This document discusses mainstreaming occupational safety and health into school curriculums. It provides examples of good practices from several European countries that integrate safety and health topics into education at all levels. The document also outlines a six-step process for mainstreaming safety and health: information gathering, planning, decision-making, implementation, evaluation, and follow-up. The goal is to develop students' awareness of risks and shape safe behaviors that can carry over into their future work and personal lives. Integrating these topics across the lifelong learning process within a supportive school environment is key to promoting a prevention culture.
Issues encountered by students with disabilities at higher educationAmbati Nageswara Rao
This study explored issues encountered by students with disabilities in higher education through interviews with 30 students. Key findings include:
1) Students faced barriers to accessing their education related to the physical environment and teaching/learning, reducing their opportunities.
2) Some students lacked social networks and involvement in extracurricular activities, limiting informal learning opportunities important to higher education.
3) While policies aim to provide inclusive access, gaps remain between policies and practices, indicating continued barriers for students with disabilities.
Manuscriptedit has professional online and in-house editors with excellent writing & editing skills and proven record of publishing in high impact factor international journals in English language
This document provides formatting guidelines for submitting papers to the International Journal of Recent Technology and Engineering. It specifies the font, spacing, and formatting requirements for paper elements like the title, author names, headings, figures, tables, equations, and references. Key aspects include using Times New Roman font size 10 for the main text, size 24 and bold for the title, and specific spacing and formatting for headings, authors' names, abstracts, and other sections. It also provides guidance on references, abbreviations, equations, figures, and tables. Papers submitted must follow these formatting guidelines.
This document provides instructions for authors submitting papers to the Agriculture and Agricultural Science Procedia journal. It details the formatting requirements including section headings, figures, tables, and references. Authors are instructed to follow the template for paper size and structure, and embed all artwork in the text rather than supplying files separately. The document also provides examples of how to format equations, acknowledgements, and appendices in the paper.
Journal of Global Infectious Diseases (JGID) a peer-reviewed Semiannual international journal is being published under the auspices of the International Infectiologists Network .
The journal’s full text is online at www.jgid.org With the aim of faster and better dissemination of knowledge, we will be publishing articles ‘Ahead of Print’ immediately on acceptance. In addition, the journal would allow free access (Open Access) to its contents, which is likely to attract more readers and citations to articles published in JGID.
\Manuscripts must be prepared in accordance with "Uniform requirements for Manuscripts submitted to Biomedical Journals" developed by the International Committee of Medical Journal Editors (October 2006). The uniform requirements and specific requirement of JGID are summarized below. Before sending a manuscript contributors are requested to check for the latest instructions available. Instructions are also available from the website of the journal (http://www.jgid.org) and from the manuscript submission site (http://www.journalonweb.com/JGID).
This document discusses how to define and create notes in an electronic medical records system. It describes linking a foundation file to establish note margins and locations, selecting a title, tab, and doctype for the note. It also discusses adding note elements like vitals, medications, and inserting default text that can apply to specific users or all users. The default text can include variables and its font size can be set globally.
Application Of Kolb S Experiential Learning Theory To Teaching Architectural ...Daniel Wachtel
This document discusses using Kolb's Experiential Learning Theory to improve teaching architectural design principles in design studios. Traditionally, design studios use a linear "design project" approach assessed through stage submissions, but this does not fully integrate learning. The author conducted experimental studios using Kolb's cyclical model, breaking problems into smaller parts and engaging different learning modes. Compared to the traditional approach, the cyclical model showed increased student motivation, understanding of principles, continuity of learning, and overall competence.
Issues encountered by students with disabilities at higher educationAmbati Nageswara Rao
This study explored issues encountered by students with disabilities in higher education through interviews with 30 students. Key findings include:
1) Students faced barriers to accessing their education related to the physical environment and teaching/learning, reducing their opportunities.
2) Some students lacked social networks and involvement in extracurricular activities, limiting informal learning opportunities important to higher education.
3) While policies aim to provide inclusive access, gaps remain between policies and practices, indicating continued barriers for students with disabilities.
Manuscriptedit has professional online and in-house editors with excellent writing & editing skills and proven record of publishing in high impact factor international journals in English language
This document provides formatting guidelines for submitting papers to the International Journal of Recent Technology and Engineering. It specifies the font, spacing, and formatting requirements for paper elements like the title, author names, headings, figures, tables, equations, and references. Key aspects include using Times New Roman font size 10 for the main text, size 24 and bold for the title, and specific spacing and formatting for headings, authors' names, abstracts, and other sections. It also provides guidance on references, abbreviations, equations, figures, and tables. Papers submitted must follow these formatting guidelines.
This document provides instructions for authors submitting papers to the Agriculture and Agricultural Science Procedia journal. It details the formatting requirements including section headings, figures, tables, and references. Authors are instructed to follow the template for paper size and structure, and embed all artwork in the text rather than supplying files separately. The document also provides examples of how to format equations, acknowledgements, and appendices in the paper.
Journal of Global Infectious Diseases (JGID) a peer-reviewed Semiannual international journal is being published under the auspices of the International Infectiologists Network .
The journal’s full text is online at www.jgid.org With the aim of faster and better dissemination of knowledge, we will be publishing articles ‘Ahead of Print’ immediately on acceptance. In addition, the journal would allow free access (Open Access) to its contents, which is likely to attract more readers and citations to articles published in JGID.
\Manuscripts must be prepared in accordance with "Uniform requirements for Manuscripts submitted to Biomedical Journals" developed by the International Committee of Medical Journal Editors (October 2006). The uniform requirements and specific requirement of JGID are summarized below. Before sending a manuscript contributors are requested to check for the latest instructions available. Instructions are also available from the website of the journal (http://www.jgid.org) and from the manuscript submission site (http://www.journalonweb.com/JGID).
This document discusses how to define and create notes in an electronic medical records system. It describes linking a foundation file to establish note margins and locations, selecting a title, tab, and doctype for the note. It also discusses adding note elements like vitals, medications, and inserting default text that can apply to specific users or all users. The default text can include variables and its font size can be set globally.
Application Of Kolb S Experiential Learning Theory To Teaching Architectural ...Daniel Wachtel
This document discusses using Kolb's Experiential Learning Theory to improve teaching architectural design principles in design studios. Traditionally, design studios use a linear "design project" approach assessed through stage submissions, but this does not fully integrate learning. The author conducted experimental studios using Kolb's cyclical model, breaking problems into smaller parts and engaging different learning modes. Compared to the traditional approach, the cyclical model showed increased student motivation, understanding of principles, continuity of learning, and overall competence.
This document provides author guidelines for submitting articles to the journal Expert Reviews of Immunology Vaccines and Informatics. It outlines requirements for article structure and content, including a cover letter, abstract, keywords, figures, tables, references, funding information, and copyright details. Authors are asked to follow guidelines from the International Committee of Medical Journal Editors for manuscript preparation. The journal considers various article types for peer-reviewed publication, including research reports, reviews, case reports, and editorials.
The Weizmann Institute of Science's Solar Research Facilities Unit has been conducting research and development on concentrated solar energy since 1988. It features a 54-meter solar tower with a field of 64 heliostats that can deliver up to 2.8 MW of concentrated solar power. The unit has 5 experimental levels and unique beam-down optics. Over 25 years, it has supported projects in solar steam production, solar electricity generation using gas turbines, and thermochemical processes for fuels and storage. Recent projects include a 350 kW zinc oxide carboreduction process. The future is unclear due to a decision to convert the building to a medical research center.
Instructions for Authors of IJRS (International Journal of Remote Sensing) fo...Atiqa khan
This document provides instructions for authors submitting papers to International Journal of Remote Sensing, including guidelines on manuscript preparation, submission process, copyright and authors' rights. Key points covered include formatting manuscripts with sections, references, figures and equations according to journal style; submitting manuscripts online through ScholarOne; copyright being assigned to the journal; and authors retaining rights to freely access and share their published articles.
Meethaq is a peer-reviewed, open access journal that aims to provide an intellectual platform for scholars to promote interdisciplinary research in humanities. The journal focuses on topics related to education, teacher education, cross-cultural studies, linguistics, ICT, minority education, and women's studies. It publishes well-researched papers, case studies, reviews, and commentaries in these areas. The journal welcomes original, theoretical, and empirical research papers from researchers, academics, professionals, and students worldwide. It goes through a review process to ensure high quality of published papers while being committed to a timely review.
