School-based interventions for reducing disciplinary school exclusion: a systematic review.

UNLABELLED: This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. Included studies evaluated school-based interventions or school-supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school-aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included. The evidence base covers 37 studies. Thirty-three studies were from the USA, three from the UK, and for one study the country was not clear. School-based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in-school exclusion. Four intervention types - enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers - had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution. There is no impact of the interventions on antisocial behaviour. Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention. PLAIN LANGUAGE SUMMARY: Interventions can reduce school exclusion but the effect is temporary: Some interventions - enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers - appear to have significant effects on exclusion.The review in brief: Interventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries.What is this review about?: School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and poor employment prospects. This school sanction disproportionally affects males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those with special educational needs.This review assesses the effectiveness of programmes to reduce the prevalence of exclusion.What are the main findings of this review?: What studies are included? Included studies evaluated school-based interventions or school-supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school-aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included.The evidence base covers 37 studies. Thirty-three studies were from the USA, three from the UK, and for one study the country was not clear.School-based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in-school exclusion.Four intervention types - enhancement of academic skills, counselling, mentoring/ monitoring, and skills training for teachers - had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution.There is no impact of the interventions on antisocial behaviour.Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention.What do the findings of this review mean?: School-based interventions are effective at reducing school exclusion immediately after, and for a few months after, the intervention (6 months on average). Four interventions presented promising and significant results in reducing exclusion, that is, enhancement of academic skills, counselling, mentoring/monitoring, skills training for teachers. However, since the number of studies for each sub-type of intervention was low, we suggest these results should be treated with caution.Most of the studies come from the USA. Evaluations are needed from other countries in which exclusion is common. Further research should take advantage of the possibility of conducting cluster-randomised controlled trials, whilst ensuring that the sample size is sufficiently large.How up-to-date is this review?: The review authors searched for studies published up to December 2015. This Campbell systematic review was published in January 2018. EXECUTIVE SUMMARY/ABSTRACT: BACKGROUND: Schools are important institutions of formal social control (Maimon, Antonaccio, & French, 2012). They are, apart from families, the primary social system in which individuals are socialised to follow specific codes of conduct. Violating these codes of conduct may result in some form of punishment. School punishment is normally accepted by families and students as a consequence of transgression, and in that sense school isoften the place where children are first introduced to discipline, justice, or injustice (Whitford & Levine-Donnerstein, 2014).A wide range of punishments may be used in schools, from verbal reprimands to more serious actions such as detention, fixed term exclusion or even permanent exclusion from the mainstream education system. It must be said that in some way, these school sanctions resemble the penal system and its array of alternatives to punish those that break the law.School exclusion, also known as suspension in some countries, is defined as a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom or, in more serious cases, on school premises.Based on the previous definition, this review uses school exclusion and school suspension as synonyms, unless the contrary is explicitly stated. Most of the available research has found that exclusion correlates with subsequent negative sequels on developmental outcomes. Exclusion or suspension of students is associated with failure within the academic curriculum, aggravated antisocial behaviour, and an increased likelihood of involvement with punitive social control institutions (i.e., the Juvenile Justice System). In the long-term, opportunities for training and employment seem to be considerably reduced for those who have repeatedly been excluded. In addition to these negative correlated outcomes, previous evidence suggest that the exclusion of students involves a high economic cost for taxpayers and society.Research from the last 20 years has concluded quite consistently that this disciplinary measure disproportionally targets males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those presenting special educational needs. In other words, suspension affects the most vulnerable children in schools.Different programmes have attempted to reduce the prevalence of exclusion. Although some of them have shown promising results, so far, no comprehensive systematic review has examined these programmes' overall effectiveness.OBJECTIVES: The main goal of the present research is to systematically examine the available evidence for the effectiveness