...In order to determine the characteristics of an at-risk student we must first determine exactly what makes a student at-risk. So how do we categorize a student as being at risk? These would be determined as those students who because of their home life or lifestyles are a great risk of becoming educationally disabled. Now that we know what determines an at-risk student how do we as educators recognize these student within our classrooms? The obvious indicator would be poor academic performance within the classroom by the student. Some other indicators would be Deviance, Disengagement, and any other out of the ordinary personality traits we may pick up on inside the classroom environment. For the purpose of this article we are going to look at the issue of disengagement of a student that educators might find within their classrooms whenever they are relating with a student. So what does disengagement mean? The students that an educator may find as being disengaged would act as if they have no friends, they show no desire to be within the school environment and look completely out of place whenever it come to their peers and how they interact with them. Educators would most likely notice this type of behavior while the student would be performing a group task, at recess, or any other time during the day that calls for peer to peer interaction. During these times the disengaged student would appear shy or docile allowing his fellow classmates to interact and complete the...
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...In order to determine the characteristics of an at-risk student we must first determine exactly what makes a student at-risk. So how do we categorize a student as being at-risk? These would be determined as those students who because of their home life or lifestyles are a great risk of becoming educationally disabled. Now that we know what determines an at-risk student how do we as educators recognize these student within our classrooms? The obvious indicator would be poor academic performance within the classroom by the student. Some other indicators would be Deviance, Disengagement, and any other out of the ordinary personality traits we may pick up on inside the classroom environment. For the purpose of this article we are going to look at the issue of disengagement of a student that educators might find within their classrooms whenever they are relating with a student. So what does disengagement mean? The students that an educator may find as being disengaged would act as if they have no friends, they show no desire to be within the school environment and look completely out of place whenever it come to their peers and how they interact with them. Educators would most likely notice this type of behavior while the student would be performing a group task, at recess, or any other time during the day that calls for peer to peer interaction. During these times the disengaged student would appear shy or docile allowing his fellow classmates to interact and complete...
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...Characteristics of At-Risk Students AED/201 June 1, 2014 Annise York Characteristics of At-Risk Students The category of at-risk students I have chosen to write about is the risk of drugs and alcohol with students. It seems that students may be more at risk of having a problem with or using drugs and alcohol if they are a child of low socioeconomic status, in poverty, have family instability, and/or academic problems at school. Studies have shown that after an almost twenty year drop in the amount of drugs and alcohol being used by students, they are both on the rise again. Some people may think that this is just a problem for major cities but this could not be further from the truth. This problem is actually most acute in rural areas. I actually have seen this first hand in the town where I come from. I graduated high school in 1995 and most of my friends were taking drugs and drinking alcohol on a regular basis throughout all of my high school years. I never did drugs but did drink alcohol with them on the weekends, and although this never turned into a problem for me, I shouldn’t have been drinking that young and bad things could have happened because of it. Some people say that teens may be getting mixed messages, with parents and other’s telling these students that it is bad for you but seeing a lot of it glorified through media. Just trying drugs can turn into a big problem because it can turn into drug dependency, dropping out of school, poor health, suicide...
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...Characteristics of At-Risk Students Alexandra Jadovski Sunday, Nov. 21, 2010 There are many at-risk students in the United States today. Many come from broken homes or don’t have homes at all. Those that are most at-risk though, are the students who are considering or have attempted suicide. Recently, new programs have sprung up to target these students and see to it that they are better able to handle stresses in their lives. One such program is called Sources of Strength and is in place in high schools around NYS. Students in high school who are found to be at-risk for suicide may have trouble at home, but they may also be troubled psychologically or socially outcaste for one reason or another. A suicidal student may be unable to handle stressful situations that normally others can, like breaking up with a boy/girlfriend. These students are at-risk of losing their lives unless aided by an outer force that shows them another way or stops them altogether. Help for these students have mainly been medical. Psychiatrists and psychologists or social workers would be placed in schools to evaluate students and care for those found to be at-risk for suicide. The care extended was normally in the form of either one-on-one counseling or group-counseling which often teenagers at-risk are deterred from and are unwilling to fully participate of their free will. This may lead, for some, to further stress that grow their anxieties and drive their interest in suicide...
