Engaging Indigenous students through school-based health education

This resource sheet focuses on the delivery of school-based health education for Indigenous students in Australian schools and the effective strategies that support positive health outcomes for Indigenous students

Cyclically five-connected cubic graphs

A cubic graph $G$ is cyclically 5-connected if $G$ is simple, 3-connected, has at least 10 vertices and for every set $F$ of edges of size at most four, at most one component of $G\backslash F$ contains circuits. We prove that if $G$ and $H$ are cyclically 5-connected cubic graphs and $H$ topologically contains $G$, then either $G$ and $H$ are isomorphic, or (modulo well-described exceptions) there exists a cyclically 5-connected cubic graph $G'$ such that $H$ topologically contains $G'$ and $G'$ is obtained from $G$ in one of the following two ways. Either $G'$ is obtained from $G$ by subdividing two distinct edges of $G$ and joining the two new vertices by an edge, or $G'$ is obtained from $G$ by subdividing each edge of a circuit of length five and joining the new vertices by a matching to a new circuit of length five disjoint from $G$ in such a way that the cyclic orders of the two circuits agree. We prove a companion result, where by slightly increasing the connectivity of $H$ we are able to eliminate the second construction. We also prove versions of both of these results when $G$ is almost cyclically 5-connected in the sense that it satisfies the definition except for 4-edge cuts such that one side is a circuit of length four. In this case $G'$ is required to be almost cyclically 5-connected and to have fewer circuits of length four than $G$. In particular, if $G$ has at most one circuit of length four, then $G'$ is required to be cyclically 5-connected. However, in this more general setting the operations describing the possible graphs $G'$ are more complicated.Comment: 47 pages, 5 figures. Revised according to referee's comments. To appear in J. Combin. Theory Ser.

A summary of research in reading readiness

Thesis (Ed.M.)--Boston UniversityPurpose: To measure the various abilities presented in the readiness workbooks of basal reading series and to relate the findings to reading achievement of Grade One in January; to measure, also, the knowledge of letter names and sounds and relate the findings to reading achievement of Grade One in January. Materials Used: Workbooks of nine systems were analyzed to discover types and frequency of suggested exercises. Four general areas were in evidence; auditory discrimination, language development, motor skills, and visual discrimination. Groups tests were constructed to include exercises comparable to the published ones with ceilings in all areas beyond the workbook material. In addition to these four tests, the Boston University Individual Test and the Boston University First Grade Success Study (January Test) were given. Intelligence was measured by the Otis Quick Scoring Mental Ability Test which had been given in October [TRUNCATED

Urban Transportation Planning: A Decision-Oriented Approach (2nd edition) by Michael D. Meyer and Eric J. Miller: 2015-16

Course Number 6565https://digitalcommons.osgoode.yorku.ca/casebooks/1071/thumbnail.jp

Visual Literacy and Reading Motivation Understanding the Impact of Illustrations and Images on an Individual’s Engagement with Text

Education systems are currently facing an issue not of illiteracy, but aliteracy due to their emphasis on easily measured and taught content that ultimately removes much of what makes reading relatable and personally rewarding to students. Common Core State Standards, Accelerated Reader, and Hooked on Phonics are examples of measurement heavy programs which emphasize a standardized education that removes the art and connection that comes with literature. Before these programs, visuals have been intertwined with literature in various forms for centuries. Theater, the film, or even architecture has an important ability to create an immersive experience which connects its viewers to the content. Reading motivation is largely hinged upon this immersive experience as internal motivations such as emotional/personal connections/curiosity are better indicators of whether students will actually read both assigned and unassigned texts. Images also make it easier to understand the content of the reading as we are inherently more fluent in reading images due to seeing them more frequently. Due to this fluency, less effort is required to pull meaning from a text with images than a text without and readers may find they need less motivation to get through. Previous studies have shown that not only do children better understand and remember texts with images, but these trends are consistent throughout many grade levels. By reinserting images into commonplace texts, educators may find an increase in reading motivation as the visual stimulation is not only more similar to what students are used to and therefore more relatable, but it can also help bridge any gaps in reading comprehension

Towards an understanding of fidelity within the context of school-based health education

Schools and schooling have long provided a tempting site for the delivery of public health strategies that address and promote young people's current and future health. However, an emerging concern regarding the mobilisation of public health interventions within school settings has been the failure of school teachers to deliver such programs with fidelity. For educators, these notions of fidelity stand in stark contrast to the tenets of student-centred teaching. In seeking to explore these tensions further, this paper draws upon a collaborative health education project conducted with schools and teachers from Queensland, Australia. Findings from this project reveal the complexity associated with curriculum implementation in school settings, where diverse resources including timetable allocations and teacher expertise mitigate the achievement of program fidelity. In our efforts to explain the findings emerging from this project, we have drawn on the conceptual reference points of Basil Bernstein's theory of the pedagogic device to reveal the predictable misalignment of the health and education sectors' expected outcomes of school-based health initiatives. In conclusion, we argue that our exploration of issues pertaining to fidelity demonstrates the need for health and education sectors alike to conduct their work according to a clear articulation of the realistic, educative role that schools can play in promoting healthy living

Color-blind index in graphs of very low degree

Let $c:E(G)\to [k]$ be an edge-coloring of a graph $G$, not necessarily proper. For each vertex $v$, let $\bar{c}(v)=(a_1,\ldots,a_k)$, where $a_i$ is the number of edges incident to $v$ with color $i$. Reorder $\bar{c}(v)$ for every $v$ in $G$ in nonincreasing order to obtain $c^*(v)$, the color-blind partition of $v$. When $c^*$ induces a proper vertex coloring, that is, $c^*(u)\neq c^*(v)$ for every edge $uv$ in $G$, we say that $c$ is color-blind distinguishing. The minimum $k$ for which there exists a color-blind distinguishing edge coloring $c:E(G)\to [k]$ is the color-blind index of $G$, denoted $\operatorname{dal}(G)$. We demonstrate that determining the color-blind index is more subtle than previously thought. In particular, determining if $\operatorname{dal}(G) \leq 2$ is NP-complete. We also connect the color-blind index of a regular bipartite graph to 2-colorable regular hypergraphs and characterize when $\operatorname{dal}(G)$ is finite for a class of 3-regular graphs.Comment: 10 pages, 3 figures, and a 4 page appendi