Manuscriptedit provides online editing, proofreading, and publication support services. It has over 350 expert subject editors and native English editors. Services include substantive editing, copy editing, proofreading, journal publication, illustration enhancement, formatting, medical writing, and translation. The editing process involves revision by a chief editor, English editor, and expert subject editor. Formats accepted for editing include Word, PDF, LaTeX. Publication support services include journal selection, submission, responding to reviewers, formatting, and typesetting. Medical writing services include case reports, original research articles, reviews, proposals, and customized writing.
This document provides instructions for authors submitting manuscripts to the International Journal of Biological and Medical Research (IJBMR). The journal publishes original research papers across all areas of contemporary biological and medical fields. Manuscripts should be organized with sections including title page, abstract, keywords, introduction, materials and methods, results, discussion, conclusions, acknowledgements, and references. Authors are instructed to submit manuscripts online through the journal website and provide all relevant publication details and formatting according to the instructions. The submission and review process is also outlined.
Som authorship guidelines jan 2017 updatestjcarter
The document discusses updates to authorship guidelines from the International Committee of Medical Journal Editors (ICMJE) and the School of Medicine (SOM). It summarizes key changes to the ICMJE guidelines in 2016 and 2015, including strengthened language around conflicts of interest and research transparency. It also discusses emerging forums for post-publication discussion like PubPeer.com and RetractionWatch.com that allow anonymous peer review and have contributed to article retractions. Authors are advised to familiarize themselves with these discussion forums and the evolving standards around research integrity and transparency.
Hcm 530 term paper guidelines health care is a multidiscioreo10
This document provides guidelines for a term paper assignment in an HCM 530 public health class. Students must choose a public health topic or profession to research and write a 10-15 page paper about, showing how their topic positively impacts community health. Example topics are provided. The paper will be evaluated based on content quality, application of the Saint Leo University core value of excellence, technical writing skills, formatting, and reference quality. Papers are due by the end of Module 7.
This document provides guidelines for formatting a final year project report, including:
- The title page should contain the project title, student and supervisor names, and institution logo in the specified font sizes and styles.
- The report should include chapters on introduction, literature review, methodology, results, and conclusion, as well as references and appendices.
- The body text should be 12pt Times New Roman font with 1.5 line spacing. Figures and tables should be numbered by chapter and referred to in the text.
- Direct quotes from other works must be cited properly, and a references section included in the specified formats. Adhering to these guidelines will result in a professionally formatted final year project report.
Task 1 Annotated BibliographyIntroductionThe first stages of.docxjosies1
Task 1: Annotated BibliographyIntroduction:
The first stages of the research writing process involve topic selection, formulation of a research question, preliminary research, and the development of a working thesis statement. Now you will begin identifying and evaluating sources to determine how effectively they can support your argument. If needed, the “Topic Ideas” web link below can be used for selecting your research topic.
For this task, you will create an annotated bibliography by finding 8-10 sources for your research paper, listing the sources in APA-formatted references, and providing an annotation for each source. Each annotation should offer a summary of the source, an evaluation of its author’s or publisher’s credibility, and an assessment of its relevance to your topic.
Requirements:Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compose an appropriate, arguable thesis statement that previews two to four main points and that you plan to use in your research paper.
B. Create an annotated bibliography of eight to ten appropriate, credible sources that you plan to use in your research paper.
Note: You may use the attached “Annotated Bibliography Template” to complete your annotated bibliography, but use of the attached template is not required.
1. Provide a full, APA-formatted reference citation for the 8–10 sources.
2. Provide an annotation (suggested length of 150 words) for each of the 8–10 sources by doing the following:
a. Summarize the information presented in the source.
b. Analyze the credibility of the author of the source or of the publication (e.g. journal, publisher, or website), if no author is present.
c. Analyze the relevance of the source to your chosen research topic.
3. Write each annotation in your own words, without the excessive use of direct quotation or extensive paraphrasing, for the 8–10 sources from part B.
C. Demonstrate professional communication in the content and presentation of your submission.
Task 2: Argumentative Research PaperIntroduction:
Writing a research paper gives you an opportunity to explore a topic of special interest, research that topic, and organize your research findings in writing for an academic audience.
Through your preparation work, you have established an argumentative thesis statement and have planned a clear organization of your main points. Your research is compl.
The document outlines author guidelines for submitting manuscripts to the Journal of Textiles, including:
1) Manuscripts must be submitted electronically through the online system by one of the authors. Only PDF or Word files are accepted.
2) Papers must not have been previously published or under review elsewhere. Authors are responsible for approval by co-authors and their institution.
3) All manuscripts undergo peer review to ensure academic excellence. Reviewers remain anonymous.
4) Open access charges allow published material to be available to all online visitors. Authors should consult the fees information.
Formal Research Report or QAResearch Report Individual Project (4ShainaBoling829
Formal Research Report or Q/AResearch Report / Individual Project (400 points)
Write a scholarly research report on a topic related to Software Engineering (see Appropriate Topics). Please see Important Notes and Document Details for detailed specifications.
Appropriate Topics:
The Research Report should consist of a comparative analysis of two programming languages of your choice.
Important Student Notes:
· Each student submission should be checked for plagiarism. Students should be warned that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions.
· Only one submission attempt is permitted – AS THE STUDENT TO BE SURE BEFORE DEPRESSING ENTER.
· Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). No other formats are acceptable.
· The research paper must be at least 2,500 words supported by evidence (citations from peer-reviewed sources).
· A minimum of four (4) peer-reviewed journal citations are required.
· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
· Extra white space use to enhance page count will negatively affect student grade.
· Chapter 1 illustrates the document details of the research report and constitutes Background/Introduction, Problem Statement(s), Goal(s), Research Question(s), Relevance and Significance, Barriers and Issues related to topic chosen. Chapter 2 should consist of student paraphrasing the cited research material (i.e. what happened in case study x). Chapter 3 should be the reasoning for doing a basic compare/contrast or advantages/disadvantage of what was stated in Chapter 2 (do not state because the professor said so). Chapter 4 is a complete analysis, synthesis, and evaluation of what was stated in chapter 2. In effect, chapter 3 is a statement of what will be done and chapter 4 is what was done and what the findings were. Again, thus far the writing is objective and must not contain student opinion. Chapter 5 states results, conclusion, and future work recommendations. Here is where student opinion (or any researcher) can state their respective opinion as the student has now “done the work” and are justified in stating results.
· Graduate student are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help.
· IMPORTANT - please refer to the following u ...
THIS PAPER IS TO BE USED AS YOUR GUIDE TO HELP YOU PUT TOGETHER THTakishaPeck109
THIS PAPER IS TO BE USED AS YOUR GUIDE TO HELP YOU PUT TOGETHER THE DISCUSSION FOR THIS WEEKS LESSON PLEASE LOOK BACK AT YOUR INSTRUCTION AND READING MATERIAL TO HELP YOU……THANKS
Week 6 Discussion 1 Ethics
Human experimentation is an ethical issue that exists in criminal justice research. It was
not uncommon for the military to use its own crew members as volunteers for experiments
regarding chemical warfare. In 1944, there was a young Navy man that was subjected to rigorous
testing of chemical agents that yield adverse reactions to his body both internally and externally,
(pcrm.org, n. d.).
The ACJS Code of Ethics would have prevented such brutal treatment of a test subject.
First, full disclosure between the subject and researcher should be completely understood and
full permission must be given prior to experimenting. Minimal harm to the subject is also an
ethical aim when it comes to subjecting people to experimentation. Researchers should inform
participants about any aspects of the research that might change a person’s mind about
participating, such as physical risks, discomfort, and/or unpleasant emotional experiences.
Those found in violation of the ACJS Code of Ethics could result in sanctions all the way
to termination of membership. Basically, all you must do is be a decent human being when
conducting research like one should in everyday life. If decency is a guiding force, ethical issues
won’t be an issue.
References
Pcrm.org staffers, (n. d.). Human experimentation: an introduction to the ethical issues.
Retrieved from http://www.pcrm.org/research/healthcare-professionals/researchcompendium/human-experimentation-an-introduction-to-the
INSTRUCTIONS FOR USING THE TEMPLATE
General Information
The GCU dissertation template is designed to make the task of writing your dissertation as straightforward as possible. The basic guidelines for completing the proposal/dissertation manuscript are contained in this template. Please note that dissertation requirements may change over time as new designs, types of analyses and research paradigms enter the research literature. As such, it is possible that the template contains omissions, inconsistencies, or minor errors. In service to addressing these potential issues, the dissertation template is updated on a regular basis. As an independent doctoral level researcher, it is your responsibility to check regularly for template updates and to use the most current version of the template. If you need clarification or have questions, please contact your chair.
