Academic literature on the topic 'Cincinnati Country Day School'

BACKGROUNDA group of 14 senior scientists and clinicians met at the Callier Center in Dallas over the 2–day period, April 27–28, 2000, in an attempt to reach a consensus on the problem of diagnosing auditory processing disorders in school-aged children. The conference was organized by James Jerger and Frank Musiek. The following individuals participated:Sharon Abel, PhD, University of Toronto, Toronto, ONJane Baran, PhD, University of Massachusetts, Amherst, MAAnthony Cacace, PhD, Albany Medical College, Albany, NYGail Chermak, PhD ‡, Washington State University, Pullman, WASusan Dalebout, PhD, University of Virginia, Charlottesville,VAJay Hall III, PhD, University of Florida, Gainesville, FLLinda Hood, PhD, Louisiana State University Medical Center, New Orleans, LALisa Hunter, PhD, University of Minnesota, Minneapolis, MNJames Jerger, PhD, University of Texas at Dallas, Dallas, TXSusan Jerger, PhD, University of Texas at Dallas, Dallas, TXRobert Keith, PhD, University of Cincinnati, Cincinnati, OHFrank Musiek, PhD, Dartmouth-Hitchcock Medical Center, Hanover, NHRoss Roeser, PhD, University of Texas at Dallas, Dallas, TXChristine Sloan, PhD, Annapolis Valley Regional School Board Berwick, NSMeeting both as separate groups and in plenary session, the conferees reached the consensus summarized below.

In rural school districts across the country, four-day school weeks have proliferated. Currently adopted in 1,600 schools in 600 school districts, 90% of which are rural, four-day school week policies have prospered largely without a robust body of evidence to support their expansion. J. Cameron Anglum presents an overview of four-day school week policy expansion and describes a few of the studies into its effects on students, families, and communities.

“There is not enough time in the day to teach all subjects!” This is the cry heard in elementary schools all across the country. With testing and accountability on everyone's mind, teachers are looking for creative ways to teach all subjects. Literacy is on the top of the list for testing, so it seems to get top priority. But how can we make sure that mathematics, especially a crucial area such as algebraic thinking, is a priority as well?

In almost every country where they settled, the Russian emigrants who had left their homeland after the defeat of the antirevolutionary forces organised their own school system. This was also the case in the Kingdom of Serbs, Croats and Slovenians, where Russian emigrant schools were not only included in the educational system of the so-called ‘Expatriate Russia’ but integrated into the educational system of the host country as well. The Russian educational institutions in the Kingdom of Serbs, Croats and Slovenians included some recognised institutions from Tsarist Russia, which had emigrated together with their students and teachers after the Russian Civil War, as well as institutions recently founded by Russian emigrants. The territory of present-day Slovenia hosted Russian kindergartens, primary schools, school groups, a Realgymnasium and – briefly – two cadet corps.

Internationally, there is an effort to have schools adopt a whole-school approach to physical activity promotion. Such a model includes physical activity opportunities throughout the whole school day, including physical education; before, during, and after school physical activity; and staff and community engagement. The purpose of this study was to describe the physical activity experiences of young people attending secondary schools in Finland, Ireland, and the United States where a whole-school approach to physical activity promotion was employed. One school in each country was identified based on its adoption of a national physical activity initiative (i.e., Finland—Finnish Schools on the Move; Ireland—Active School Flag; United States—Let’s Move Active Schools). Data were collected through observation with field notes, photos, and interviews with key stakeholders. The results are presented as analytic narrative vignettes that represent a “typical” school day. The results provide a glimpse into available physical activity opportunities for young people at each school and demonstrate an emphasis on active school culture.

The article systematizes the main concepts, arguments and characteristics of multipleshift schooling in the international context and in Brazil, through bibliographic and documentalresearch. The presentation of the specificities of the multiple-shift schooling in different countries provided elements for the analysis of the Brazilian case. The article highlights the emergence of multiple-shift schooling in the early twentieth century, its widespread nationwide, the emergence of experiences of extended school day, the naturalization of the multiple-shift schooling in the country, the diversity of shifts, school day and schedules and the recent goal of full-time education. Expanding the provision of full-time education does not necessarily mean eliminating multiple-shift schooling. There are still numerous challenges for public schools (half-day or fullday). Analysis of school day and full-time education associated with multiple-shift schooling may bring new perspectives to the formulation and implementation of educational policies.

