The Perspectives of Male Inmates Regarding Their K-12 Educational Experiences

All school systems throughout the country serve students referred to as at risk. Research documents that these students are at a greater risk of dropping out of school due to characteristics that contribute to school disengagement. By exploring the perspectives of male inmates aged 18-30 regarding their educational experiences, this study\u27s data illuminated how school personnel and the schooling process may theoretically contribute to negative outcomes such as incarceration. The focus of the study was to identify commonalities and phenomena in relation to educational experiences, school engagement levels, deviant behavior, and school staff-student interactions as related to the at-risk student population. Interviews of a sample group of prisoners were utilized to gather rich data from their experiences. A qualitative/phenomenological research method was employed. This study introduced a revised and expanded term to replace the at-risk term when describing students who are at risk of school failure. This new term is COPE (Children Of Promise in Education). The acronym COPEr will be used when referring to the individual student who is at promise for academic success. COPErs will be used when referring to multiple students of promise for academic success. Six themes emerged from the data analysis. The six themes were as follows: characteristics of the respondents as k-12 students, student-staff interaction, engagement, disengagement, negative outcomes, and reflection and advice. An analysis of the themes is represented by quotes from the study\u27s participants. This analysis allowed for the emergence of data that substantively contributes to the gap in the literature pertaining to a continued need for qualitative research examining the schooling experiences of at-risk youth, juvenile delinquents, high school dropouts, and, as in this study, inmates. Few studies have examined the perspectives of inmates regarding their schooling experiences. Most research regarding inmates has examined correctional education within the prison system. After the findings of the study are revealed, the implications of the study are presented. Implications for school staff and student development through communication and positive interaction are addressed. Suggestions for future research related to positive academic and social development of COPErs in the educational system are suggested

The Perspectives of Male Inmates Regarding Their K-12 Educational Experiences

All school systems throughout the country serve students referred to as at risk. Research documents that these students are at a greater risk of dropping out of school due to characteristics that contribute to school disengagement. By exploring the perspectives of male inmates aged 18-30 regarding their educational experiences, this study\u27s data illuminated how school personnel and the schooling process may theoretically contribute to negative outcomes such as incarceration. The focus of the study was to identify commonalities and phenomena in relation to educational experiences, school engagement levels, deviant behavior, and school staff-student interactions as related to the at-risk student population. Interviews of a sample group of prisoners were utilized to gather rich data from their experiences. A qualitative/phenomenological research method was employed. This study introduced a revised and expanded term to replace the at-risk term when describing students who are at risk of school failure. This new term is COPE (Children Of Promise in Education). The acronym COPEr will be used when referring to the individual student who is at promise for academic success. COPErs will be used when referring to multiple students of promise for academic success. Six themes emerged from the data analysis. The six themes were as follows: characteristics of the respondents as k-12 students, student-staff interaction, engagement, disengagement, negative outcomes, and reflection and advice. An analysis of the themes is represented by quotes from the study\u27s participants. This analysis allowed for the emergence of data that substantively contributes to the gap in the literature pertaining to a continued need for qualitative research examining the schooling experiences of at-risk youth, juvenile delinquents, high school dropouts, and, as in this study, inmates. Few studies have examined the perspectives of inmates regarding their schooling experiences. Most research regarding inmates has examined correctional education within the prison system. After the findings of the study are revealed, the implications of the study are presented. Implications for school staff and student development through communication and positive interaction are addressed. Suggestions for future research related to positive academic and social development of COPErs in the educational system are suggested

A língua francesa antes e depois da revolução

This article written in 1894 discusses the French language before, during and after the French Revolution, showing some transformations it underwent. These transformations obtained inside the conception of language as an organism that is born, grows and dies. However, like living organisms, language adapts iteself to its natural and social environments. One of the most conspicuous innovations show up at the level of the lexicon. Entirely new words are introduced, but some of them emerge by derivation. The dé- and ré- prefixes, for instance, were largerly used in these words. The same happened to the sufix ”“iser. Most of these innovations entered also the other Romance languages, as is the case with Portuguese.   Este artigo escrito em 1894 discute a questão da língua antes, durante e após a Revolução Francesa, mostrando as transformações por que ela passou. Essas transformações se dão no contexto da concepção de língua como organismo que nasce, cresce e morre. Mas, como organismo que é, adapta-se sempre ao meio natural e social em que se encontra. Uma das inovações mais conspícuas é a que se dá no nível do léxico. Introduzem-se palavras novas, mas, sobretudo, derivam-se palavras ainda não usadas de outras já existentes. Foi uma época em que os prefixos des- (dé-) e re- passaram a ser usados na formação de muitos neologismos. Também o sufixo ”“izar (iser-). A maioria dessas inovações entraram também na língua portuguesa

Право на леность

Содержание: Предисловие ; Право на леность : (опровержение "Права на труд", 1848 г.), I. ; II. Благословение труда ; III. То, что следует за перепроизводством ; IV. Новыя птицы - новыя песни ; Приложение

High intraspecific variation of the cell surface physico-chemical and bioadhesion properties in Brettanomyces bruxellensis

Brettanomyces bruxellensis is the most damaging spoilage yeast in the wine industry because of its negative impact on the wine organoleptic qualities. The strain persistence in cellars over several years associated with recurrent wine contamination suggest specific properties to persist and survive in the environment through bioadhesion phenomena. In this work, the physico-chemical surface properties, morphology and ability to adhere to stainless steel were studied both on synthetic medium and on wine. More than 50 strains representative of the genetic diversity of the species were considered. Microscopy techniques made it possible to highlight a high morphological diversity of the cells with the presence of pseudohyphae forms for some genetic groups. Analysis of the physico-chemical properties of the cell surface reveals contrasting behaviors: most of the strains display a negative surface charge and hydrophilic behavior while the Beer 1 genetic group has a hydrophobic behavior. All strains showed bioadhesion abilities on stainless steel after only 3 h with differences in the concentration of bioadhered cells ranging from 2.2 × 102 cell/cm2 to 7.6 × 106 cell/cm2. Finally, our results show high variability of the bioadhesion properties, the first step in the biofilm formation, according to the genetic group with the most marked bioadhesion capacity for the beer group. © 2023 The Author

Infância e Escola: tempos e espaços de crianças

Resumo: A infância é abordada, neste artigo, como viés para pôr em discussão o tempo cronológico, demarcado por uma linearidade ordenada pelo progresso e pela racionalidade. Conjugando escritos poéticos de Mario Quintana com os diálogos e os mapas vivenciais das crianças em uma escola, este texto tem como objetivo discutir como tempos e espaços repercutem na construção da infância e nos processos educativos de crianças, no sentido de problematizar as dimensões calculadas e previsíveis que essas categorias assumem nesse contexto social. Buscamos, assim, dar visibilidade ao tempo do inusitado nas experiências das crianças, na escola, ao destacar como, nesse espaço, elas operam rupturas com a temporalidade contínua, progressiva e linear