of different types of school-based interventions aimed at reducing disciplinary school exclusion. Secondary goals include comparing different approaches and identifying those that could potentially demonstrate larger and more significant effects.The research questions underlying this project are as follows: Do school-based programmes reduce the use of exclusionary sanctions in schools?Are some school-based approaches more effective than others in reducing exclusionary sanctions?Do participants' characteristics (e.g., age, gender, ethnicity) affect the impact of school-based programmes on exclusionary sanctions in schools?Do characteristics of the interventions, implementation, and methodology affect the impact of school-based programmes on exclusionary sanctions in schools? SEARCH METHODS: The authors conducted a comprehensive search to locate relevant studies reporting on the impact of school-based interventions on exclusion from 1980 onwards. Twenty-seven different databases were consulted, including databases that contained both published and unpublished literature. In addition, we contacted researchers in the field of school-exclusion for further recommendations of relevant studies; we also assessed citation lists from previous systematic and narrative reviews and research reports. Searches were conducted from September 1 to December 1, 2015.SELECTION CRITERIA: The inclusion and exclusion criteria for manuscripts were defined before we started our searches. To be eligible, studies needed to have: evaluated school-based interventions or school-supported interventions intended to reduce the rates of suspension; seen the interventions as an alternative to exclusion; targeted school-aged children from four to 18 in mainstream schools irrespective of nationality or social background; and reported results of interventions delivered from 1980 onwards. In terms of methodological design, we included randomised controlled trialsonly, with at least one experimental group and onecontrol or placebo group.DATA COLLECTION AND ANALYSIS: Initial searches produced a total of 42,749 references from 27 different electronic databases. After screening the title, abstract and key words, we kept 1,474 relevant hits. 22 additional manuscripts were identified through other sources (e.g., assessment of citation lists, contribution of authors). After removing duplicates, we ended up with a total of 517 manuscripts. Two independent coders evaluated each report, to determine inclusion or exclusion.The second round of evaluation excluded 472 papers, with eight papers awaiting classification, and 37 studies kept for inclusion in meta-analysis. Two independent evaluators assessed all the included manuscripts for risk of quality bias by using EPOC tool.Due to the broad scope of our targeted programmes, meta-analysis was conducted under a random-effect model. We report the impact of the intervention using standardised differences of means, 95% confidence intervals along with the respective forest plots. Sub-group analysis and meta-regression were used for examining the impact of the programme. Funnel plots and Duval and Tweedie's trim-and-fill analysis were used to explore the effect of publication bias.RESULTS: Based on our findings, interventions settled in school can produce a small and significant drop in exclusion rates (SMD=.30; 95% CI .20 to .41; p<.001). This means that those participating in interventions are less likely to be suspended than those allocated to control/placebo groups. These results are based on measures of impact collected immediately during the first six months after treatment (on average). When the impact was tested in the long-term (i.e., 12 or more months after treatment), the effects of the interventions were not sustained. In fact, there was a substantive reduction in the impact of school-based programmes (SMD=.15; 95%CI -.06 to .35), and it was no longer statistically significant.We ran analysis testing the impact of school-based interventions on different types of exclusion. Evidence suggests that interventions are more effective at reducing expulsion and in-school exclusion than out-of-school exclusion. In fact, the impact of intervention in out-of-school exclusion was close to zero and not statistically significant.Nine different types of school-based interventions were identified across the 37 studies included in the review. Four of them presented favourable and significant results in reducing exclusion (i.e., enhancement of academic skills, counselling, mentoring/monitoring, skills training for teachers). Since the number of studies for each sub-type of intervention was low, we suggest that results should be treated with caution.A priori defined moderators (i.e., participants' characteristics, the theoretical basis of the interventions, and quality of the intervention)showed not to be effective at explaining the heterogeneity present in our results. Among three post-hoc moderators, the role of the evaluator was found to be significant: independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention.Two researchers independently evaluated the quality of the evidence involved in this review by using the EPOC tool. Most of the studies did not present enough information for the judgement of quality bias.AUTHORS' CONCLUSIONS: The evidence suggests that school-based interventions are effective at reducing school exclusion immediately after, and for a few months after, the intervention. Some specific types of interventions show more promising and stable results than others, namely those involving mentoring/monitoring and those targeting skills training for teachers. However, based on the number of studies involved in our calculations, we suggest that results must be cautiously interpreted. Implications for policy and practice arising from our results are discussed