This article describes consolidating elements of professional learning for teachers, increasing their efficacy in incorporating Aboriginal ways of seeing into classroom practice. Included are findings from the first school in the second phase of ongoing research in which the first phase had established what teachers already know and would like provided in professional learning. This stage of the study took place within the theoretical framework of adult education and teacher professional development. Design-based research methodology provided the flexibility of ongoing improvement. Teacher participants evaluated the professional learning that comprised a day on Country providing background concepts. Thereafter, a follow-up day facilitated in-classroom translation of concepts into practice for teachers’ own context and year level. Participants took part in group interviews, providing feedback that has informed incremental changes to the professional learning. The main findings were that teachers recommended 2 days on Country but not at the expense of the in-school follow-up; in addition, they requested ongoing support through a blog.

India is the largest democracy in the world, and students are called future of the country. Schools are the place for the empowerment and development of good attitude-oriented personality students. The development of good attitude-oriented personality includes both cognitive skills and social cum emotional skills among school students that in turn would lead the country to be a developed country in the near future. In the present world of globalization, all the schools take good effort in imparting education that meet the requirements of present day globalised organizations. But at the same time, the schools are missing the key of upgrading the student’s social and emotional skills which would be the tool to retain success both in their professional and personal life. Hence the present study investigation would be an evidence for proving that upgrading the student’s social and emotional skills through Emotional intelligence intervention would lead to experience the empowerment and real transformation among school students of government schools. The present study would be an experimental study investigating the government school students’ Emotional intelligence before and after Emotional intelligence intervention.

This research paper details an autoethnographic investigation into a tumultuous year in my professional life that affected my identity and personal existence. I became the manager of a failing inner city secondary school for boys identified as having emotional and behavioural difficulties. The school had been deemed as being in need of `Special Measures' for several years and had at times been colloquially labelled as the worst school in England. I recorded not just my experiences but also my most intimate thoughts and feelings about what I experienced during the academic year 2002 - 2003. This was achieved through the production of a reflective journal that was nearly 300 pages long on its completion. The thesis is drawn from the contexts surrounding the school and its population as well as from the data I recorded in the journal. On finishing this paper I still do not understand how a school can be allowed to degenerate into the lawless and uncaring environment I encountered in September 2002. What I have discovered during my research is the importance of humanity, compassion, respect and equality when attempting to recover a school that has been disregarded and left to rot. I have been shocked and challenged by the physical, cognitive and emotional demands made by working in the environment described in my thesis. The journey of myself through the year in question can be genuinely described as harrowing. My fervent hope is that this research can help avoid what happened at Osbourne occurring in any other educational establishment. My reflections on Osbourne have helped me reach the conclusion that at the moment I simply cannot leave the school even though I am exhausted by it and my health has suffered. I cannot trust the school to anyone else at the moment; we have been through too much together. As I think this paper will demonstrate, I have given myself to the school.

abstract: The purpose of this study was to examine compulsory schooling in the United States and its potential to provide an inconsistent avenue to employment for students from neighborhoods of differing socioeconomic status. Specifically, this study asked why do students from privileged neighborhoods typically end up in positions of ownership and management while those from impoverished urban or rural neighborhoods end up in working-class positions or involved in cycles of incarceration and poverty? This research involved the use of qualitative methods, including participant observation and interview, as well as photography, to take a look at a reputable private day school in the southwest. Data was collected over the span of eight weeks and was then analyzed and compared with preexisting data on the schooling experience of students from impoverished urban and rural neighborhoods, particularly data focused on juvenile detention centers. Results showed that compulsory schooling differs in ways that contribute to the preexisting hierarchical class structure. The research suggests that schooling can be detrimental to the future quality of life for students in impoverished neighborhoods, which questions a compulsory school system that exists within the current hierarchical class system.
Dissertation/Thesis
M.A. Social and Philosophical Foundations of Education 2011

This chapter examines the school ghetto in France. The Jewish school in France was never conceived or planned; it just created itself behind the backs of community institutions. The first modern Jewish institution in the country with a pedagogical vocation, the Alliance Israélite Universelle, was founded in 1860 and decided against opening schools in France. However, in the middle of the 1990s it was finally decided to create a new school in France. But the new institution, the Établissement Georges Leven, was fraught with many problems. During this period, the students in Pavillons-sous-Bois continued to attend classes in unhealthy conditions. The chapter shows how the history of Jewish schools in France is a reflection of what happened with the Pavillons-sous-Bois school.