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...The amount of homeless people including children is growing every year. Homeless students come into contact with many obstacles in their quest for an education. These students do not have permanent homes or a steady supply of food and warmth. Many homeless students do not receive as much love and care as they need because their parents or caretakers are busy trying to make ends meet. Programs around the county have been set in place to address the needs of homeless students in an effort to provide a quality education for the less fortunate. The McKinney-Vento Homeless Assistance Act On July 22, 1087 President Ronald Reagan signed the McKinney-Vento Act into law. The act was created to make sure that all homeless children are enrolled in school, attending school and are gaining a successful education. Schools are provided with funding to support programs aiding homeless students. In this act it is stated that homeless students can be enrolled at their home school, they can be enrolled in school without school or medical records and schools must post information about homeless students’ rights in the community. Transportation to and from school is also provided because homeless students tend to be moved around though out the school year. Homeless children can reside on the street, in cars, with friends, in hotels or motels and in shelters. Even though theses children lack proper stable homes they are still guaranteed a free education with a chance to succeed. Benefits of the...
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...Introduction An ‘at-risk’ student is a young person at risk, or educationally disadvantaged, if they have been exposed to inadequate or inappropriate educational experiences in the family, school, or community. Many of these students are located in large, mainly urban high schools around the country (Balfanz, 2007). Urban high schools face five common problems: low student engagement, poor prior preparation, low ninth-grade promotion rate, low graduations rates, and isolation from the community (Herlihy & Kemple, 2004). When at-risk students are exposed to such environment everyday, they have a greater probability of dropping out of school (Princiotta & Ryan, 2009) Nationally, 1.3 million members of the public high school class of 2009 failed to graduate with a diploma with the majority of that population being African American, Latino, and Native American (Princiotta & Ryan, 2009). The majority of these populations attend schools in urban high schools in majority cities (Balfanz, 2007). Many schools do not have a system that identifies students who are at-risk of dropping out school, so these students are ignored. And even some schools that have indicators in place, they do not offer adequate assistance to help these students (Princiotta & Ryan, 2009). In urban high schools, difficulty transitioning from middle school to high school can increase dropout rates and reduce on-time graduation (Princiotta & Ryan, 2009). Recent studies show that most ninth graders that...
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...Improving Summer School for At-Risk Students to Improve MAP Achievement H Abstract “Race to the Top” have left public education systems searching for ways to make sure students are reaching their highest potential. Because of the importance of accountability issues to school systems, it is important to examine ways to help students reach their potential. One tool school districts use to aid in improving student achievement is summer school. This qualitative study provides an overview of the history of summer school. Additionally, it offers a synopsis of various types of summer programs and at-risk student populations often targeted by summer school. The researcher also offers a review of literature on student learning loss over the summer months. Summer learning programs have the potential to help children and youth improve their academic and other outcomes. This is especially true for children from low-income families who might not have access to educational resources throughout the summer months and for low-achieving students who need additional time to master academic content. Because many students loose learning over the summer and some students need more time on task to master content, participation in summer learning programs should mitigate learning loss and could even produce achievement gains on standardized test such as MAP. Overview One hundred and fifty Title I-eligible students from Chandler Creek Elementary school will enroll each...
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...guided me through this study, first I would like to thank my supervisor Mr. K.D Moloi and the staff of department of statistics for your technical support. I would like to thank my mother for your firm and emotional support, my sister and brothers for encouraging me and being exemplary in everything you do. Lastly but not least I would like to thank my friends and class mates for putting up with me all through the year. DEDICATION To my late father M.I Sibuyi, your legacy lives on and to the almighty God, your unconditional love reflects through my achievements Declaration I hereby declare that sexual Risk behavior, knowledge, perception and awareness of first year student residing at the university of Limpopo campus is my original work and effort. Sources and quotes used in this stud are indicated and acknowledged. ______________ ______________ Sibuyi J Date ABSTRACT TABLE OF CONTENTS Page Acknowledgements Declaration Dedication...