All template formatting directions must be followed, and all rubric requirements must be satisfied or addressed. There are many important instructions in the text that describes most sections. The template includes many “bubble comments” that appear in a special margin on the far right of the document. To make sure you can see these comments, choose the Review menu tab from the Word ribbon (top of the page), and in the Tracking group ma ...
1 mime 1650 materials science & engineering spring 2abhi353063
This document provides guidelines for laboratory reports for a Materials Science and Engineering course. It outlines the required sections and content for the report, including an objective, abstract, introduction, methodology, procedure, data, results, discussion and conclusion, and references. The report should concisely document the experiment in a clear, well-organized manner so that readers understand what was done and the outcomes. Tables, graphs and other visuals must be professionally presented and labeled for clarity. The report allows engineers to communicate their work to others.
The document provides guidance on appendices, footnotes/endnotes, references, and other sections that may be included in a report. Some key points:
- Appendices contain additional supporting information referenced in the main body, such as data sets, figures/tables, transcripts. Each appendix should be labeled and ordered based on references in the text.
- Footnotes/endnotes are used to cite sources, with different numbering/formatting depending on instructor preferences. They contain details to identify the source.
- References (also called a bibliography) are listed in alphabetical order by author at the end, with full details of all sources cited.
The document provides guidelines for submitting manuscripts to the Aceh International Journal of Science and Technology (AIJST), including requirements for original research papers, review articles, short communications, and technical papers. Manuscripts must be in English and between 5,000-7,000 words. References must be in Harvard style. Authors must separate submission materials into three files and remove identifying information from the main manuscript file. The journal uses double-blind peer review and makes all articles freely available to readers worldwide at no cost.
1
Assignment Presentation Formatting Guidelines
All undergraduate written essay and research report style assignments should be formatted using the following rules:
Margins: 2.54 left, right, top and bottom (this is the pre-set default margin setting).
Font Type: ‘Times New Roman’.
Font Size: 12 point font only with no larger fonts used for headings (if used).
Line Spacing: Double line spacing should be used throughout the assignment and on the reference list with no additional spaces between paragraph, assignment ‘sections’ or listed references. New paragraphs or sections are indicated by indenting of the first line of each new paragraph (see presentation format exemplar).
Indenting: Each new paragraph should be indented 5-7 spaces (or one Tab space).
Justification: No justification of text on right hand margin. Justify the left side of text in the body of essay/report except for indents required for the first lines of each new paragraph (see presentation format exemplar).
Page Numbers: Page numbers should be inserted in the upper right-hand side of the page header flush against the margin. Page numbers should start on the Title Page (starting at 1) and should be formatted with just the page number (see presentation format exemplar).
Assignment Title: Devise a suitably descriptive assignment title to include on the title page. Examples include: Managing Norovirus in Aged Care Facilities; Annotated Bibliography for Essay Question Four; Education Plan for the Long-Term Management of Type II Diabetes.
Footer: Your student number is to be inserted into the footer of the document (to assist with identification of lost pages if submission errors occur).
Griffith University Cover Page: Complete and include the official university cover page. Assignment template documents for both INDIVIDUAL AND GROUP assignments that have the university cover page already merged are available for download on the Griffith Health Writing & Referencing Guide website.
Title Page: Include a title page with the following information. See presentation format exemplar for example.
· Student Name:
· Essay/Report title:
· Word count: (excluding title page, reference list/bibliography and appendices)
Note: Your title page will also have a page number in the header (starting at ‘1’) and your student number in the footer (see presentation format exemplar).
Word Count: Word counts will comprise ALL text material contained in the body of the written assignment. This will include in-text citations, quotations, and any headings (if used). This will also include any information presented in tables or figures which are included WITHIN the body of the assignment.
Information included outside of the main body of the assignment (e.g. university coversheet, title page, reference list, preparation table) will NOT contribute to the word count.
Please Note: You must adhere to the stipulated word count for your assignment. Assignments which go over this stated limit ...
The document provides guidance for students on planning their magazine covers for an assessment. It discusses including elements like the masthead, cover lines, date and price. Students are advised to consider the genre, target audience through demographic, socio-economic and psychographic profiling, and codes and conventions of the genre. They should also plan the layout, fonts, graphic elements, main cover line, additional contents, number of sections and specific contents. The proposal will outline all these planning details for the student's individual magazine cover.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides author guidelines for submitting articles to the journal Expert Reviews of Immunology Vaccines and Informatics. It outlines requirements for article structure and content, including a cover letter, abstract, keywords, figures, tables, references, funding information, and copyright details. Authors are asked to follow guidelines from the International Committee of Medical Journal Editors for manuscript preparation. The journal considers various article types for peer-reviewed publication, including research reports, reviews, case reports, and editorials.
The Weizmann Institute of Science's Solar Research Facilities Unit has been conducting research and development on concentrated solar energy since 1988. It features a 54-meter solar tower with a field of 64 heliostats that can deliver up to 2.8 MW of concentrated solar power. The unit has 5 experimental levels and unique beam-down optics. Over 25 years, it has supported projects in solar steam production, solar electricity generation using gas turbines, and thermochemical processes for fuels and storage. Recent projects include a 350 kW zinc oxide carboreduction process. The future is unclear due to a decision to convert the building to a medical research center.
Instructions for Authors of IJRS (International Journal of Remote Sensing) fo...Atiqa khan
This document provides instructions for authors submitting papers to International Journal of Remote Sensing, including guidelines on manuscript preparation, submission process, copyright and authors' rights. Key points covered include formatting manuscripts with sections, references, figures and equations according to journal style; submitting manuscripts online through ScholarOne; copyright being assigned to the journal; and authors retaining rights to freely access and share their published articles.
Meethaq is a peer-reviewed, open access journal that aims to provide an intellectual platform for scholars to promote interdisciplinary research in humanities. The journal focuses on topics related to education, teacher education, cross-cultural studies, linguistics, ICT, minority education, and women's studies. It publishes well-researched papers, case studies, reviews, and commentaries in these areas. The journal welcomes original, theoretical, and empirical research papers from researchers, academics, professionals, and students worldwide. It goes through a review process to ensure high quality of published papers while being committed to a timely review.
Manuscriptedit provides online editing, proofreading, and publication support services. It has over 350 expert subject editors and native English editors. Services include substantive editing, copy editing, proofreading, journal publication, illustration enhancement, formatting, medical writing, and translation. The editing process involves revision by a chief editor, English editor, and expert subject editor. Formats accepted for editing include Word, PDF, LaTeX. Publication support services include journal selection, submission, responding to reviewers, formatting, and typesetting. Medical writing services include case reports, original research articles, reviews, proposals, and customized writing.
This document provides instructions for authors submitting manuscripts to the International Journal of Biological and Medical Research (IJBMR). The journal publishes original research papers across all areas of contemporary biological and medical fields. Manuscripts should be organized with sections including title page, abstract, keywords, introduction, materials and methods, results, discussion, conclusions, acknowledgements, and references. Authors are instructed to submit manuscripts online through the journal website and provide all relevant publication details and formatting according to the instructions. The submission and review process is also outlined.
Som authorship guidelines jan 2017 updatestjcarter
The document discusses updates to authorship guidelines from the International Committee of Medical Journal Editors (ICMJE) and the School of Medicine (SOM). It summarizes key changes to the ICMJE guidelines in 2016 and 2015, including strengthened language around conflicts of interest and research transparency. It also discusses emerging forums for post-publication discussion like PubPeer.com and RetractionWatch.com that allow anonymous peer review and have contributed to article retractions. Authors are advised to familiarize themselves with these discussion forums and the evolving standards around research integrity and transparency.
Hcm 530 term paper guidelines health care is a multidiscioreo10
This document provides guidelines for a term paper assignment in an HCM 530 public health class. Students must choose a public health topic or profession to research and write a 10-15 page paper about, showing how their topic positively impacts community health. Example topics are provided. The paper will be evaluated based on content quality, application of the Saint Leo University core value of excellence, technical writing skills, formatting, and reference quality. Papers are due by the end of Module 7.
This document provides guidelines for formatting a final year project report, including:
- The title page should contain the project title, student and supervisor names, and institution logo in the specified font sizes and styles.
- The report should include chapters on introduction, literature review, methodology, results, and conclusion, as well as references and appendices.
- The body text should be 12pt Times New Roman font with 1.5 line spacing. Figures and tables should be numbered by chapter and referred to in the text.
- Direct quotes from other works must be cited properly, and a references section included in the specified formats. Adhering to these guidelines will result in a professionally formatted final year project report.