This chapter compares the background, attitudes, values, and practices of French Jewish families who send their children to Jewish day schools with those of other such families who send their children to public (state) schools or non-Jewish private schools. Choice of school plays a pivotal role in the formation and expression of French Jewish identity. The issue of school choice and the struggle of French Jews to preserve their identity must be understood in the context of the long and rich history of the Jews in France. Throughout their many centuries in the country, the Jewish community waxed and waned as its members were subjected to periodic legal restrictions, punitive taxation, violent attacks, attempts at forced conversion, ‘blood libel’ trials, and expulsion orders. Despite all this, the Jewish communities in the region persevered; indeed, some of the most famous Torah scholars of all time came from France.

Abstract Addressing the members of the Jewish Historical Society of England in 1925, David Lloyd George spoke candidly about the origins of the Balfour Declaration, that short, typed letter dated 2 November 1917, in which ‘one nation solemnly promised to a second nation the country of a third’. ‘It was undoubtedly inspired by natural sympathy, admiration, and also by the fact that, as you must remember, we had been trained even more in Hebrew history than in the history of our own country,’ Lloyd George said: ‘On five days a week in the day school, and on Sunday in our Sunday schools, we were thoroughly versed in the history of the Hebrews . . . We had all that in our minds, so that the appeal came to sympathetic and educated—and, on that question, intelligent— hearts.

Abstract In 1893 a four-hour Thanksgiving Day parade of horse-drawn coaches traveled up New York’s Fifth Avenue and wove through Harlem to the Polo Grounds, where more than 40,000 spectators watched Princeton beat a strongly favored Yale team 6 to 0. For several days prior to the well-publicized event, “fakirs swarmed uptown like an invading army,” noted the renowned writer Richard Harding Davis, “with banners and flags and artificial flowers in the true [school] colors, and with tiny leather footballs and buttons and rosettes and ribbons and tin horns and countless varieties of [school] badges.” Manhattan shop windows were adorned with photographs of the collegiate football stars, and the “legitimate gambling on Wall Street was neglected for the greater interest of betting on the game.” Many Americans like Davis (who was paid $500 for his featured article in Harper’s Weekly) recognized the Thanksgiving Day football game as “the greatest sporting event and spectacle combined that this country has to show”; “Thanksgiving Day is no longer a solemn festival to God for mercies given,” he wrote, “it is a holiday granted by the State and the nation to see a game of football.” The most prominent dialect-speaking fictional character of early-twentieth-century American humor, Mr. Dooley, confidently pierced such intellectual explanations with the homespun wisdom and brogue of a working-class Irish saloonkeeper from Chicago’s South Side.

Abstract I had two brief flirtations with New York City before I moved east to stay. There was that three-day pass from the Army in 1948, and an earlier visit in 1945, after my youthful love of the theater brought me to Massachusetts at the end of my senior year in high school. I won a summer scholarship to the Priscilla Beach Theater in Plymouth, and my parents scraped together the money for my train fare from Seattle. I lived all summer in an old Victorian house at Priscilla Beach with seventy-five or eighty other young actors and actresses from all over the country. We studied theater crafts during the day and put on plays at night in a barn theater. Our training was supervised and our plays were directed by two impressive New York thespians, Dr. A. Franklin Trask and his wife, Allison Hawley.

Innovation P-12 school settings is happening every day in schools across the country. This chapter focuses on three transformative initiatives emphasizing personalized learning of both students and teachers. Three of the authors are presently employed as school- and district-level administrators in various central New Jersey P-12 school districts. In addition to serving as administrators, they are also completing a doctoral program in educational leadership at Monmouth University, where the final two authors are employed. A key component of the doctoral program is the implementation of a transformative learning project (TLP). The first two projects discuss innovations that encourage elementary students to take agency in their learning through student-led conferences and the SPARK program. The third project emphasizes one principal's dedication to providing personalized learning in staff development, empowering teachers to take control of their own professional growth. All projects provide a comprehensive view of the implementation process through a leadership lens.

