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O uso da internet por docentes da área de Saúde Pública no Brasil ; Internet use by professors of the public health area in Brazil

Cuenca, Angela Maria Belloni
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 01/07/2004 PT
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Objetivo. O objetivo principal desta tese é conhecer a influência da internet nas atividades acadêmico-científicas da comunidade brasileira de docentes da área de saúde pública. Métodos. Estudo transversal, centrado na opinião do usuário sobre o uso e a influência da internet na prática de ensino e pesquisa no âmbito acadêmico. A população do estudo constitui-se de 237 docentes vinculados aos programas de pós-graduação em saúde pública, nos níveis mestrado e doutorado, das instituições brasileiras de ensino superior cadastradas no sistema CAPES (Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) em 2001. Para a obtenção dos dados, optou-se pelo uso de questionário auto-aplicável preenchido via web e encaminhado via correio eletrônico, com internet disponibilizada em servidor UNIX. Para os que não responderam o instrumento eletrônico, foram enviados questionários impressos. Resultados. A taxa de retorno do questionário foi de 63,7%. O uso da internet foi apontado por 94,9% dessa comunidade, sendo o correio eletrônico (96,9%) e a web (91,1%) os recursos mais utilizados. A influência mais marcante da internet foi na comunicação entre os docentes, principalmente para o desenvolvimento de pesquisas...

Population Based Cancer Screening Programmes as a Teachable Moment for Primary Prevention Interventions. A Review of the Literature

Senore, Carlo; Giordano, Livia; Bellisario, Cristina; Di Stefano, Francesca; Segnan, Nereo
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: Artigo de Revista Científica
Publicado em 08/05/2012 EN
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Background and aim: Unhealthy diet, physical inactivity, and smoking are key risk factors for the major non-communicable diseases such as cancer, cardiovascular diseases, and diabetes. The screening procedure may represent an ideal setting for promoting healthy lifestyles as it represents a time when subjects are probably more inclined to consider a relationship between their own habits and their effects on health. The aim of this study is to review available evidence concerning interventions combining screening and primary prevention interventions, aimed at promoting the adoption of healthy lifestyles. Methods: We searched the MEDLINE and Cochrane library electronic databases for intervention studies of primary prevention interventions implemented in the context of established screening programmes, or of pilot screening projects, where the study design included a comparison group. Results: Comprehensive interventions are acceptable for asymptomatic subjects targeted for cancer screening, can result in improvements and may be cost–effective. A positive impact of these interventions in favoring the adoption of cancer protective dietary behaviors was observed in all studies. Conflicting results were instead reported with respect to physical activity...

Building capacity for sustainable research programmes for cancer in Africa

Adewole, Isaac; Martin, Damali N.; Williams, Makeda J.; Adebamowo, Clement; Bhatia, Kishor; Berling, Christine; Casper, Corey; Elshamy, Karima; Elzawawy, Ahmed; Lawlor, Rita T.; Legood, Rosa; Mbulaiteye, Sam M.; Odedina, Folakemi T.; Olopade, Olufunmilayo
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
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Cancer research in Africa will have a pivotal role in cancer control planning in this continent. However, environments (such as those in academic or clinical settings) with limited research infrastructure (laboratories, biorespositories, databases) coupled with inadequate funding and other resources have hampered African scientists from carrying out rigorous research. In September 2012, over 100 scientists with expertise in cancer research in Africa met in London to discuss the challenges in performing high-quality research, and to formulate the next steps for building sustainable, comprehensive and multi-disciplinary programmes relevant to Africa. This was the first meeting among five major organizations: the African Organisation for Research and Training in Africa (AORTIC), the Africa Oxford Cancer Foundation (AfrOx), and the National Cancer Institutes (NCI) of Brazil, France and the USA. This article summarizes the discussions and recommendations of this meeting, including the next steps required to create sustainable and impactful research programmes that will enable evidenced-based cancer control approaches and planning at the local, regional and national levels.