Task 1 Annotated BibliographyIntroductionThe first stages of.docxjosies1
Task 1: Annotated BibliographyIntroduction:
The first stages of the research writing process involve topic selection, formulation of a research question, preliminary research, and the development of a working thesis statement. Now you will begin identifying and evaluating sources to determine how effectively they can support your argument. If needed, the “Topic Ideas” web link below can be used for selecting your research topic.
For this task, you will create an annotated bibliography by finding 8-10 sources for your research paper, listing the sources in APA-formatted references, and providing an annotation for each source. Each annotation should offer a summary of the source, an evaluation of its author’s or publisher’s credibility, and an assessment of its relevance to your topic.
Requirements:Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compose an appropriate, arguable thesis statement that previews two to four main points and that you plan to use in your research paper.
B. Create an annotated bibliography of eight to ten appropriate, credible sources that you plan to use in your research paper.
Note: You may use the attached “Annotated Bibliography Template” to complete your annotated bibliography, but use of the attached template is not required.
1. Provide a full, APA-formatted reference citation for the 8–10 sources.
2. Provide an annotation (suggested length of 150 words) for each of the 8–10 sources by doing the following:
a. Summarize the information presented in the source.
b. Analyze the credibility of the author of the source or of the publication (e.g. journal, publisher, or website), if no author is present.
c. Analyze the relevance of the source to your chosen research topic.
3. Write each annotation in your own words, without the excessive use of direct quotation or extensive paraphrasing, for the 8–10 sources from part B.
C. Demonstrate professional communication in the content and presentation of your submission.
Task 2: Argumentative Research PaperIntroduction:
Writing a research paper gives you an opportunity to explore a topic of special interest, research that topic, and organize your research findings in writing for an academic audience.
Through your preparation work, you have established an argumentative thesis statement and have planned a clear organization of your main points. Your research is compl.
The document outlines author guidelines for submitting manuscripts to the Journal of Textiles, including:
1) Manuscripts must be submitted electronically through the online system by one of the authors. Only PDF or Word files are accepted.
2) Papers must not have been previously published or under review elsewhere. Authors are responsible for approval by co-authors and their institution.
3) All manuscripts undergo peer review to ensure academic excellence. Reviewers remain anonymous.
4) Open access charges allow published material to be available to all online visitors. Authors should consult the fees information.
Formal Research Report or QAResearch Report Individual Project (4ShainaBoling829
Formal Research Report or Q/AResearch Report / Individual Project (400 points)
Write a scholarly research report on a topic related to Software Engineering (see Appropriate Topics). Please see Important Notes and Document Details for detailed specifications.
Appropriate Topics:
The Research Report should consist of a comparative analysis of two programming languages of your choice.
Important Student Notes:
· Each student submission should be checked for plagiarism. Students should be warned that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions.
· Only one submission attempt is permitted – AS THE STUDENT TO BE SURE BEFORE DEPRESSING ENTER.
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· The research paper must be at least 2,500 words supported by evidence (citations from peer-reviewed sources).
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· Extra white space use to enhance page count will negatively affect student grade.
· Chapter 1 illustrates the document details of the research report and constitutes Background/Introduction, Problem Statement(s), Goal(s), Research Question(s), Relevance and Significance, Barriers and Issues related to topic chosen. Chapter 2 should consist of student paraphrasing the cited research material (i.e. what happened in case study x). Chapter 3 should be the reasoning for doing a basic compare/contrast or advantages/disadvantage of what was stated in Chapter 2 (do not state because the professor said so). Chapter 4 is a complete analysis, synthesis, and evaluation of what was stated in chapter 2. In effect, chapter 3 is a statement of what will be done and chapter 4 is what was done and what the findings were. Again, thus far the writing is objective and must not contain student opinion. Chapter 5 states results, conclusion, and future work recommendations. Here is where student opinion (or any researcher) can state their respective opinion as the student has now “done the work” and are justified in stating results.
· Graduate student are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help.
· IMPORTANT - please refer to the following u ...
THIS PAPER IS TO BE USED AS YOUR GUIDE TO HELP YOU PUT TOGETHER THTakishaPeck109
THIS PAPER IS TO BE USED AS YOUR GUIDE TO HELP YOU PUT TOGETHER THE DISCUSSION FOR THIS WEEKS LESSON PLEASE LOOK BACK AT YOUR INSTRUCTION AND READING MATERIAL TO HELP YOU……THANKS
Week 6 Discussion 1 Ethics
Human experimentation is an ethical issue that exists in criminal justice research. It was
not uncommon for the military to use its own crew members as volunteers for experiments
regarding chemical warfare. In 1944, there was a young Navy man that was subjected to rigorous
testing of chemical agents that yield adverse reactions to his body both internally and externally,
(pcrm.org, n. d.).
The ACJS Code of Ethics would have prevented such brutal treatment of a test subject.
First, full disclosure between the subject and researcher should be completely understood and
full permission must be given prior to experimenting. Minimal harm to the subject is also an
ethical aim when it comes to subjecting people to experimentation. Researchers should inform
participants about any aspects of the research that might change a person’s mind about
participating, such as physical risks, discomfort, and/or unpleasant emotional experiences.
Those found in violation of the ACJS Code of Ethics could result in sanctions all the way
to termination of membership. Basically, all you must do is be a decent human being when
conducting research like one should in everyday life. If decency is a guiding force, ethical issues
won’t be an issue.
References
Pcrm.org staffers, (n. d.). Human experimentation: an introduction to the ethical issues.
Retrieved from http://www.pcrm.org/research/healthcare-professionals/researchcompendium/human-experimentation-an-introduction-to-the
INSTRUCTIONS FOR USING THE TEMPLATE
General Information
The GCU dissertation template is designed to make the task of writing your dissertation as straightforward as possible. The basic guidelines for completing the proposal/dissertation manuscript are contained in this template. Please note that dissertation requirements may change over time as new designs, types of analyses and research paradigms enter the research literature. As such, it is possible that the template contains omissions, inconsistencies, or minor errors. In service to addressing these potential issues, the dissertation template is updated on a regular basis. As an independent doctoral level researcher, it is your responsibility to check regularly for template updates and to use the most current version of the template. If you need clarification or have questions, please contact your chair.
All template formatting directions must be followed, and all rubric requirements must be satisfied or addressed. There are many important instructions in the text that describes most sections. The template includes many “bubble comments” that appear in a special margin on the far right of the document. To make sure you can see these comments, choose the Review menu tab from the Word ribbon (top of the page), and in the Tracking group ma ...
1 mime 1650 materials science & engineering spring 2abhi353063
This document provides guidelines for laboratory reports for a Materials Science and Engineering course. It outlines the required sections and content for the report, including an objective, abstract, introduction, methodology, procedure, data, results, discussion and conclusion, and references. The report should concisely document the experiment in a clear, well-organized manner so that readers understand what was done and the outcomes. Tables, graphs and other visuals must be professionally presented and labeled for clarity. The report allows engineers to communicate their work to others.
The document provides guidance on appendices, footnotes/endnotes, references, and other sections that may be included in a report. Some key points:
- Appendices contain additional supporting information referenced in the main body, such as data sets, figures/tables, transcripts. Each appendix should be labeled and ordered based on references in the text.
- Footnotes/endnotes are used to cite sources, with different numbering/formatting depending on instructor preferences. They contain details to identify the source.
- References (also called a bibliography) are listed in alphabetical order by author at the end, with full details of all sources cited.
The document provides guidelines for submitting manuscripts to the Aceh International Journal of Science and Technology (AIJST), including requirements for original research papers, review articles, short communications, and technical papers. Manuscripts must be in English and between 5,000-7,000 words. References must be in Harvard style. Authors must separate submission materials into three files and remove identifying information from the main manuscript file. The journal uses double-blind peer review and makes all articles freely available to readers worldwide at no cost.
1
Assignment Presentation Formatting Guidelines
All undergraduate written essay and research report style assignments should be formatted using the following rules:
Margins: 2.54 left, right, top and bottom (this is the pre-set default margin setting).
Font Type: ‘Times New Roman’.
Font Size: 12 point font only with no larger fonts used for headings (if used).
Line Spacing: Double line spacing should be used throughout the assignment and on the reference list with no additional spaces between paragraph, assignment ‘sections’ or listed references. New paragraphs or sections are indicated by indenting of the first line of each new paragraph (see presentation format exemplar).
Indenting: Each new paragraph should be indented 5-7 spaces (or one Tab space).
Justification: No justification of text on right hand margin. Justify the left side of text in the body of essay/report except for indents required for the first lines of each new paragraph (see presentation format exemplar).
Page Numbers: Page numbers should be inserted in the upper right-hand side of the page header flush against the margin. Page numbers should start on the Title Page (starting at 1) and should be formatted with just the page number (see presentation format exemplar).