The Right of Children to Free and Compulsory Education Act, 2009 was passed on August 4, 2009, in an attempt to truly implement India's Fundamental Right to Free and Compulsory Education. This Act came into effect on April 1, 2010. After a decade of the enactment of this RTE Act, school drop out of school drop-out is not fertile for the development of our country. It is also not desirable for the implementation of the NEP 2020. India has made some significant commitments in constitution towards ensuring the basic rights of the children through Right to Education (RTE) Act 2009; there is a serious doubt about its performance. Though, considerable achievements are noticed through the flagship program of SSA and Mid-Day meal scheme, but after a decade, the ASER Report (2021) shows that a significant portion of the student remained out of school. This paper tries to find out the prevalence of school dropout among the children of 6-14 years in the studied schools along with its associated factors.

Abstract Edward Bond and Hopkins had arranged to start in the early hours of Friday 3 July for a month’s tour of Switzerland.’ Alpine scenery had played a part in the education of the Romantic poets, and it would be Hopkins’s last opportunity to see Switzerland because (Bond said) Jesuits were forbidden to enter the country. The day before they were due to depart Hopkins was still worried about how he would pay for the tour. With his previous earnings from Once a Week in mind, he had started an article on the medieval school of poets and, in particular, William Morris’s The Earthly Paradise, published two months previously.

This chapter illustrates how, through the month of July 1964, while Luke and his fellow activists were busy teaching at the Freedom School, registering voters, attending evening meetings, and singing, they were also staying attuned to any news they could find about Mickey Schwerner, Andrew Goodman, and James Chaney. The local paper, the Meridian Star, carried news articles about searches in the area being conducted by the FBI, despite the fact that state and local officials still claimed the disappearance was all a hoax. The day after their disappearance, when their still smoldering car was discovered in a swamp, supporters around the country mounted protests and held sit-ins at federal buildings. However, even as FBI Director J. Edgar Hoover increased the number of agents in Mississippi tenfold, he reassured white Mississippians that the FBI would not give “protection” to civil rights workers. It was early on the day of August 4 that FBI agents had ordered and supervised the excavation of a fairly recent earthen dam in Neshoba County. Buried deep in the ground, the bodies of the missing men were uncovered.

This chapter discusses the role non-governmental organizations (NGOs) play within Botswana. It states that NGOs are useful instruments for learning generally, but particularly they serve as vehicles for lifelong learning. The chapter highlights the fact that NGOs have established the earliest schools in Botswana. However, when it was found that schools alone were not enough to take on the challenges of a Botswana that was growing more complex by the day, NGOs began to complement school learning with specialized training in centers for vocational and professional development. The Government of Botswana came to support NGOs through the development of an NGO policy whose aim is to forge a closer government-NGO cooperation in the promotion of lifelong learning in the country.

The paper presents a registration of occupancy and the use of (day)light in four buildings representing respectively offices, primary schools, universities, and industry buildings; it was done across Europe in 2020. A self-registration method was used, assisted with light technical measurements outdoors and indoors. In general, occupants consider the visual environment at the workplace when they are coming in or out of the room. It happens mainly at the beginning (adjustment of blinds and switching light on) and at the end of the working day (switching light off). In the primary school building, where users move in-out many times during the day, the adjustment happens more frequently. Also use of projector generates very low general light level; covering windows and switching off the electric light happens accordingly, but the pattern is not consistent. In general, the changes in the electrical lighting use follow the occupancy pattern, not the light levels.