‘From scared to prepared’: targeted structured induction training during the transition from medical school to foundation doctor

Blencowe, Natalie S.; Van Hamel, Clare; Bethune, Rob; Aspinall, Rebecca
Fonte: Bohn Stafleu van Loghum Publicador: Bohn Stafleu van Loghum
Tipo: Artigo de Revista Científica
EN
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The risks to patients at August handover time are well known, yet there is no national consensus on the best way to deliver induction programmes for Foundation Year One (F1). The aim of this study was to design, deliver and assess a targeted structured induction programme for new F1 doctors. The induction training programme was designed using educational models of topic analysis informed by results of a survey of F1s and medical students, and the F1 curriculum. Data regarding serious untoward incidents and self-reported preparedness were collected between 2008 and 2010, and rates were compared between those receiving optional (2008) and compulsory (2009 and 2010) training. By delivering targeted education and spending time with the outgoing F1 doctors, 97 % of our new doctors felt adequately prepared for practice. The incidence of self-reported mistakes made by F1s in the first 4 months of their practice fell by 45 % and serious untoward incidents also decreased. Targeted structured induction training addresses final-year medical students’ concerns about their preparedness for practice as junior doctors, and improves patient safety. This study supports the General Medical Council recommendation that targeted structured induction training should be mandatory for all new doctors.

Disruptive technology for vector control: the Innovative Vector Control Consortium and the US Military join forces to explore transformative insecticide application technology for mosquito control programmes

Knapp, Jennifer; Macdonald, Michael; Malone, David; Hamon, Nicholas; Richardson, Jason H.
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Publicado em 26/09/2015 EN
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Malaria vector control technology has remained largely static for decades and there is a pressing need for innovative control tools and methodology to radically improve the quality and efficiency of current vector control practices. This report summarizes a workshop jointly organized by the Innovative Vector Control Consortium (IVCC) and the Armed Forces Pest Management Board (AFPMB) focused on public health pesticide application technology. Three main topics were discussed: the limitations with current tools and techniques used for indoor residual spraying (IRS), technology innovation to improve efficacy of IRS programmes, and truly disruptive application technology beyond IRS. The group identified several opportunities to improve application technology to include: insuring all IRS programmes are using constant flow valves and erosion resistant tips; introducing compression sprayer improvements that help minimize pesticide waste and human error; and moving beyond IRS by embracing the potential for new larval source management techniques and next generation technology such as unmanned “smart” spray systems. The meeting served to lay the foundation for broader collaboration between the IVCC and AFPMB and partners in industry, the World Health Organization...

General practice career intentions among graduate-entry students: a cross-sectional study at Ireland’s newest medical school

Lane, G; Dunne, Colum; English, A; Finucane, Paul; O'Connor, Ray; Griffin, M; O'Sullivan, B; Hanrahan, C; McGrath, D; O'Donovan, N; Cullen, Walter
Fonte: Irish Medical Organization Publicador: Irish Medical Organization
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
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peer-reviewed; Increased care provision and clinical activity in general practice in Ireland will have important manpower implications. Recent developments in medical education policy including the introduction of graduate-entry medical degree programmes may help address this issue. The aim of this study was to determine GP career intentions among students on an Irish graduate-entry medical degree programme and to identify factors that influence these. An electronic cross-sectional study of students at University of Limerick Graduate-Entry Medical School (UL-GEMS) was undertaken. We received 139 replies (78% response rate). 41(29%) reported GP was their current preferred career choice, while 29(19%) reported it was their preferred career choice on entry to medical school. This first study to present data on GP career intentions among graduate-entry students in Ireland highlights the specialty as a popular preferred career choice among students, both on entry to, and during medical school. The study also identifies factors which are likely to be important in determining career intentions. Further research to examine this issue at other graduate-entry medical schools in Ireland and to determine whether our findings are pursued over time amongst graduates is a priority.

Appliquer le concept de résilience au développement de carrière : leçons à retenir pour le développement de programmes d'études / écrit par la Fondation canadienne pour le développement de carrière.

Canada Millennium Scholarship Foundation.; Canadian Career Development Foundation.
Fonte: Montréal [Qué.] : Fondation canadienne des bourses d'études du millénaire, Publicador: Montréal [Qué.] : Fondation canadienne des bourses d'études du millénaire,
Tipo: Livro Formato: application/pdf
FRE
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Publ. aussi en anglais sous le titre: Applying the construct of resilience to career development : lessons in curriculum development.; Collection de recherches du millénaire (En ligne), 1704-8451 ; no 27; Comprend des réf. bibliogr. (p. 39-44).

Applying the construct of resilience to career development : lessons in curriculum development / written by Canadian Career Development Foundation.