Assignment Title: Devise a suitably descriptive assignment title to include on the title page. Examples include: Managing Norovirus in Aged Care Facilities; Annotated Bibliography for Essay Question Four; Education Plan for the Long-Term Management of Type II Diabetes.
Footer: Your student number is to be inserted into the footer of the document (to assist with identification of lost pages if submission errors occur).
Griffith University Cover Page: Complete and include the official university cover page. Assignment template documents for both INDIVIDUAL AND GROUP assignments that have the university cover page already merged are available for download on the Griffith Health Writing & Referencing Guide website.
Title Page: Include a title page with the following information. See presentation format exemplar for example.
· Student Name:
· Essay/Report title:
· Word count: (excluding title page, reference list/bibliography and appendices)
Note: Your title page will also have a page number in the header (starting at ‘1’) and your student number in the footer (see presentation format exemplar).
Word Count: Word counts will comprise ALL text material contained in the body of the written assignment. This will include in-text citations, quotations, and any headings (if used). This will also include any information presented in tables or figures which are included WITHIN the body of the assignment.
Information included outside of the main body of the assignment (e.g. university coversheet, title page, reference list, preparation table) will NOT contribute to the word count.
Please Note: You must adhere to the stipulated word count for your assignment. Assignments which go over this stated limit ...
The document provides guidance for students on planning their magazine covers for an assessment. It discusses including elements like the masthead, cover lines, date and price. Students are advised to consider the genre, target audience through demographic, socio-economic and psychographic profiling, and codes and conventions of the genre. They should also plan the layout, fonts, graphic elements, main cover line, additional contents, number of sections and specific contents. The proposal will outline all these planning details for the student's individual magazine cover.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Checking your Typeset Proof
Multi-Authored Papers
In the case of multi-authored papers, authors are advised to collaborate when checking
the typeset proof. One author should be nominated to either accept or submit corrections
on behalf of all of the authors of the paper.
We can only accept one set of revisions, or one acceptance of the typeset proof, from the
nominated author. Once an author approves the typeset proof further revisions may not be
requested.
Replying to us
After you review the typeset
then need to select the appropriate option to proceed.
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To be selected when your paper is ready for publication
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We recommend that you print the typeset proof and proofread it slowly and with great
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It is important that all of your corrections (and those of your co-authors if applicable) are
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Please note that careful proofreading is solely your responsibility.
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8. In particular, the eco-holistic model of the health promoting school, which is presented
in this booklet, became a springboard for identifying the key elements of the health promoting
school (Parsons et all, 2005). In this report the model has been used as a basis for a first draft
of a model on mainstreaming occupational safety and health into education. This model
shows the key external influences on the process of mainstreaming occupational safety and
health into education, as well as internal elements that influence the promotion of mainstream-
ing within school or other educational establishments.
The European initiatives should be translated at a national and subsequently at regional
and/or local level, with the possibility of continuous feedback during the evaluation of con-
crete initiatives (Hundeloh & Hess, 2007). This makes it possible to analyse success factors
and drawbacks and to have an input for new action plans or strategies. It is also important
to evaluate if it is possible for local occupational safety and health and education institutions
or partnerships to reach formulated aims and ambitions (Azurbi, 2008). A description of the
internal factors that have been presented previously, in the graph, are:
• Legislative background: existing legislation and the formal curriculum,
• Communication with/between all stakeholders: school, students, parents,
• Occupational safety and health as part of lifelong learning: safety and health form part
of all aspects of the daily and working life,
• Safe and healthy learning and working environment: school policy or occupational safety
and health policy in other educational establishments,
• Interactive and flexible education material: age-adapted, attractive, readymade;
The Process of Mainstreaming Occupational Safety and Health in School
Curriculum
Mainstreaming safety and health into school curriculum is a process covering six different
steps (NIOSH, 2007). These steps come from a process model that is often used for quality
management and also in the field of vocational education. The six steps are comprised of
“success factors” identified like factors that supported the successful process of mainstreaming
safety and health into education. The six steps (information, planning, decision, realisation,
evaluation and follow-up) are linked together according to a logical order (Nyhan, 2008).
Following these steps should improve the quality of the mainstreaming process and its results.
In the following a short summary of the steps will be given first, then the results of the ana-
lysis of the cases and of other sources will be described in detail.
Step 1: Information
Before the project starts the necessary information should be collected, e.g. figures referring
to accidents of children and young people, data referring to the number of safety lessons
given in schools or data referring to the working conditions in schools and other educational
establishments.
Step 2: Planning
It has to be clarified in advance which partners should participate in the project to support
the mainstreaming process. Existing experiences and structures can be used for the project,
THE INTERNATIONAL JOURNAL OF LEARNING
9. e.g. health promotion networks, cooperation with safety and health authorities and their
training institutes.
Step 3: Decision
The first two steps should be completed before a decision can be made on carrying out a pilot
study of the project. At this stage the general aim of the project and operational goals should
be defined. Deadlines and responsibilities should be described within an action plan.
Step 4: Realisation
This is the implementation phase of the project. Successful mainstreaming activity will more
than likely depend on the following factors: the recognition of safety and health as an inherent
part of lifelong learning; a broad understanding of safety and health including physical,
mental and social well-being; a direct relationship of educational measures to the workplace;
and the involvement of experienced teachers to develop the programme and its material.
Step 5: Evaluation
Evaluation should be an integral part of the process. It should accompany and improve the
mainstreaming process. Additionally the results of the project have to be evaluated regarding
their sustainability and their transferability to other institutions and in other cultural contexts.
Step 6: Follow-up
During the project a promotion plan should be developed and possibilities of a follow-up
should be considered.
Research Aims
1. Guidelines to clarify the educational and organizational performance to facilitate the
process of teaching and learning in occupational safety and health.
2. Discover experiences in occupational safety and health which show the extent
in the educational field.
3. Find out the current status of educational institutions as centers of training in occupa-
tional safety and health.
Methodology
Data Collection Instruments
Documentary sources provide a way to understand current educational practices, knowing
how these practices have evolved and clarify matters related to this evolution (McMillan &
Schumacher, 2005:524). The data from this study, are mainly written sources, specifically,
has made a comparative study of different countries of the European Union through databases,
electronic documents, etc. Then we will show our documentary source.
ANTONIO BURGOS GARCÍA
10. Table 1: Educational Materials and Resources
Comment (Description)Materials/Resources
United Kingdom. National program that provides an accreditation
process in order to promote cooperation in education and health
National healthy
school standard guid-
ance
United Kingdom. Community Campaign “Laing Homes” and con-
ceiving prevention as an area where development of resources, ideas
and lesson plans for teachers, based on a construction site.
“Splaat” Safe play at
all times
United Kingdom. Teaching materials for the education sector with
specific examples of risks in the workplace
Check it out
Netherlands. This initiative focuses on improving communication
on safety and violence in and around schools
The safe school
Greece. Development of comprehensive procedures to monitor
safety education in schools and implement measures for collabora-
tion between public and private sector
Safety School
(FAOS)
Sweden. Program to design a work environment and learning in
schools
School environment
round.
Italy. Conceptual and methodological framework to show teachers
and teachers how to integrate occupational safety and health into
programs
At the safety school.
Italy. Planning and testing of standard training modules on security
in schools and vocational schools
OSH integrated in cur-
ricular standards
Spain. Development and dissemination at national level of educa-
tional tools to foster a culture of prevention
Examples of good
practice in primary
school
Denmark. Project to develop basic skills and attitudes and to make
a positive contribution to health and personal safety and the envir-
onment
Armi project: “Ar and
Mi at school”/”New
kids on the job
Ireland. Development and implementation of a programmatic doc-
ument on security that shows how to manage occupational safety
and health on farms
Preventing accidents to
children and young
persons in agriculture
France. Sectoral project with the objective of the work of students
within an enterprise is economically and socially useful
Synergie
Belgium. Manual-preventive and educational guides for students
coming to joining the labor market
Students make ma-
chines safe
Germany. Competition for students of vocational schoolsYoung people want to
live safely
THE INTERNATIONAL JOURNAL OF LEARNING
11. Sample
The sample is given by the “source documents”, ie, programs, plans, databases, documents,
legislation, etc.., relating to occupational safety and health in the school context. Therefore,
the information appears normative and practical.