This article describes the situation with fire safety at Riga schools regarding their compliance with the fire safety requirements set in Latvia for accommodation of people in schools. The objective of the current paper was to research and evaluate the compliance with the requirements of regulatory enactments regarding the accommodation in Riga schools and analyse the actual fire safety situation during accommodation of participants of the Dance and Song Festivals in Riga schools. The research was conducted in spring of 2018, prior to the Dance and Song Festival, assessing the compliance of 60 accommodation sites with the Latvian regulatory enactments on fire safety. During the Dance and Song Festival, it was planned to organise accommodation places in schools for 24 000 persons – participants of the festival events in the city of Riga. Ensuring fire safety at public facilities is a topical issue for any country, since the fulfilment of fire safety requirements is important not only in cases, when school premises are intended to be used for temporary accommodation of participants of the Dance and Song Festivals for a period not exceeding a week, but also in cases when children have to stay in school premises every day to receive the knowledge they will need in their future lives and the fulfilment of fire safety regulations is an important condition for providing the overall safety.

Literacy education internationally is still in crisis. Only a third of 10-year-olds globally are estimated to be able to read and understand a simple written story [Unicef, 2022]. Out of 45 countries who participated in the international PIRLS testing between 2016 and 2021, the data reveals that 28 countries (or 62%) show that in 2021 more children were below minimum reading proficiency than in 2016, with the most noted differences visible in in Azerbaijan, Latvia, Kazakhstan, and South Africa [Saavedra, Fazili, Ning Wong, Geven & Cloutier, 2023]. In SA children are performing poorly against their African counterparts in international tests and in tests conducted within the country [Mather, 2019]. Thus, an obvious choice of research area in attempting to discover causes for this dismal situation is to find out what is happening in terms of learning and teaching every day in the classrooms of our schools. A practical entry point for this is the teaching practices of our teachers, particularly those directly related to reading development of our school children. This desk study sought to gain insight into approaches that can be used to effectively to develop middle school learners’ reading skills. Desk research or secondary research is a research method that involves using already existing data by conducting research through web searches, online platforms, industry reports, or even physical books [Gell, 2020]. In this study rigorous research has been conducted using online platforms such as Sabinet and Ebscohost to source credible, relevant, and current research related to phenomenon that is being investigated. The study further provided an example of how the interactive approach to reading has been applied in a particular context. It was found that the whilst the interactive approach has shortcomings, it has advocated, and can be adapted for most middle school classrooms. It was concluded that some research has been conducted into writing development. However more research about how the different approaches have been applied in different contexts needs to be conducted to provide useful strategies to support learners’ reading skills and go some way in overcoming the literacy crisis.

The barriers to the gainful employment of youth and girls are many and amongst many others includes the lack of employable skills, business and life skills commonly known as soft skills. The stiff competition in both the employment market and business world leaves them reliant on social networks and those without such networks face an uphill struggle to find gainful employment and lucrative businesses. Many youths were forced to seek skills that would enable them to earn using technology such as coding, web and app development among others during the Covid19 lockdown. With these skills youths can play a big role not only in ecommerce but in sectors such as service sector, Manufacturing, ICT-based Services, Tourism, Transport, and Agriculture and take advantage of opportunities due to the speed at which the country is undertaking large infrastructure developments. // The current skilling programs have helped girls stay in school, gain interest in mathematics and science subjects as well as gaining other skills such as critical thinking, creativity, typing and writing skills, and has helped the youths who have so far participated to reach their full potential with some of them able to write outstanding CVs, excel in job interviews and secure parttime and full jobs. // For the youth who lack minimum qualifications to join universities other programs should be introduced to enable them to learn relevant skills as they search for the certifications required to join institutions of higher education as a way of encouraging them not to give up on searching for knowledge. These programs need to be marketed through multichannel marketing methods such as social media, on-air marketing, email marketing and scaled up to reach out to millions of youths in all universities, high school students and those out of school in Uganda and in the East African region. Since these skills are not acquired through one off training there’s need to ensure continuous learning for students with newer topics and technologies that are sort out for by employers and customers through practical and interactive training sessions with trainees’ progress being assessed and monitored on a day-to-day and weekly basis by the instructors and their learning level should be individually evaluated at the end of each training.