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...esteem multiple intelligences, parent and teacher’s involvement of students at risks with learning disabilities and their relationships to academic performance of high school students at risk with learning disabilities in order to design a supportive classroom environment for these children. This study was based on the theory that academic performance of students at risk with learning disabilities is dependent on the self-efficacy, self-esteem, multiple intelligences and parents and teachers’ involvement. The self-efficacy includes general self efficacy and social self efficacy. The multiple intelligences includes the Linguistic Intelligence, Logical-Mathematical Intelligence, Bodily Kinesthetic Intelligence , Musical Intelligenc, Interpersonal Intelligence , Intrapersonal Intelligence , Spatial Intelligence , and Naturist Intelligence. This study hypothesized that there is significant relationship between self-efficacy, self-esteem, multiple intelligence, parents and teachers’ involvement to the academic performance of students at risk with learning disabilities. Abstract Category: Education Course / Degree: Ph.D. Mgmt Institution / University: Capitol University, Philippines Published in: 2011 The research design was descriptive using cross tabulation technique. The study was conducted at GCCNHS, Gingoog City . The respondents of the study involved the thirty four ( 34 ) students at risk with LD. Five ( 5 ) sets of questionnaires were being administered...
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...Hazard/risk image | Types of hazard | Risk rating( L x S = R) | Reason why it’s a risk or hazard and what could happen if the risk is not removed | Who will it affect | How it can be reduced or removed | How will the risk be monitored | | Safety hazard | Likelihood=4Severity=4Risk= 4 x 4= 16 | Stairs are a risk due to the fact that they do not contain yellow tape on them which can make students slip. If this risk is not removed serious injuries will take place and damage will happen to students for instance broken arm or leg. | This risk may effect anybody in that building | Tis risk cannot be removed but it can be reduced by Putting yellow tape on every stair to make them less sloppy. | Having yellow tape apply to ever step. | | Physical hazard | Likelihood=2Severity=1Risk= 2 x 1 = 2 | These tables are a risk as they’ve been placed in corridors where it gets really packed and if for instance students are in a rush or running they can easily das into these without realising. If this risk is not controlled students can cause damage to their faces or body parts. | Mainly students | Tis risk can be reduced by moving the tables in an area where no one walks through or somewhere where isn’t really busy | By having staff members standing in corridors and reminding students in the direction that they should be going and also reminding them not to rush or run. | | Safety hazard | Likelihood=3Severity=1Risk= 3 x 1=3 | This is a hazard because while students...
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...OF GRADUATE STUDIES New Era, Quezon City COMMON PROBLEMS ENCOUNTERED BY STUDENTS “AT RISK” IN A REGULAR CLASS AS PERCEIVED BY GRADE 8 REGULAR AND SPED TEACHERS IN BATASAN HILLS NATIONAL HIGH SCHOOL BY Cupido, Luigi T. DR. ESTRELLA N. SAN ANDRES FEBRUARY 22, 2014 Chapter 1 The Problem and It’s Background Special Education is a privilege and a basic human right for any individual students. It is granted for those who are diagnosed with developmental disadvantages and students with special needs. This type of education is progressing so as the discovery of different types of exceptionalities and its spectrums. The wise variety of its type and spectrums helps educators identify the corresponding needs of special education learners. Children with special needs are now being placed in a self-contained class for most public or private schools. Though, there were some students who are disadvantaged or even behind the slow performing ones who are not yet recognized. These types are often labelled by diagnosticians as students “At Risk.” From the term itself, it indicates potential exceptionalities that may possibly arise. The main difficulty that could possibly be anticipated among the so called “At Risk” students is the misleading concepts towards them. Most teachers would take them as regular students and some may call them “slow learners,” “out of school” or even “worse performing pupils...
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... 2.4 Scope management planning 2.5 WBS 2.6 Scope control 2.7 Scope Verification 3. Project time management 3.1Project schedule 3.2 project schedule control 4. Project cost management 4.1 Estimating Project cost 4.2 Project Budget 4.3 Project costs control 5. Project risk management 5.1Risk identification 5.2 Risk Analysis 5.2.1Probability 5.2.2 Impact 5.3 Risk response Planning 5.3.4 Risk control and report 、 Executive summary Zen-travel Pty ltd is a travel agent company that is established in the city of Shanghai, China. Its primary market is the oceanic market, especially Australian tourism hotspots. Due to the recent global economy struggle, tourism has been severely affected. In order to revitalize both the Australian tourism market that exists within China and also its business revenue, Zen-travel Pty ltd has recently decided to undertake a program, project GoAus. In this project, Zen-travel Pty Ltd will select 20 eligible students from over 10 cities, From 10 Universities/sponsors in China, to provide them the opportunity to travel to Australia and arrange their studies and touring in Australia over the course of 4 weeks. In this program,...