Canada Millennium Scholarship Foundation.; Canadian Career Development Foundation.
Fonte: Montreal, Que. : Canada Millennium Scholarship Foundation, Publicador: Montreal, Que. : Canada Millennium Scholarship Foundation,
Tipo: Livro Formato: application/pdf
ENG
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Also published in French under the title: Appliquer le concept de résilience au développement de carrière : leçons à retenir pour le développement de programmes d'études.; Millennium research series, 1704-8435 ; no. 27; Includes bibliographical references (p. 37-42).

Programas de mentoria e promoção do desenvolvimento positivo de adolescentes; Mentoring programs and promotion of positive youth development; Programmes de mentorat el la promotion du développement positif des jeunes

Silva, Eliana; Universidade do Minho; Freire, Teresa; Universidade do Minho
Fonte: Instituto de Educação da Universidade do Minho Publicador: Instituto de Educação da Universidade do Minho
Tipo: info:eu-repo/semantics/article; article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 28/07/2014 POR
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O conceito de mentoria tem sido aplicado de forma crescente na implementação de programas para o desenvolvimento de adolescentes em diversos contextos. De entre estes, destacam-se os contextos escolar e comunitário pela relevância na trajetória de vida. Da crescente popularidade destes programas tem surgido a necessidade de integração de teoria e investigação, para que cumpra os seus objetivos de cultivar e suportar relações de cuidado entre jovens e adultos não parentais. Neste artigo será apresentada uma nova abordagem do desenvolvimento de adolescentes, a perspetiva do desenvolvimento positivo, e a sua justificação como orientação teórica no desenvolvimento dos programas de mentoria. Esta perspetiva, poroposição ao tradicional foco na resolução de trajetórias não adaptativas,conceptualiza os jovens como dotados de potencialidades e recursos a desenvolver. Neste sentido, é apresentada evidência que fundamenta como a relação de adolescentes com adultos cuidadores e pares responsáveis, os mentores, pode contribuir para o desenvolvimento positivo.Palavras-chaveMentoria; Adolescentes; Desenvolvimento positivo1. Introdução; The concept of mentoring has been increasingly applied in programs aimed at adolescent development in different contexts. Among these...

The Foundation Programme assessment tools: An opportunity to enhance feedback to trainees?

Carr, S
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /09/2006 EN
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The recent change in working patterns of doctors in training has meant that the traditional systems of education are under increasing pressure and that there is the need to maximise new opportunities for learning. One new opportunity may arise after the introduction of the mandatory assessment systems (Mini‐CEX, DOPPS, Multi‐source feedback, and Case based discussion) in the Foundation Programmes. In this review the new assessment procedures for the Foundation Programmes are outlined and the potential of these assessments (using Mini‐CEX as main example) as an opportunity to give feedback to trainees discussed. The importance of feedback in professional development and some of the techniques available for giving feedback are described. The Foundation Programme assessments will occupy a significant amount of trainees' and trainers' time and it is important that opportunity for feedback and learning is maximised.

On the transition period of implementing new mathematics curriculum for Foundation Engineering students

Karjanto, N.; Osman, R.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 31/03/2015
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An overview on several mathematics modules in the transition period of introducing a new curriculum for the Foundation programme in Engineering at the University of Nottingham Malaysia Campus is discussed in this paper. In order to progress to Undergraduate programmes in Engineering, previously the students must complete three mathematics modules of 40 credit points in total, for which one of them was a year-long module with 20 credit points. Currently under the new curriculum, the students are required to complete five mathematics modules with 10 credit points each. The new curriculum gives positive impacts for both the lecturers and the students in terms of material organization, fully utilizing textbooks and a new arrangement for tutorial sessions. The new curriculum also provides the students with stronger mathematical background in critical thinking and problem solving skills to equip them to embark the Undergraduate programmes in Engineering.; Comment: 17 pages

