The wide variation of use of active learning pedagogy and studio classroom features demonstrates that instructors differ in their implementation of SCALE-UP.
Of the respondents, 53% learned about SCALE-UP from a talk or workshop but all of these people supplemented this with a second source of information, As seen in Figure 5, the implementation of SCALE-UP does not seem to depend on the source of information.
To this end, joint data analysis of TB and HIV co-dynamics via mathematical, statistical, and computational approaches can yield substantial benefits at relatively low financial cost, particularly in the implementation of scaled up or novel public health policies [4], [14], [26], [29] [33].
Although a more realistic model for implementation of scale-up activities at facility level, this departed from the initial proposal in which training was to have been completed in year 1 and 2 allowing district takeover of all project activities (i.e. supervision and maintenance costs) by project end.
We used survey responses to select "successful" implementations of SCALE-UP to study.
By studying 21 secondary implementations of SCALE-UP, we are able to provide an in-depth look at specific aspects related to classroom design.
We interviewed key informants involved in 21 successful secondary implementations of SCALE-UP about creating, using, and spreading studio-style classrooms.
Our initial intent was to study both successful and unsuccessful (i.e., abandoned) implementations of SCALE-UP, defining abandoned SCALE-UP users as those who had modified a classroom but then no longer used the room and were not likely to do so in the future.
The structured heap queue scales gracefully with the number of events, allowing the efficient implementation of large scale digital hardware event-driven SNNs.