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...Youth At-Risk: Preventing Student Dropouts and Facilitating Reintegration A State of Israel Experience Full Paper Melfi M. Caranto. Technological Institute of the Philippines, Manila Overview of Israel’s Educational System The wellbeing of the youth is being taken as a serious national issue in Israel and they have done concrete actions about it. First of all, Israel has a very good educational structure and system. Education is free and compulsory from 1st to 12th grade. There is no private school in Israel because almost all of the school is supported by the state. It is very interesting to note that there is no student who repeats a term because of difficulty coping with lessons. They have a good team who are composed of a school counsellor, a home room teacher and a subject teacher who ensures that a student is getting the attention and the help that he/she needs to finish the term or the school grade where they belong. The Baggrut or the Matriculation examination is a very systematic way of assessing a student’s readiness to land on a decent job or go to college after serving the army. It is a must for all students to enter the Israeli Defense Force (IDF). After finishing the 12th grade (senior high school) boys have to serve in the army for three years while the girls should serve for two years. Educational System In Israel |Age Bracket |Educational Level | |3-5 |Pre-Primary Education...
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...Casual Factors Regarding EBD Students Renee’ A. Dalton Grand Canyon University December 20, 2015 Causal Factors Regarding EBD Students Recognizing and comprehending the foundation of Emotional and Behavioral Disorder (EBD) helps in when attempting to come up with a plan that will produce a positive educational outcome. Studies have not been able to prove that a particular issue or thing causes EBD. However, there are several certain risk factors that are associated with EBD. Biological (internal) school and culture (external) factors are risk factors. These factors all cause some sort of risk in the EBD student (Yell, Meadows, Drasgow & Shriner, 2013). Internal risk factors include all facets of a child’s individuality whereas family, school and culture all make up the student’s external risk factors. Of course, each of these risk factors will have a unique influence on the student. The aforementioned risk factors encourage the probability of potential behavioral and/or emotional issues. The more risk factors a child has, the more it increases the chances of the child showing signs of EBD (Yell, et al, 2013). Biological risk factors either have to do with the body and/or the mind. Therefore, cognitive shortfalls, being hyperactive, and not being able to concentrate are all biological risk factors. Cognitive shortfalls have the potential to bring about problem-solving skills, inadequate social skills and behavioral digression (Yell, et al, 2013). On the other hand, being...
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...COLLEGE STUDENTS IN NIGERIA UNDERESTIMATE THEIR RISK OF CONTRACTING HIV/AIDS INFECTION Kayode T. Ijadunola1, MBChB, MSc, FWACP; Titilayo C. Abiona1, MBChB, FMCPH; Olusola O. Odu2, MBChB, FMCPH; Macellina Y. Ijadunola1, MBChB 1Department of Community Health, College of Health Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria 2Department of Community Medicine, Faculty of Clinical Sciences, Ladoke Akintola University of Technology, Osogbo, Nigeria Address for Correspondence: Dr. Kayode T. Ijadunola Department of Community Health College of Health Sciences Obafemi Awolowo University P.O. Box 2064, OAU Post Office Ile-Ife, Osun State, Nigeria E-mail: kijadun@yahoo.com Phone: 234 803 725 0846 Running title: College students and HIV/AIDS risk perceptions Key words: College students, risk perceptions, HIV/AIDS infection, Nigeria Abstract Objectives: This study aimed at assessing the perceptions of personal risk of acquiring HIV/AIDS infection among students of selected tertiary institutions in Osun State, Nigeria and determining the correlates of perceptions of personal risk of infection. Methods: The study employed a cross-sectional descriptive design. An interviewer-administered questionnaire was applied to the 405 study participants and correlates of perceptions of personal risk of HIV infection were evaluated using multiple logistic regression analysis, confidence intervals and odd ratios. Results: Only 15% of the students perceived themselves...
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