfare. It occurs in a multiple component and dimensional context and is characterized by learner-centeredness, active learning and constant interaction among the school community members. It is focused on the building of the inner person of the learner. Further, participants understood transformation as part of personal development, a lifelong process that moves a person to act differently in community after his personal assumptions have been deeply revised through his encounter with integrated learning. Its impact is character development as foundation for bold action in the community, the rediscovery of one’s identity, the development of servant leadership, team work and social networking and dependence on God. Findings revealed that transformed learners initiated a change of mentality and experienced culture conversion in their communities through confronting problems and modelling servanthood. It also established the enactment of integrated learning as a contributor to personal and community transformation as a result of students’ ‘echoed words’ and actions as learning-teachers. Based on the findings recommendations were made for the strengthening of integrated learning in Christian universities. / Educational Foundations / D. Ed. (Philosophy of Education)

Os processos de formação científica do profissional Fisioterapeuta envolvem além do conhecimento científico, compreendido nos currículos, práticas profissionais que, juntamente com as configurações dos serviços, marcam a constituição de sujeitos. Neste sentido, os modos de ser dos futuros profissionais são influenciados pela organização curricular do seu curso de formação, neste caso, da Fisioterapia. Pelo fato do trabalho em saúde se aproximar de questões que envolvem a existência humana, objetiva-se com este estudo mostrar as condições e as possibilidades de determinação, bem como as implicações entre a constituição do sujeito e a formação profissional nas dimensões científica e não científica do profissional Fisioterapeuta. Coerente com este objetivo, a constituição do sujeito define o âmbito do problema de pesquisa a ser examinado, nas áreas da educação e da saúde. Este estudo tem como apoio teórico o pensamento de Michel Foucault, especialmente as obras A História da Sexualidade e A Hermenêutica do Sujeito, sendo complementado por contribuições de especialistas na área da saúde, entre os quais, Sílvio Paulo Botomé e Rubens Rebelatto. O método empregado consistiu em levantar, identificar e analisar algumas determinações na formação do sujeito que dependem do tipo de formação científica. Para isto o trabalho teve como referência a experiência do ensino do Curso de Fisioterapia da Universidade de Caxias do Sul e da Clínica de Fisioterapia desta mesma universidade, sendo ainda complementado por entrevistas com alunos, professores e profissionais da área. A dissertação compreende, além da introdução e conclusão, três capítulos, sendo o primeiro intitulado A Constituição do Sujeito e a formação profissional, o segundo, A Constituição do sujeito na formação científica profissional em Fisioterapia e o terceiro, A Constituição do Sujeito na integração ensino-serviço aprendizado. A relevância desta dissertação reside na sua contribuição para avaliar e qualificar os serviços, bem como os cursos de graduação, neste caso de Fisioterapia, mas também para e os demais cursos da área da saúde, tanto da Universidade de Caxias do Sul, quanto de outras instituições. Igualmente deduz-se destes estudos a relevância social presente nas atividades dos profissionais da área da saúde. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T17:19:27Z No. of bitstreams: 1 Dissertacao Suzete Grandi.pdf: 1000332 bytes, checksum: 319c8745b07ac8097c14713cd86b3851 (MD5) / Made available in DSpace on 2014-06-02T17:19:27Z (GMT). No. of bitstreams: 1 Dissertacao Suzete Grandi.pdf: 1000332 bytes, checksum: 319c8745b07ac8097c14713cd86b3851 (MD5) / The processes of scientific formation of the professionals in Physiotherapy involve, besides the scientific knowledge comprised in the curriculums, professional practice which, along with the service settings, marks the constitution of subjects. In this sense, the modes of being of the future professionals are influenced by the organization of the curriculum of their formation course, in this case, Physiotherapy. As the health work address issues that involve the human existence, the objective of this study is to show the conditions and possibilities of determination, as well as the implications of the constitution of the subject and the professional formation in the scientific and nonscientific dimensions of professionals in Physiotherapy. Coherent with this objective, the constitution of the subject defines the scope of the research problem to be examined in the areas of Education and Health. This study is supported by the thinking of Michel Foucault, especially the works "The History of Sexuality" and "The Hermeneutics of the Subject", and it is also complemented by contributions from experts in Healthcare, as Silvio Paulo Botomé and Rubens Rebelatto, among others. The method employed consisted of raising, identifying and analyzing some determinations in the formation of the subject that depend on the type of scientific formation. In order to do this, the work took into consideration the teaching experience at the Course of Physiotherapy of the University of Caxias do Sul and the Clinic of Physiotherapy at the same university and it is further complemented by interviews with students, teachers and professionals in the field. The dissertation includes, besides the introduction and conclusion, three chapters. The first is entitled The Constitution of the Subject and the professional formation, the second, The Constitution of the subject in professional scientific formation in Physiotherapy and the third, The Constitution of the Subject in the learning / teachingservice integration. The relevance of this dissertation lies in its contribution to assess and qualify the services as well as the graduation courses, in this case Physiotherapy, but also for other courses of the healthcare field, both from the University of Caxias do Sul, and other institutions. It is equally inferred from these studies the social relevance present in the activities of healthcare professionals.