Mountain building processes during continent–continent collision in the Uralides

Brown, Dennis; Juhlin, C.; Ayala, C.; Tryggvason, A.; Bea, F.; Alvarez-Marrón, Joaquina; Carbonell, Ramón; Seward, D.; Glasmacher, U.; Puchkov, V.; Pérez-Estaún, Andrés
Fonte: Elsevier Publicador: Elsevier
Tipo: Artículo Formato: 5940945 bytes; application/pdf
ENG
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Since the early 1990's the Paleozoic Uralide Orogen of Russia has been the target of a significant research initiative as part of EUROPROBE and GEODE, both European Science Foundation programmes. One of the main objectives of these research programmes was the determination of the tectonic processes that went into the formation of the orogen. In this review paper we focus on the Late Paleozoic continent–continent collision that took place between Laurussia and Kazakhstania. Research in the Uralides was concentrated around two deep seismic profiles crossing the orogen. These were accompanied by geological, geophysical, geochronological, geochemical, and low-temperature thermochronological studies. The seismic profiles demonstrate that the Uralides has an overall bivergent structural architecture, but with significantly different reflectivity characteristics from one tectonic zone to another. The integration of other types of data sets with the seismic data allows us to interpret what tectonic processes where responsible for the formation of the structural architecture, and when they were active. On the basis of these data, we suggest that the changes in the crustal-scale structural architecture indicate that there was significant partitioning of tectonothermal conditions and deformation from zone to zone across major fault systems...

Maternal diet-induced obesity programmes cardiovascular dysfunction in adult male mouse offspring independent of current body weight

Blackmore, Heather L.; Niu, Youguo; Fernandez-Twinn, Denise S.; Tarry-Adkins, Jane L.; Giussani, Dino A.; Ozanne, Susan E.
Fonte: Universidade de Cambridge Publicador: Universidade de Cambridge
Tipo: Article; published version
EN
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This is the final published version. It's also available from the publisher at http://press.endocrine.org/doi/abs/10.1210/en.2014-1383?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed&.; Obese pregnancies are not only associated with adverse consequences for the mother but also the long-term health of her child. Human studies have shown that individuals from obese mothers are at increased risk of premature death from cardiovascular disease (CVD), but are not able to define causality. This study aimed to determine causality using a mouse model of maternal diet-induced obesity. Obesity was induced in female C57BL/6 mice by feeding a diet rich in simple sugars and saturated fat 6 weeks prior to pregnancy and throughout pregnancy and lactation. Control femaleswere fed laboratory chow. Male offspring from both groups were weaned onto chow and studied at 3, 5, 8 and 12 weeks of age for gross cardiac morphometry using stereology, cardiomyocyte cell area by histology and cardiac fetal gene expression using qRT-PCR. Cardiac function was assessed by isolated Langendorff technology at 12 weeks of age and hearts were analysed at the protein level for the expression of the ?1 adrenergic receptor, muscarinic type-2 acetylcholine receptor and proteins involved in cardiac contraction. Offspring from obese mothers develop pathologic cardiac hypertrophy associated with re-expression of cardiac fetal genes. By young adulthood these offspring developed severe systolic and diastolic dysfunction and cardiac sympathetic dominance. Importantly...

Becoming a (male) foundation phase teacher: A need in South African schools?

Mashiya,Nontokozo
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
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This paper reports on a case study of male foundation phase pre-service students who were among the first cohort to specialise in the foundation phase since the inception of the programme at one South African university. The students reported on their experiences of teaching in a female-dominated field and their views about their preparedness to teach in the field. This qualitative study is interpretive in nature. Using purposive sampling, eighteen students were sampled from a population of twenty. Data was generated through focus group interviews and then analysed and categorised. The patterns across categories showed that the pre-service teachers had faced an unwelcoming environment in the schools at the outset, but that this changed over time. Some parents were negative about male teachers in the foundation phase. However, the pre-service teachers were able to work hard and show that they can work with foundation phase learners. The study concluded that male students who enter foundation phase teacher education programmes need a lot of encouragement to boost their self-confidence and to realise the important role they can play in working with young children in a country where many young learners grow up in fatherless homes.

Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)

Nomlomo,Vuyokazi; Desai,Zubeida
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
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The initiative of the Department of Higher Education and Training (DHET) in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R-3) programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation phase teacher. Whilst awaiting the outcome of our accreditation, the authors, as two of the persons who assisted in the design of the language curriculum, thought it appropriate to subject the curriculum to an internal scrutiny whilst we prepare to offer the programme. This internal dialogue is informed by the literature on early language development, particularly in multilingual contexts such as in South Africa.

