Browsing by Subject "social"

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    Community Health Information Resource Guide: Volume 1 - Data
    (The Polis Center at IUPUI, 2011-06) Comer, Karen F; Derr, Michelle; Seyffarth, Chris; Thomaskutty, Champ; Kandris, Sharon; Ritchey, Matthew
    This resource guide contains useful information for those who would like to use data to assess the health status of an Indiana community. Targeted users include local organizations such as county health departments and community health coalitions. Being able to access and use relevant data and information resources is a common hurdle for those interested in assessing and advancing community health. As a result of this need and at the request of the Community Advisory Council of the Community Health Engagement Program, we developed this resource guide to assist individuals, organizations, and coalitions in Indiana in identifying appropriate resources that guide their community health research and evaluation activities. The term “data” is used in this volume in reference to both data and information sources. While data consist of raw facts and figures, information is formed by analyzing the data and applying knowledge to it so that the findings are more meaningful and valuable to the community. The benefit of using data is that you can often manipulate it for your specific purposes. The benefit of using information sources is that the work of generating meaning from the data might already have been done, while a potential downside is that the available sources might not answer your specific questions. There are diverse sources of data that can be used as a basis for community health evaluation and decision making. Those looking to use data must consider multiple factors before determining the appropriate data to seek and use.
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    Connecting With Students Through a Critical, Participatory Curriculum: An Exploration Into a High School History Teacher’s Construction of Teacher–Student Relationships
    (SAGE Publications, 2018-08-23) Zaccor, Karla M.; School of Education
    Standardized testing is a top priority in schools, with conversations around teaching and learning reduced to raising student test scores. Often any other conversations about how schools should serve students are eliminated or pushed to the periphery. The central questions raised here are the following: how are student–teacher relationships constructed in the classroom and how important are those relationships to those students and teachers? My focal teacher enacted a curriculum that was critical and relevant to students’ lives. He considered the curriculum as his primary way of building relationships with students.