INTRODUCTION In sub-Saharan Africa, over 400,000 children die annually from malaria and other preventable illnesses. Little is known about where these children die, from which causes, and under which circumstances. A better understanding of these factors is crucial to effectively address the remaining burden of preventable childhood diseases and mortality. Rectal artesunate (RAS) is a potentially life-saving pre-referral treatment for children with severe malaria. However, limited evidence is available regarding the operational feasibility of incorporating RAS into the continuum of care for severe malaria, and the unanticipated consequences, like inappropriate use as artemisinin monotherapy or treatment of uncomplicated malaria, this could have on overall case management. METHODS The Community Access to Rectal Artesunate for Malaria (CARAMAL) study accompanied the implementation of RAS as a pre-referral treatment in DRC, Nigeria and Uganda. 8,563 children aged <5 years with severe febrile illnesses were detected and enrolled at primary care level, and 6,348 at referral health facilities. The children were followed up during admission and after 28 days to assess healthcare-seeking patterns, RAS use and acceptance, anti-malarial treatment received at the various points of contact with the health system, and health outcomes at day 28. ETHICS This study was approved by the World Health Organization’s Research Ethics Review Committee; the University of Kinshasa School of Public Health Ethics Committee; the Health Research Ethics Committee of the Adamawa State Ministry of Health and the National Health Research Ethics Committee, Nigeria; the Research and Ethics Committee of the Makerere University School of Public Health and the Uganda National Council for Science and Technology; and CHAI’s Scientific and Ethical Review Committee. RESULTS Post-RAS introduction, RAS was administered to 88% of eligible patients in DRC, 52% in Nigeria, and 70% in Uganda. We followed up 93% of enrolled children (13,870/14,911) 28 days after enrolment at home to determine status and healthcare trajectory. After roll-out, RAS users were less likely to complete referral than RAS non-users in the pre-roll-out phase in DRC (adjusted odds ratio, aOR: 0.48) and Uganda (aOR: 0.72). Postreferral treatment with parenteral artesunate was high (above 80%), but the administration of a full course of artemisinin-based combination therapy to complete treatment as per WHO guidelines was variable (from virtually zero in Nigeria to 65% in DRC). Hence, many children were in fact treated with artemisinin monotherapy. Case fatality rates (CFR) varied largely by country and place of initial presentation (range: 0.3% to 15%). RAS was associated with reduced likelihood of being dead or sick on day 28 only in Uganda (aOR: 0.61, p<0.05) where overall CFR was lowest. No protective effect was found in DRC and Nigeria. Most children were considered healthy on day 28, but over 60% had detectable malaria antigenaemia. CONCLUSION For RAS to be an effective pre-referral treatment for children with severe malaria in hard-to-reach locations, underlying health system factors need to be addressed to ensure a functional continuum of care. CONFLICTS OF INTEREST None declared

‘Public memores’ are an imporant aspect in preserving a place’s culture and heritage. Actions of the government and society many times define/redefine identities of places, impacting collective memory of people in perceiving places. Conscious efforts are required to make and keep public memories alive. Insensitive and uninformed Urban Planning can lead to erasing history and heritage not just physically but from public memories as well. This Paper discusses the issues of Fading Urban Memories by taking case studies of two historic towns in the South Indian State of Telangana. Most of the Small & Medium Towns in Telangana, India, developed over the last two centuries from their historic core areas of the Capitals of erstwhile Samsthans/Zamindaris, land revenue admistration units/sub-regional authorities under the British and the Princely States’ Rulesin India till Independence in 1947. These Samsthans/Zamindars/ Jagirdars were ‘Chieftains’ of their own territories and ruled from ‘Palaces’ located in their Capital city/town. The palaces and historic areas of old Samsthan/Zamindari settlements represent local histories whose significance, memory, heritage needs to be preserved for posterity. Gadwa and Wanaparthy were two such towns, which developed mid-17 Century onwards becoming present day Municipalities of different Grades. The Department of Town and Country Planning, Govt. Of Telangana, prepares Master Plans for development of Municipalities. The surviving Fort/Palaces is marked by their present land use in the development plans, unrecognized for thier heritage status, thus posing threat to heritage being erased from collective Urban memory. The case studies presented in this paper are from the ongoing doctoral research work being done by the author at School of Planning and Architecture, Jawaharlal Nehru Architecture and Fine Arts University, Hyderabad, on the topic of ‘Planning for Conservation of Samshtan/Zamindari Palaces of Telangana and Andhra Pradesh’.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.