'Learning walks': Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum

Zinn,Denise; Geduld,Deidre; Delport,Aletta; Jordaan,Christina
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
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In teacher education, the integration of theory and practice is perhaps best manifested in work-integrated learning (WiL), which entails the merging of academic and professional knowledge domains (CHE 2011). The redesign of current BEd programmes at Nelson Mandela Metropolitan University (NMMU) to align with the Faculty of Education's new vision and mission started in 2011. Rigorous interrogation of previous and current paradigms and practices led to uncomfortable awareness of the lack of relevance of teacher preparation programmes in relation to conditions in the majority of schools in the country. Furthermore, the undesired schism between theory and practice was clearly exacerbated by the existing teaching practice model. The primary challenge was to design integrated, coherent new BEd programmes, to be responsive to the realities of the majority of South African schools, and to facilitate the connection between theory and practice in the teacher education programme. The study described in this article responded to this challenge through the application of a humanising curriculum framework that had been co-constructed within the Faculty. It led to the implementation of 'learning walks', the name given to the dialogic spaces which were created to develop and inform a new model of WiL.

A survey to investigate how South African Occupational Therapists in private practice are assessing and treating poor handwriting in foundation phase learners: Part II - Treatment and evaluation practices

van der Merwe,Joanne; Smit,Neeltje; Vlok,Betsie
Fonte: South African Journal of Occupational Therapy Publicador: South African Journal of Occupational Therapy
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
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36.06%
Handwriting is a functional skill of paramount importance for school-going children. Difficulties with this skill can result in poor academic performance and emotional distress which can potentially lead to school drop-out. These negative effects can be prevented by early remediation of handwriting difficulties. This is the second part of a two-part paper describing a telephonic survey of 162 South African occupational therapists working with Foundation Phase learners to remediate handwriting difficulties. Part 1 describes demographic data and assessment practices. Part 2 provides a description of the treatment and progress evaluation practices of the respondents. Seventy two percent of the respondents treated learners individually and 67% utilised home programmes with every referral. The majority of therapists applied an eclectic treatment approach, with sensory integration and psychosocial principles/techniques being most frequently used (<95%). The most popular means of evaluating progress were work sample comparisons (97%), review of treatment notes (94%), teacher interview/questionnaire (74%) and discussion with the learner (73%). The limited use of home programs may indicate an avenue for future research.

The 'good', the 'bad' and the 'ugly'? Views on male teachers in foundation phase education

Petersen,Nadine
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
Relevância na Pesquisa
36.11%
In the context of the foundation phase, where women tend to dominate, the increasing numbers of male students entering teaching programmes for this phase of schooling has generated considerable praise, as well as criticism. This paper explores the views of two first-year foundation phase (FP) student cohorts at a Johannesburg university about male teachers in the FP. Student responses to two open-ended questions formed the data for this study, with qualitative content analysis procedures used to make sense thereof. Findings indicate an uncomfortable tension between the 'good,' the 'bad', and the 'ugly' in student perspectives of male teachers in the FP, where the 'good' is reflected in recognition of the valuable role of males in countering the effects of absentee fathers; the 'bad' in the various reasons provided for male's unsuitability as teachers of young children; and the 'ugly' in the dominant association ofmales with the perception ofa threat ofsexual abuse and molestation, much of which is attributed to increased media coverage and public awareness of abuse in schools. The paper concludes with a discussion of the ramifications hereof for teacher education and for the profession.

Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

Malan,Sharon B; Ndlovu,Mdutshekelwa; Engelbrecht,Petra
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
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This article reports on the qualitative aspects of a study that examined whether introducing a Problem-based Learning (PBL) approach in a one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills. This interpretive-constructivist case study was located in evaluation research. Data were collected by means of classroom observations and interviews with 35 students and 14 former students. Findings indicated that introducing students to a PBL approach did promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. The sustainability ofthe meaning-directed learning skills was questionable ifstudent beliefs in the approach did not support the activities employed. Introducing PBL into a foundation programme can develop self-directed learning skills in students and set in motion a process of growth towards lifelong learning.

Assessment literacy of foundation phase teachers: An exploratory study

Kanjee,Anil; Mthembu,Jane
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
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This study explores foundation phase teachers' assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional development programmes to focus on enhancing teachers' assessment literacy. It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers' use of assessment to address the learning needs of all learners across schools in the different quintile categories.