Os processos de formação científica do profissional Fisioterapeuta envolvem além do conhecimento científico, compreendido nos currículos, práticas profissionais que, juntamente com as configurações dos serviços, marcam a constituição de sujeitos. Neste sentido, os modos de ser dos futuros profissionais são influenciados pela organização curricular do seu curso de formação, neste caso, da Fisioterapia. Pelo fato do trabalho em saúde se aproximar de questões que envolvem a existência humana, objetiva-se com este estudo mostrar as condições e as possibilidades de determinação, bem como as implicações entre a constituição do sujeito e a formação profissional nas dimensões científica e não científica do profissional Fisioterapeuta. Coerente com este objetivo, a constituição do sujeito define o âmbito do problema de pesquisa a ser examinado, nas áreas da educação e da saúde. Este estudo tem como apoio teórico o pensamento de Michel Foucault, especialmente as obras A História da Sexualidade e A Hermenêutica do Sujeito, sendo complementado por contribuições de especialistas na área da saúde, entre os quais, Sílvio Paulo Botomé e Rubens Rebelatto. O método empregado consistiu em levantar, identificar e analisar algumas determinações na formação do sujeito que dependem do tipo de formação científica. Para isto o trabalho teve como referência a experiência do ensino do Curso de Fisioterapia da Universidade de Caxias do Sul e da Clínica de Fisioterapia desta mesma universidade, sendo ainda complementado por entrevistas com alunos, professores e profissionais da área. A dissertação compreende, além da introdução e conclusão, três capítulos, sendo o primeiro intitulado A Constituição do Sujeito e a formação profissional, o segundo, A Constituição do sujeito na formação científica profissional em Fisioterapia e o terceiro, A Constituição do Sujeito na integração ensino-serviço aprendizado. A relevância desta dissertação reside na sua contribuição para avaliar e qualificar os serviços, bem como os cursos de graduação, neste caso de Fisioterapia, mas também para e os demais cursos da área da saúde, tanto da Universidade de Caxias do Sul, quanto de outras instituições. Igualmente deduz-se destes estudos a relevância social presente nas atividades dos profissionais da área da saúde. / The processes of scientific formation of the professionals in Physiotherapy involve, besides the scientific knowledge comprised in the curriculums, professional practice which, along with the service settings, marks the constitution of subjects. In this sense, the modes of being of the future professionals are influenced by the organization of the curriculum of their formation course, in this case, Physiotherapy. As the health work address issues that involve the human existence, the objective of this study is to show the conditions and possibilities of determination, as well as the implications of the constitution of the subject and the professional formation in the scientific and nonscientific dimensions of professionals in Physiotherapy. Coherent with this objective, the constitution of the subject defines the scope of the research problem to be examined in the areas of Education and Health. This study is supported by the thinking of Michel Foucault, especially the works "The History of Sexuality" and "The Hermeneutics of the Subject", and it is also complemented by contributions from experts in Healthcare, as Silvio Paulo Botomé and Rubens Rebelatto, among others. The method employed consisted of raising, identifying and analyzing some determinations in the formation of the subject that depend on the type of scientific formation. In order to do this, the work took into consideration the teaching experience at the Course of Physiotherapy of the University of Caxias do Sul and the Clinic of Physiotherapy at the same university and it is further complemented by interviews with students, teachers and professionals in the field. The dissertation includes, besides the introduction and conclusion, three chapters. The first is entitled The Constitution of the Subject and the professional formation, the second, The Constitution of the subject in professional scientific formation in Physiotherapy and the third, The Constitution of the Subject in the learning / teachingservice integration. The relevance of this dissertation lies in its contribution to assess and qualify the services as well as the graduation courses, in this case Physiotherapy, but also for other courses of the healthcare field, both from the University of Caxias do Sul, and other institutions. It is equally inferred from these studies the social relevance present in the activities of healthcare professionals.