Statistical Inference for Propagation Processes on Complex Networks

Die Methoden der Netzwerktheorie erfreuen sich wachsender Beliebtheit, da sie die Darstellung von komplexen Systemen durch Netzwerke erlauben. Diese werden nur mit einer Menge von Knoten erfasst, die durch Kanten verbunden werden. Derzeit verfügbare Methoden beschränken sich hauptsächlich auf die deskriptive Analyse der Netzwerkstruktur. In der hier vorliegenden Arbeit werden verschiedene Ansätze für die Inferenz über Prozessen in komplexen Netzwerken vorgestellt. Diese Prozesse beeinflussen messbare Größen in Netzwerkknoten und werden durch eine Menge von Zufallszahlen beschrieben. Alle vorgestellten Methoden sind durch praktische Anwendungen motiviert, wie die Übertragung von Lebensmittelinfektionen, die Verbreitung von Zugverspätungen, oder auch die Regulierung von genetischen Effekten. Zunächst wird ein allgemeines dynamisches Metapopulationsmodell für die Verbreitung von Lebensmittelinfektionen vorgestellt, welches die lokalen Infektionsdynamiken mit den netzwerkbasierten Transportwegen von kontaminierten Lebensmitteln zusammenführt. Dieses Modell ermöglicht die effiziente Simulationen verschiedener realistischer Lebensmittelinfektionsepidemien. Zweitens wird ein explorativer Ansatz zur Ursprungsbestimmung von Verbreitungsprozessen entwickelt. Auf Grundlage einer netzwerkbasierten Redefinition der geodätischen Distanz können komplexe Verbreitungsmuster in ein systematisches, kreisrundes Ausbreitungsschema projiziert werden. Dies gilt genau dann, wenn der Ursprungsnetzwerkknoten als Bezugspunkt gewählt wird. Die Methode wird erfolgreich auf den EHEC/HUS Epidemie 2011 in Deutschland angewandt. Die Ergebnisse legen nahe, dass die Methode die aufwändigen Standarduntersuchungen bei Lebensmittelinfektionsepidemien sinnvoll ergänzen kann. Zudem kann dieser explorative Ansatz zur Identifikation von Ursprungsverspätungen in Transportnetzwerken angewandt werden. Die Ergebnisse von umfangreichen Simulationsstudien mit verschiedenstensten Übertragungsmechanismen lassen auf eine allgemeine Anwendbarkeit des Ansatzes bei der Ursprungsbestimmung von Verbreitungsprozessen in vielfältigen Bereichen hoffen. Schließlich wird gezeigt, dass kernelbasierte Methoden eine Alternative für die statistische Analyse von Prozessen in Netzwerken darstellen können. Es wurde ein netzwerkbasierter Kern für den logistischen Kernel Machine Test entwickelt, welcher die nahtlose Integration von biologischem Wissen in die Analyse von Daten aus genomweiten Assoziationsstudien erlaubt. Die Methode wird erfolgreich bei der Analyse genetischer Ursachen für rheumatische Arthritis und Lungenkrebs getestet. Zusammenfassend machen die Ergebnisse der vorgestellten Methoden deutlich, dass die Netzwerk-theoretische Analyse von Verbreitungsprozessen einen wesentlichen Beitrag zur Beantwortung verschiedenster Fragestellungen in unterschiedlichen Anwendungen liefern kann

Usability analysis of contending electronic health record systems

In this paper, we report measured usability of two leading EHR systems during procurement. A total of 18 users participated in paired-usability testing of three scenarios: ordering and managing medications by an outpatient physician, medicine administration by an inpatient nurse and scheduling of appointments by nursing staff. Data for audio, screen capture, satisfaction rating, task success and errors made was collected during testing. We found a clear difference between the systems for percentage of successfully completed tasks, two different satisfaction measures and perceived learnability when looking at the results over all scenarios. We conclude that usability should be evaluated during procurement and the difference in usability between systems could be revealed even with fewer measures than were used in our study. © 2019 American Psychological Association Inc. All rights reserved.Peer reviewe

Geothermal Energy: Delivering on the Global Potential

After decades of being largely the preserve of countries in volcanic regions, the use of geothermal energy—for both heat and power applications—is now expanding worldwide. This reflects its excellent low-carbon credentials and its ability to offer baseload and dispatchable output - rare amongst the mainstream renewables. Yet uptake of geothermal still lags behind that of solar and wind, principally because of (i) uncertainties over resource availability in poorly-explored reservoirs and (ii) the concentration of full-lifetime costs into early-stage capital expenditure (capex). Recent advances in reservoir characterization techniques are beginning to narrow the bounds of exploration uncertainty, both by improving estimates of reservoir geometry and properties, and by providing pre-drilling estimates of temperature at depth. Advances in drilling technologies and management have potential to significantly lower initial capex, while operating expenditure is being further reduced by more effective reservoir management — supported by robust mathematical models — and increasingly efficient energy conversion systems (flash, binary and combined-heat-and-power). Advances in characterization and modelling are also improving management of shallow low-enthalpy resources that can only be exploited using heat-pump technology. Taken together with increased public appreciation of the benefits of geothermal, the technology is finally ready to take its place as a mainstream renewable technology, This book draws together some of the latest developments in concepts and technology that are enabling the growing realisation of the global potential of geothermal energy in all its manifestations.After decades of being largely the preserve of countries in volcanic regions, the use of geothermal energy—for both heat and power applications—is now expanding worldwide. This reflects its excellent low-carbon credentials and its ability to offer baseload and dispatchable output - rare amongst the mainstream renewables. Yet uptake of geothermal still lags behind that of solar and wind, principally because of (i) uncertainties over resource availability in poorly-explored reservoirs and (ii) the concentration of full-lifetime costs into early-stage capital expenditure (capex). Recent advances in reservoir characterization techniques are beginning to narrow the bounds of exploration uncertainty, both by improving estimates of reservoir geometry and properties, and by providing pre-drilling estimates of temperature at depth. Advances in drilling technologies and management have potential to significantly lower initial capex, while operating expenditure is being further reduced by more effective reservoir management — supported by robust mathematical models — and increasingly efficient energy conversion systems (flash, binary and combined-heat-and-power). Advances in characterization and modelling are also improving management of shallow low-enthalpy resources that can only be exploited using heat-pump technology. Taken together with increased public appreciation of the benefits of geothermal, the technology is finally ready to take its place as a mainstream renewable technology