Table 2: Types of Documentary Sources Analyzed
Objetive AnalysisDocumentsSource
Retrieving Information from official government records
and school: Statistical data, directives, and reports of
autonomous centers
Newspapers
Magazines
Institutional
campaigns
Databases
Primary sources
Analyze information on the evelopment of materials.Manuals
Materials
Textbooks
Secondary
sources
Data Analysis
Model has been developed content analysis (qualitative methodology), defined as a technique
that has moved from analysis of the messages based on assumptions of systematization and
quantification procedures, to search for latent content. Krippendorff (2002) considers the
content analysis as a research technique that is used to make reproducible and valid inferences
from data. To perform the content analysis, it used the data analysis program “AQUAD
Five” with the aim of reducing representation, contrasting goals and verification of data
obtained in the documents analyzed. Before categorizing the transcripts, were numbered
texts in “AQUAD Five”. At this time, the documents extracted are subjected to a conventional
content analysis, facilitated by the use of a database program (AQUAD Five), in order to
extract possible information for our study.
The documents were divided by units of meaning that had a complete sense. The texts
were broken up into thematic units complete meaning, composing each track. This allows
text to be split on each registration form, by natural units of speech, without introducing ar-
tificiality. Elaborate on the Program Database, a record that would introduce each unit of
text, categorize and assign to the various dimensions established. Those pieces of text without
loading specific semantics were excluded. After the fragmentation of the text into meaning
units and introduced into the program (AQUAD Five), analyzes and categorizes each of the
fragmented units.
Results
The process of mainstreaming safety and health curriculum in European Union countries is
determined by the six steps set by the European Agency for Occupational Safety and Health
(Parson et all, 2005). In this sense, we show the results of our investigation, from a compar-
ative perspective.
ANTONIO BURGOS GARCÍA
12. Step 1: Information
Statistics or statistical data referring to high rates of accidents of children and young people
are an important basis to start the mainstreaming process. Figures can give rise to a project
as in the Synergie project, France, or in the German project ‘Young people want to live
safely’. The process of mainstreaming occupational safety and health into education should
be research-based. In the development phase of the ‘National healthy school standard’,
England, research and consultation with stakeholders of existing healthy school schemes
was involved. In the FAOS project a special diagnostic survey was carried out by all heads
of secondary schools at regional level in the Prefecture of Archaia, Greece. The Swedish
“School environment round” is based on research on the theme “Working life in schools”,
which gathered together the researchers at the Swedish National Institute for Working Life
who work on school issues. These researchers have a range of different backgrounds and
fields of expertise. For example, the group includes educationalists, noise researchers, ergo-
nomists, sociologists and researchers into bullying. They conduct research and work in
schools to implement various development projects. Exchange of good practice of main-
streaming occupational safety and health into education before the project starts is necessary
to avoid double work. But it may also be helpful to look for similar initiatives in other fields
in the neighbourhood. For example, within the “At the safety school” project (Italy), studies
on new methods to improve health education have been carried out and the curriculum ap-
proach of this project was closely linked to the ‘Michigan model for comprehensive school
health education’ (Jensen & Simovska, 2005).
Step 2: Planning
The active participation of all possible intermediaries is necessary to develop a comprehensive
educational approach to children and young people and to maintain broad-based support. A
broad range of stakeholders was included in these projects: policymakers, representatives
of trade unions, employers, parents, pupils/students, teachers, head teachers/school managers,
occupational safety and health experts. Possible key players in the community are: schools,
employers, parents, peer educators, job placement agencies, healthcare providers and com-
munity groups (Weber, 2000).
Schools have a direct responsibility to ensure the safety of students in education, specific-
ally in vocational education where specific risks may occur, and an indirect responsibility
to prepare children for future life. This includes helping children to develop increasing re-
sponsibility for their own and others’ safety. The British Royal Society for the Prevention
of Accidents provides a framework for a school health and safety policy. Furthermore, part
of the young workers website from this society is aimed at teachers involved in setting up
and coordinating work experience programmes for their students (Weber, 2000).
Employers bear direct responsibility and are thus important partners in occupational
safety and health and education initiatives. Although they know the legislative issues, they
are often uncertain about how to supervise and mentor young people effectively. Reaching
out to the employers means:
THE INTERNATIONAL JOURNAL OF LEARNING
13. • Identifying local businesses that employ large numbers of young people.
• Offering factsheets or brochures to employers and meeting them.
• Contacting businesses participating in vocational education placements and local business
organisations.
The employer and the educational institutions must work together and ensure that the student
is prepared for the working environment. The appointment of a good supervisor/instructor
at work is necessary to guide the student and to give feedback (Weber, 2000).
Parents. Children and young people often turn to their parents for information and advice
about jobs. Besides giving advice, parents must know about workplace rights and responsib-
ilities. In many countries, parents are required to sign a work permit for their child. Reaching
out to parents means (Weber, 2000):
• Identifying organisations that are parent-run or that serve parents.
• Conducting workshops for groups of parents in the community.
• Distributing posters, brochures and other materials .
Peer educators. Young people are effective trainers: they bring energy and enthusiasm to
their teaching, speak the language of their peers, serve as role models to other young people,
and provide a fresh perspective on workplace issues. Promoting peer education means:
• Identifying programmes or people interested in sponsoring peer educators.
• Providing materials and training to the peer educator advisers.
• Helping advisers to include safety and health in their programmes.
In a similar vein, project leaders need to involve young people at an early stage of a project,
to ensure that it is relevant and user-friendly. It is important to find out what young people
want and to work with them on a collaborative basis. Increasingly, teachers are more involved
with designing or modifying new programmes, especially involving work placements (Weber,
2000).
Health care providers share information with young patients about a variety of health
risks, but they rarely discuss the risks of workplace injury. Because of their direct contact
with young people and their prominence in the community, healthcare providers can be ef-
fective advocates for teen worker safety and health. Promoting occupational safety and health
to healthcare providers means:
• Contacting providers in community and school health clinics.
• Providing resources and training to medical providers, e.g. distributing videos to share
with young patients, putting posters in the waiting room, etc.
• Asking local hospitals to provide data on work-related injuries.
• Giving presentations or writing articles for the professional health associations.
Although legislation can be a burden or even an obstacle for fresh initiatives, these projects
prove that it can also be an incentive and a reason to set up an occupational safety and health
and education project. Certain projects were borne out of occupational safety and health
regulations, such as, for example, the “School environment round” Sweden, the “Armi pro-
ject”, Denmark, Synergie, France and “Check it out”, England. Others found their origins
ANTONIO BURGOS GARCÍA
14. in standards imposed by the educational authorities and/or in the curricula: “National healthy
school standard”, England, “The safe school”, the Netherlands, Splaat, England, “occupa-
tional safety and health integrated in curricular standards”, Italy. Cooperation should be
initiated with and among authorities of education, of employment and of health. Specifically,
the “National healthy school standard” reveals the necessity for strong back-up, guidance
and close cooperation from above and works at national, regional and local level. Nyhan
(2008) says that good communication is necessary between different institutions, public
health and education authorities or administrations. Both at and between international and
national level, there is a need for enhanced dialogue. Funding is an important dimension of
the mainstreaming process. The projects described in this report made use of the following
resources: government funding, accident insurance association and health insurance funds,
public-private partnerships and sponsoring.
Step 3: Decision
Decision defines the objectives, measures, operational targets and initiatives of the main-
streaming occupational safety and health into education project. An action plan should be
set up according to the key elements of the mainstreaming process. For example, in case of
the ‘National healthy school standard’, England, these key elements are: partnerships, pro-
gramme management and working with schools. In the ‘school environment round’, Sweden,
an action plan must be drawn up that includes measures, costs, timetable and divisions of
responsibility for implementation. Before the project will be implemented it should be tested
in a pilot project. A presupposition for carrying out a stepwise participatory approach is a
commitment from the initiators of the project and a clear allocation of responsibilities between
the different stakeholders.
Step 4: Realisation
Safety and health form part of all aspects of the daily and working life. To promote good
behaviour among children and young people before they enter working life, safety and health
issues have to be included in the school curriculum. The way this is achieved has changed
over the last 20 years. Previous cases demonstrated that occupational safety and health is
included in the curriculum as a single subject (or course) most often in the science classes.
Often it was an add-on or a one-off campaign. A weakness of these campaigns is that wider
or follow-up intervention is lacking.
Today, a more ‘transversal’ integration of occupational safety and health aspects in different
subjects and over the whole educational process is aimed at, taking into account the age and
education level of the children. By considering occupational safety and health as a transversal
subject, it is hoped that the mainstreaming is better achieved during the whole educational
process so that OSH is not a onetime action. In the UK, national evaluation criteria and
curriculum guidelines (such as the national curriculum) are important levers for influencing
the direction of teaching practice and school management. Furthermore, the occupational
safety and health programmes should be context sensitive, they should be flexible enough
to be tailored to each school’s ‘local’ context and adaptable to different learning contexts.