Die Arbeit untersucht im Kontext historischer Vermittlung wie Menschen mit kognitiven Beeinträchtigungen die sprachliche Repräsentation der Zeitperspektive vornehmen. Um die Heterogenität der Adressat:innengruppen mit in die Untersuchung und Fragestellung einzubeziehen und ihr gerecht zu werden, beschäftigt sich eine zweite Fragestellung damit, ob sich die sprachliche Repräsentation der Zeitperspektive in Abhängigkeit des Grades der Behinderung (GdB) und der Behinderungsursache unterscheidet. Die Behinderungsursache wird dabei nicht detailliert betrachtet, sondern grob in pränatal, perinatal und postnatal differenziert. Dafür wurden drei Probanden ausgewählt, deren Behinderungsgründe jeweils eine der drei Kategorien abdecken. Mit der Analyse hinsichtlich der sprachlichen Repräsentation der Zeitperspektive sollen erste Aussagen über das Zeitverständnis der Menschen mit kognitiven Beeinträchtigungen getroffen werden. Daraus abgeleitet soll eine Empfehlung für den Umgang mit zeitlichen Angaben in Texten in einfacher Sprache ausgesprochen werden. Im ersten Teil der Arbeit werden zur theoretischen Grundlegung des Projektes an der Albrechtsburg einige Begrifflichkeiten geklärt. So wird es in diesem Abschnitt jeweils ein Kapitel zum Projekt Verso, eines zum Service Learning und der partizipativen Forschung sowie eines zum Pilotprojekt an der Albrechtsburg geben. Der zweite Abschnitt umfasst die theoretischen Grundlegungen, die speziell für die thematische Erarbeitung benötigt werden. Im Mittelpunkt stehen dabei die verschiedenen Perspektiven auf Zeit. Der Zeitbegriff, der keiner einheitlichen und allgemeingültigen Definition unterliegt, wird in diesem Teil näher betrachtet. Da sprachliche Konzeptualisierungen und Kategorisierungen auf den Thesen und Modellen der kognitiven Grammatik beruhen, wird diese in einem kurzen Einblick vorgestellt. Daran anknüpfend wird der Zeitbegriff als eine Metapher der Bewegung im Raum unter Bezugnahme auf Lakoff und Johnson näher beleuchtet. Im Zentrum steht nebst Betrachtung der allgemeinen Deixisproblematik auch die Auseinandersetzung mit dem Origo–Modell. An dieses Kapitel schließen sich ein weiteres zur allgemeinwissen-schaftlichen Betrachtung der Zeit sowie eines zu den Grundlagen der barrierefreien Kommunikation und des Behinderungsbegriffs an. Die barrierefreie Kommunikation bildet den Rahmen der hier vorliegenden Arbeit, da sie die Regeln und Konzepte stellt, an denen sich orientiert werden soll. Diese Regeln sollen mit Hilfe dieser Arbeit noch weiter präzisiert werden sollen. Im dritten Abschnitt der Arbeit, dem praxisbezogenen Teil, werden zunächst die drei Probanden genauer vorgestellt. Anschließend wird Bezug auf den Datenerhebungs-prozess und auf die Transkriptionen nach GAT2 genommen. Der analytische Teil dieses Abschnittes erfolgt nach dem Origo-Modell Bühlers. Das nachfolgende Kapitel zeigt eine Aufstellung und Zusammenfassung der Ergebnisse. In einem abschließenden Fazit wird eine Empfehlung für die Verwendung von Zeitangaben in Texten in einfacher Sprache gegeben.:Inhalt Abkürzungsverzeichnis II Legende der Schriftarten III Transkriptionslegende IV 1.Einleitung 3 2. VERSO und Service Learning an der Albrechtsburg Meissen 5 2.1 Das Projekt VERSO 5 2.2 Service Learning 6 2.3 Partizipative Forschung 8 2.4 Das Pilotprojekt an der Albrechtsburg Meissen 11 3. Arbeitstheoretische Grundlagen 14 3.1 Kognitive Einschränkungen 14 3.2 Barrierefreie Kommunikation 17 3.3 Die linguistische Betrachtung der zeitlichen Konstruktionen 22 3.3.1 Kognitive Grammatik 22 3.3.2 Der Zeitbegriff im linguistischen Kontext betrachtet 25 3.3.3 Das Origo-Modell nach Karl Bühler 29 3.4 Zeit als wissenschaftsübergreifendes Phänomen 34 4. Praxisbezogener Teil 38 4.1 Ablauf des Datenerhebungsprozesses 38 4.2 Vorstellung der Probanden 40 4.2.1 Proband HM 41 4.2.2 Proband SZ 41 4.2.3 Proband TF 42 4.3 Die Transkription 43 4.4 Datenanalyse 44 4.5 Aufstellung der Ergebnisse 61 4.6 Fazit 66 Literaturverzeichnis 68 Abbildungsverzeichnis 75 Selbständigkeitserklärung 76 Verzeichnis des Anhangs 77

<p>In this dissertation, I investigate the authentic learning experiences of students participating in the Engineering Projects in Community Service (EPICS) program at Purdue University within the framework of authentic education. Utilizing a quantitative approach, the study assesses the performance of new and returning students across five key outcomes that measure authentic learning during a single semester. The analysis of variance (ANOVA) revealed significant main effects for time of assessment and type of student on performance, with an overall improvement in all outcomes observed from mid-term to final evaluations and returning students typically outperforming new students. Interaction effects between time and type were also examined, revealing subtle yet complex dynamics in students’ learning trajectories. The findings hold implications for enhancing authentic learning, especially in engineering design contexts, and offer insights to guide future implementation of and improvements to authentic education initiatives, particularly the EPICS program. Despite certain limitations, the research opens avenues for future investigations into diverse aspects of authentic education in STEM and beyond.  </p>

No description available.

This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.