Aqueous solvent-gel cleaning of poly (methyl methacrylate) surfaces in museum collections

This research explores the use of aqueous solvent-gel systems for cleaning transparent and highly polished poly(methyl methacrylate) (PMMA) surfaces found in historical, technological, art and design museum collections. Surface transparency and glossiness were identified as conservators’ priorities when cleaning plastics, in a survey conducted for the purposes of this research. The absence of established conservation cleaning treatments for plastics has led to the inappropriate use of methods employed on other materials. Gels are used here as solvent carriers for their potential to optimise cleaning with their purported abilities to control solvent diffusion and limit mechanical stresses. Factors affecting cleaning are investigated through a series of statistically designed laboratory-based experiments on unaged and accelerated light-aged PMMA samples. A range of polar and nonpolar solvents, and natural as well as synthetic polymeric matrices are tested independently and in combination. Artificial oily dirt and pressure-sensitive adhesive are applied to surfaces to respectively simulate human fingerprints and labels/packaging tape remains. PMMA is mechanically and chemically characterised with Dynamic Mechanical Analysis, tensile testing and pyrolysis-Gas Chromatography/Mass Spectrometry. Macroscopic observation, stereomicroscopy and Scanning Electron Microscopy imaging are used to evaluate visual change. Weight and gloss measurements offer quantitative evidence of post-treatment changes. Surface chemical modifications are detected with Attenuated Total Reflection Fourier Transform Infrared spectroscopy and bulk mechanical changes are monitored with Nuclear Magnetic Resonance Mobile Universal Surface Explorer. Finally, three PMMA museum objects with a user life are treated with the successful gels to test the validity of lab-based results. The research has shown that direct application of deionised water, ethanol, isopropanol and petroleum ether with cotton swabs causes dissolution of PMMA components and is to be avoided. Solvents dispersed in Agar, Gellan, Pemulen TR2/triethanolamine and 80 % Poly(vinyl acetate)/borax gels regulate the damaging solvent effect and reduce visual damage. Carbopol EZ2/Ethomeen C-25 is unsuitable due to inducing numerous scratches and leaving gel residues. Pemulen performed the best; with isopropanol being the most efficient at oily dirt removal and petroleum ether at adhesive removal. Repeated gel applications are recommended for improved results. This research recommends the use of Poly(vinyl acetate)/borax ethanol and Pemulen TR2/triethanolamine gels/emulsions with isopropanol or petroleum ether for cleaning transparent and glossy PMMA in museum collections

Sustainable Consumer Behavior and Food Marketing

In light of the considerable impact of global food supply chains on climate change, more sustainable ways of producing, distributing, and consuming food appear critical for sustainable development. With the aim of contributing to this topic, this Special Issue on sustainable food consumption and food marketing addresses various relevant issues related to food consumption, including innovative and sustainable forms of food production and consumption, animal welfare and meat consumption, price transmission, social media communication, alternative food production, and organic agriculture, among others. As such, this Special Issue sheds light on more sustainable and carbon-friendly food production and consumption systems from various angles. It delivers valuable scientific evidence for the transformation of current carbon-based food supply chains to more eco-friendly, fair, and future-oriented food supply chains

Building on Progress - Expanding the Research Infrastructure for the Social, Economic, and Behavioral Sciences. Vol. 1

The publication provides a comprehensive compendium of the current state of Germany's research infrastructure in the social, economic, and behavioural sciences. In addition, the book presents detailed discussions of the current needs of empirical researchers in these fields and opportunities for future development. The book contains 68 advisory reports by more than 100 internationally recognized authors from a wide range of fields and recommendations by the German Data Forum (RatSWD) on how to improve the research infrastructure so as to create conditions ideal for making Germany's social, economic, and behavioral sciences more innovative and internationally competitive. The German Data Forum (RatSWD) has discussed the broad spectrum of issues covered by these advisory reports extensively, and has developed general recommendations on how to expand the research infrastructure to meet the needs of scholars in the social and economic sciences