A broad approach to occupational safety and health is necessary, including physical and
psychological health and well-being (Nyhan, 2008).
The risk-factor model needs to be corresponded by a resource model, stressing the prop-
erties and capabilities that help maintain, improve or restore safety and health. It is important
THE INTERNATIONAL JOURNAL OF LEARNING
15. to not (only) focus on bad occupational safety and health (risks or injuries) but to use ‘good
occupational safety and health’ to make occupational safety and health an integral part of
good living and to encourage responsibility to live healthily. For pupils at this young age,
working life is far away and can therefore be an uninteresting subject. For them, an introduc-
tion into general safe and healthy behaviour in a playful age-appropriate manner and referring
to their daily life is extremely important. Examples of this can be seen in cases like “At the
safety school”, Italy, and the other Spain project “Examples of good practice in primary
school” and also in the “Armi project”. However, it is possible to deal with professional
risks with these children by using specific ‘attractive’ professions (e.g. “Splaat”, England:
construction work) and so the integration of OSH can begin.
The development of teaching resources by experienced teachers with a deep insight into
school education practice ensures that the resources are relevant and of high quality. This is
mentioned in the case study “Check it out”, United Kingdom, and in the description of the
“Splaat project”, (NIOSH, 2007). Furthermore the enthusiasm of teachers is often the driving
force to mainstream OSH into education. The chance for teachers and health and safety experts
to work together increases the experience on both sides. Explaining and transferring know-
ledge in an oneway system (teacher explains, student listens and reproduces) is not the best
way to transfer knowledge (Nyhan, 2008). Educationalists have understood for some time
and in the domain of occupational safety and health, too, that interactivity has become a
fundamental principle. The interactive approach requires an active and creative contribution
from the pupil/student, as for example in the “Young people want to live safely” case, Ger-
many. However, interaction suggests also the cooperation between teachers, students and
prevention officers.
For the projects in secondary and vocational education, the students often interact, not
only with their classmates and peers, but also with their teachers, professionals and the whole
community. This makes it clear that occupational safety and health is something that goes
beyond the knowledge they need to complete a specific degree, that it is a concern of
everybody, in all aspects of society. Several projects have developed a great variety of
teaching tools. This is an extra attraction for the pupils and of course also for the teachers
that can use ‘readymade’ material in different forms so that they can think about different
ways of learning occupational safety and health. The material can be concrete tools or different
modules offered by the project developers on which the school or teacher can base its/his/her
approach. Adapted tools can also play a role in the right approach for a specific age group.
An example of this is the “Armi case of Denmark”, with the differentiation between the “Ar”
and “Mi” project (primary school) and the follow-up “New kids on the job” (15-18 years
old). The learning resources should be developed and disseminated together with different
partners to stimulate acceptance and good quality (e.g. authorities, education institutions,
social partners, parents and teacher organisations, employers). Safety and health should not
be limited to the class room, as for example in “Splaat”, England, and “Synergie”, France.
Pupils and students can make real experiences and they are given the responsibility for per-
forming health and safety measures by themselves. This increases the transferability of the
projects.
The importance of mass media should not be underestimated. Within the follow-up to the
Danish “Armi project”, educational television programmes have been developed in close
collaboration with the Danish Broadcast Corporation, and the “New kids on the job” video
has had its own broadcasting time on television. The importance of well-qualified teachers
ANTONIO BURGOS GARCÍA
16. is mentioned in several cases. Teachers and trainers need to be trained, since they may have
little practical experience of the world of work, outside education. Also they may have little
knowledge of how to transfer health and safety information. In addition, teachers often
mention that they already have a lot to do, and that they are afraid that they will not be able
to achieve their ‘classic’ education goals. This leads to the need to integrate safety and health
into the whole curriculum, making it transferable between several subjects. It is also important
to stay up to date and implement new knowledge on safety and health issues in education.
Furthermore, it is necessary to improve the quality of teaching. Teachers need good
teaching tools. However, it is not enough to simply create tools and hand them over to the
teachers. The integration of safety and health elements constitutes a considerable change in
the learning culture, and its implementation requires innovative educational methods, demands
time and patience from everyone involved. Within the “At the safety school” project from
Italy, a training process model for teachers has been developed for teachers who wish to
apply the method of the project.
Step 5: Evaluation
The evaluation of the cases is important to measure the effectiveness of each mainstreaming
project. The evaluation criteria of the European Network of Health Promoting Schools could
form the basis of the evaluation of occupational safety and health mainstreaming projects.
These criteria are:
• The presence of controlled study data showing an impact.
• A positive change in behaviour and/or school organisation.
• Preserving the good.
• A significant number of people participating.
• The supporting testimony of participants.
• Teachers who are satisfied and feel empowered.
• A response from the community in affirmation of the work done.
• External recognition of the programme.
• Continued support.
• The integration of evaluation as a normal part of a school’s activities.
Furthermore evaluation should be an inherent part of every project. Evaluation should be
carried out during the project continuously and should have a positive impact on the main-
streaming process itself. Interval evaluations give project leaders and teachers the possibility
to redefine the goals and to redirect the process. The evaluation of the project should include
a feedback from all stakeholders.
Step 6: Follow-up
According to the understanding of OSH as part of lifelong learning, a project should not be
a one-off-campaign. A follow-up project could be:
• The follow-up of a pilot project.
• The transfer of the project model or of existing tools to other schools, organisations,
sectors.
• The improvement of the project model or of existing tools.
THE INTERNATIONAL JOURNAL OF LEARNING
17. • The development of additional products.
Based on the process model used in this paper, mainstreaming occupational safety and health
into education should be a permanent process of development to prepare children and young
people for their future working (and private) life and to improve the learning and working
environment of schools or other educational establishments.
Discussion: Good Practice Mainstreaming Occupational Safety and
Health in School Curriculum
To achieve integration of safety and health in the school curriculum is necessary to develop
best practices and improvement strategies to guide the process of teaching and learning in
safe and healthy behaviors in different countries of the European Union. In this sense, it
provides strategies for improvement when it analyzed the key elements in the process of
teaching and learning in educational levels of Primary and Secondary.
Towards a Safe and Healthy School: “Holistic” Approach
A “holistic” approach to mainstreaming safety and health in school education aims at (Parson
et all, 2005) (Azeredo & Stephens-Stidham, 2003):
• Creating or improving individual attitudes and perceptions of safety and health in school.
• Designing school as a workplace that is appropriate to the needs of pupils and teachers.
The thinking behind this is that a safe and healthy learning environment enables children
and young people to achieve risk awareness and competences as early as possible to shape
their own future working (and private) life, making it safe and healthy. The following four
cases highlight different aspects of this approach. The first case describes a national pro-
gramme that provides an accreditation process for education and health partnerships at
school; the second focuses on increasing communication regarding security and violence in
and around schools; the third case describes the development of comprehensive procedures
for the safety assessment in everyday schooling and in the surrounding school environment
by developing public-private partnerships; and the last case introduces a concept to design
the working and learning environment in schools.
The “National healthy school standard” (NHSS) provides a national accreditation
process for education and health partnerships and supports the work of ‘healthy schools
programme’ coordinators across England. The NHSS covers national targets and local action
plans with operational targets coordinated at a regional and local level. In order to achieve
a classification as a ‘healthy school’, schools must have achieved targets set by the local
programme.
“The safe school” (the Netherlands) is a national campaign that focuses on increasing
communication regarding safety (security) and violence in and around schools. Several in-
struments have been developed that encourage schools to analyse their own situation and to
set up their own action plan regarding safety. The instruments can be adapted to the specific
culture or atmosphere of each school.
FAOS “Light in school safety” (Greece) is based on a stepwise participatory approach
by voluntarily involving public and private organisations. Within the project comprehensive
ANTONIO BURGOS GARCÍA
18. procedures for the health and safety assessment in schools have been developed. One main
area of the project is training the trainers on safety and health, including first aid training.
“School environment round” (Sweden). Against the backdrop of the Swedish Working
Environment Act the project aims at making everyone take part in the school’s development.
The “School environment round” method is based on working groups using a questionnaire
and setting up an action plan for improving the working and learning environment in schools.
Safety and Health as a Transversal Subject at School: “Curriculum”
Approach
To integrate safety and health into the school curriculum and especially in the curricula of
vocational education is a major task (Salminen, 2008) (Azeredo & Stephens-Stidham, 2003).
The curriculum approach today is mainly based on two concepts:
1. To integrate occupational safety and health as a transversal topic in different subjects
as a part of lifelong learning. Occupational safety and health is no longer a topic
primarily in scientific classes, but also forms part of, for example, teaching languages
and literature.