Being serious about games:Whether, how, why, and when computer- and game-based interventions could facilitate in reducing burdens of chronic somatic symptoms

Computertoepassingen hebben de potentie om patiënten met een chronische aandoening op een toegankelijke of kosteneffectieve wijze te ondersteunen. ‘Serious games’ zijn computergames die bedoeld zijn om spelers van de games te vermaken, maar ook hun kennis, gedrag, of (mentale) gezondheid te beïnvloeden. Voor patiënten met chronische klachten van pijn of vermoeidheid werd de game LAKA ontwikkeld om hen te motiveren tot oefening in zelfbewustzijn in de omgang met dagelijkse onzekere sociaal-emotionele situaties. Naar schatting heeft één op de vijf Europeanen langer dan zes maanden pijn. Chronische pijn eist aandacht op en daagt uit om daarmee om te gaan. In veel gevallen ontstaan daarbij psychosociale problemen, zoals depressie en verzuim, met sterke maatschappelijke gevolgen. Veel is nog onduidelijk over de haalbaarheid en effectiviteit van computerinterventies, zoals serious games, ter vermindering van individuele lasten van chronische lichamelijke symptomen. In dit onderzoek is met diverse methoden geprobeerd antwoord te geven op de vragen: In hoeverre werken computerinterventies en serious games bij welke mensen met langdurige pijn, hoe werken ze en onder welke omstandigheden? Allereerst werd een literatuurstudie uitgevoerd naar eerder gepubliceerde experimenten over de effectiviteit van computerinterventies voor patiënten met chronische pijn of onverklaarde chronische lichamelijke klachten. Voor onderzoek naar de haalbaarheid van ‘LAKA’, oftewel de acceptatie en het gebruik van de game door patiënten tijdens een multidisciplinair revalidatieprogramma, werden gegevens uit patiëntendossiers, aanvullende vragenlijsten, automatische gebruiksregistraties en patiëntinterviews gebruikt. In een daaropvolgend experiment werden veranderingen in ervaren pijnintensiteit, vermoeidheid, toekenning van negatieve betekenissen aan pijn en psychische lasten vergeleken tussen 2 groepen patiënten: (1) een groep die een door zorgverleners ondersteunde interventie met LAKA volgde tijdens multidisciplinaire revalidatie en (2) een groep die hetzelfde revalidatieprogramma volgde zonder serious gaming. Ook werden patiënten en zorgpersoneel bevraagd naar hun ervaringen met de game. Er werden geen eerdere experimenten met serious games gevonden. De overgrote meerderheid van de geïdentificeerde studies onderzochten het effect van online cognitieve gedragstherapie. Hiervoor werden positieve en blijvende effecten gevonden op patiëntuitkomsten van fysiek en emotioneel functioneren. Echter, de geschatte effecten waren dermate klein en wisselend dat ze voor veel patiënten niet of nauwelijks merkbaar zijn. In het eigen experiment met serious gaming tijdens multidisciplinaire revalidatie werd een ‘zeer klein’ effect gevonden. De inzet van LAKA is haalbaar gebleken tijdens multidisciplinaire revalidatie voor mensen met langdurige pijn. Acceptatie en gebruik varieerden met gewoonten, percepties over plezier en gemak, een coping stijl van actief aanpakken van patiënten en adequate implementatieprocessen. Eerdere experimenten en het experiment met LAKA suggereerden dat leer- en gezondheidseffecten ontstaan door aandachtig gebruik van strategieën voor gedragsverandering. De verklaring hiervoor is dat mensen het piekeren of het toekennen van een negatieve betekenis aan pijn tegengaan. Daarnaast leren zij acceptatie en zelfbewustzijn te bevorderen. Hiervan is sprake bij patiënten die symptomen van depressie tonen of weinig controle over stress of pijn ervaren. Deskundige begeleiding en leren uit blootstelling aan sociale omgevingen, in het echt of in een serious game, zijn daarbij belangrijke voorwaarden. Dit onderzoek kan als basis worden gezien voor meer theoriegerichte en contextgevoelige evaluaties van serious games voor mensen die chronische pijn ervaren. Meer informatie is nodig voor patiënten, zorgverleners en andere besluitvormers, zodat zij beter weten wat ze in persoonlijke en lokale omstandigheden kunnen verwachten van serious games als onderdeel van de behandeling