2. To develop key competences in occupational safety and health for pupils/students and
teachers. The focus has moved from “teaching” occupational safety and health know-
ledge in a “one-way-system” to experience-oriented learning based on a dialogue
between pupils/students, teachers and occupational safety and health professionals.
The following four cases offer a conceptual and methodical framework for teachers on intro-
ducing occupational safety and health, examples of good practice in primary school, how to
develop and diffuse didactic tools, a teaching resource package for national curriculum
subjects to raise awareness in primary schools for safety issues that relate to a building site
and, lastly, a comprehensive concept to develop basic attitudes and knowledge and to enable
pupils and students to make a positive contribution to their own and others safety and health.
“At the safety school” (Italy) provides teachers with a conceptualand methodical frame-
work to introduce occupational safety and health into the teaching syllabus. Safety and health
education is understood as a process by which occupational safety and health can be applied
to all subjects. A distinctive element of this project is the active participation of teachers
within the development of the course model and a training process model for teachers who
wish to apply the method.
“Examples of good practice to promote health and safety in primary school” (Spain).
Good practice examples of how to develop and disseminate teaching tools to promote a
prevention culture at primary level, especially by introducing new and interactive methods,
are described in this case study. The main aim is to involve the pupils so that they are able
to acquire the necessary knowledge to implement effective prevention measures in their
daily environment.
The “Splaat” (Safe play at all times) (England) initiative is part of the “Laing Homes”
community programme’ and provides training packages. The initiative aims to raise children’s
awareness of the dangers on building sites and to equip them with the knowledge to manage
risks, for example by visiting construction sites and carrying out construction workshops at
primary level.
THE INTERNATIONAL JOURNAL OF LEARNING
19. “Ar and Mi at school” and “New kids on the job” (Denmark). This case study covers
a project for primary schools and a follow-up project reflecting the first steps of young people
into working life. The project has been carried out against the backdrop of the government
programme “Clean working environment” and a broad range of partners have been included
in the project. The education material conveys the message in a way that appeals to each
targeted age group and a special teaching approach is used that guarantees an active involve-
ment of the pupils.
Transition from School to Working Life: “Workplace” Approach
Especially in vocational and technical education, the step from education to the workplace
is a small but important one. Preparing for the challenges of future working life should
therefore form a basic part of education (Salminen, 2008) (Azeredo & Stephens-Stidham,
2003). The following four cases starts with an example of a project aimed at preventing ac-
cidents to children and young people in agriculture, continues with a project aimed at giving
students a proper economic and social usefulness within a company by working at sector
level, followed by a specific example of how students participate in the safety improvement
of machinery, a video teaching resource with concrete examples of workplace risks and a
competition for students in vocational schools. The last case refers to the improvement of
teaching and training occupational safety and health in schools and vocational training centres
by developing training modules according to the credit transfer training units’ architecture
to be used in different sectors.
“Preventing accidents to children and young persons in agriculture” (Ireland). This
Irish project deals with the work environment of a farm. A “Code of practice on preventing
accidents to children and young persons in agriculture” has been developed within the project.
According to this code, on the one hand, farmers are required to develop a “safety statement”
and to carry out a comprehensive risk assessment. On the other hand, there are different
initiatives providing schools with material for pupils and teachers.
“Synergie” (France). The basic idea behind the “Synergie” project is to empower pupils
or students by giving them proper economic and social skills within a company during their
work placement. The pupils or students are given the responsibility of helping to improve
health and safety in an enterprise. It started in the wood-processing sector and has been ex-
tended to the construction and public works trades, the graphics industry, and the car-body
works and metallic structures sector.
“Students make machines safe” (Belgium). Vocational education in technical schools
includes practising with machines. This project has been carried out in a school that found
itself confronted with old non-compliant machines. The best solution was to adapt the existing
lathes to the current standards. A risk assessment was set up together with the students and
teachers, measures were discussed and the students themselves finally put the best ones into
practice.
“Young people want to lives safely” (Germany). This project aims to integrate into the
curriculum of vocational schools. The project is carried out as a yearly competition focusing
on different subject areas like electricity, noise, falls, dangerous substances, sitting/lifting/car-
rying, on the way to work, and health and safety aspects of computer work.
Finally, the conclusion of this analysis when an integral part of developing a health-pro-
moting school is creating a health policy that underpins the work. It follows that all European
ANTONIO BURGOS GARCÍA
20. countries must develop a school health policy and should include all the aspects of school
life. It also needs to be developed locally so that it reflects local issues, interests, problems
and priorities. It cannot be stressed enough that local commitment and ownership are needed
for a health policy to be relevant and meaningful. It should also be an on-going process, with
strategies and tools that enable pupils, teachers and parents to continually review, develop
and sustain the policy. Everyone in the school, including pupils, needs to have ownership,
so that it is embedded into people’s consciousness, practice, action and behaviour at school.
The main conclusion from health-promoting schools is that more participation leads to more
ownership.
In this sense, improvement strategies for a school’s health policy must reflect the following
three dimensions:
1. Developing a policy takes attention, time and resources, if it is to be taken seriously. It
needs to be on the educational agenda in the school and given priority as an important
theme. It must also be integrated into the educational process.
2. A policy presents visions of what we want in future, both regarding the type of school
and society. Visions are subject to public discussion in a democratic society, with people
arguing for what they consider valuable and why.
3. A policy also defines problems and sets out a framework to solve problems. Defining
problems answers the question of which problems are most important and investigates
the reasons and causes for the problems arising. Solving problems includes principles,
guidelines and proposed action to counteract, prevent and solve problems.
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About the Author
Ph.D. Antonio Burgos García
University of Granada, Spain
ANTONIO BURGOS GARCÍA
22.
23. EDITORS
Mary Kalantzis, University of Illinois, Urbana-Champaign, USA.
Bill Cope, University of Illinois, Urbana-Champaign, USA.
EDITORIAL ADVISORY BOARD
Michael Apple, University of Wisconsin, Madison, USA.
David Barton, Lancaster University, Milton Keynes, UK.
Mario Bello, University of Science, Cuba.
Manuela du Bois-Reymond, Universiteit Leiden, Leiden, The Netherlands.
Robert Devillar, Kennesaw State University, Kennesaw, USA.
Daniel Madrid Fernandez, University of Granada, Spain.
Ruth Finnegan, Open University, Milton Keynes, UK.
James Paul Gee, University of Wisconsin, Madison, USA.
Juana M. Sancho Gil, University of Barcelona, Barcelona, Spain.
Kris Gutierrez, University of California, Los Angeles, USA.
Anne Hickling-Hudson, Queensland University of Technology, Kelvin Grove, Australia.
Roz Ivanic, Lancaster University, Lancaster, UK.
Paul James, RMIT University, Melbourne, Australia.
Carey Jewitt, Institute of Education, University of London, London, UK.
Andeas Kazamias, University of Wisconsin, Madison, USA.
Peter Kell, University of Wollongong, Wollongong, Australia.
Michele Knobel, Montclair State University, Montclair, USA.
Gunther Kress, Institute of Education, University of London, London, UK.
Colin Lankshear, James Cook University, Cairns, Australia.
Kimberly Lawless, University of Illinois, Chicago, USA.
Sarah Michaels, Clark University, Worcester, USA.
Jeffrey Mok, Miyazaki International College, Miyazaki, Japan.
Denise Newfield, University of Witwatersrand, Johannesburg, South Africa.
Ernest O’Neil, Ministry of Education, Sana’a, Yemen.
José-Luis Ortega, University of Granada, Granada, Spain.
Francisco Fernandez Palomares, University of Granada, Granada, Spain.
Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia.
Miguel A. Pereyra, University of Granada, Granada, Spain.
Scott Poynting, Manchester Metropolitan University, Manchester, UK.
Angela Samuels, Montego Bay Community College, Montego Bay, Jamaica.
Michel Singh, University of Western Sydney, Sydney, Australia.
Helen Smith, RMIT University, Melbourne, Australia.
Richard Sohmer, Clark University, Worcester, USA.
Brian Street, University of London, London, UK.
Giorgos Tsiakalos, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Salim Vally, University of Witwatersrand, Johannesburg, South Africa.
Gella Varnava-Skoura, National and Kapodistrian University of Athens, Athens, Greece.
Cecile Walden, Sam Sharpe Teachers College, Montego Bay, Jamaica.
Nicola Yelland, Victoria University, Melbourne, Australia.
Wang Yingjie, Beijing Normal University, Beijing, China.
Zhou Zuoyu, Beijing Normal University, Beijing, China.
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