Academic literature on the topic 'Gore High School'
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Journal articles on the topic "Gore High School"
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Agemso, Wakgari Deressa. "Factors that Affect Classroom Management in English Classes with Reference to Gore High School, South West Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 11 (December 2, 2020): 223. http://dx.doi.org/10.18415/ijmmu.v7i11.2242.
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This study focused on identifying factors that affect classroom management in English classes and tried to give suggestions for the identified problems. The data were collected from Gore High School grade nine students, and English teachers who teach grade nine. The sample consisted of 213 students, and four English teachers. Then the data were collected and interpreted using qualitative and quantitative data analysis method. Especially, observation, questionnaires/open-ended and close-ended/ and interview were used as data gathering tools. Lastly, based on the result, conclusion and recommendations were made. Some of the findings were identified as negatively impacting on classroom management activities were large number of students in the classroom, poor ability of the teachers in managing classroom activities and school management that did not take satisfactory measures on misbehaved students counted as some factors that affect classroom management. To minimize these problems the researcher recommended that the school should request the society and different organizations to build additional classrooms; taking satisfactory measures on students who always misbehave in the classroom.
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Bošković, Vasilije, Jelena Vlaović-Bošković, Agima Ljaljević, Batrić Babović, Živana Slović, Snežana Ćorović, Aleksandar Nenadović, and Olgica Mihaljević. "Cigarette consumption among University students in Montenegro: The prevalence and smoking habits." Medicinski casopis 56, no. 1 (2022): 7–12. http://dx.doi.org/10.5937/mckg56-37724.
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Objective. The aim of this study was to determine the prevalence of cigarette consumption and the differences in smoking habits among university students aged 18-26 years from different faculties in Montenegro. Method. This cross-sectional study was conducted in University of Montenegro in Podgorica and the data were collected using a structured questionnaire. Results. The study enrolled 146 students of both genders (63 males and 83 females) with an average age of 21.63 ± 2.16 years. It was shown that overall prevalence of cigarette consumption was 52.05% among all participants i.e. 21.62% among the students of Faculty of Medicine (p < 0.001). Among the students who practiced smoking, 46.57% of them stated that it was in the period of high school. We did not estimate a significant difference in the daily smoking frequency (number of cigarettes per day) (p = 0.443). Also, study participants did not have a specific time during the day for cigarette consumption (67.20%). The largest number of students (40.70%) light the first cigarette more than half an hour after waking up. University students believed that cigarette smoking could help overcome stressful situations, and that it improved concentration and memory. Smoking status was found to be higher among the students of older age (p < 0.001) and advancing year of faculty (p = 0.002). The analysis showed no significant gender difference in smoking habits. Conclusion. Our investigation confirmed a high prevalence of cigarette consumption among university students in Montenegro, and therefore we recommend that appropriate programs for smoking prevention and cessation be developed.
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Aslan, Hüseyin, and Fatma Kesik. "An investigation of individual innovativeness characteristics of high school teachers according to certain variablesLise öğretmenlerinin bireysel yenilikçilik özelliklerinin çeşitli değişkenlere göre incelenmesi." Journal of Human Sciences 15, no. 4 (November 27, 2018): 2215. http://dx.doi.org/10.14687/jhs.v15i4.5409.
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In this research, exploring the individual innovativeness levels of high school teachers is aimed. The research is designed as a descriptive survey and the sample of the research included 320 teachers working in 19 high schools in Şanlıurfa, Turkey. To collect data, translated form of “Individual Innovativeness” scale which is developed by Hurt, Joseph and Cook (1977) was used . Data of the research were analysed using such descriptive analysis as percentage, frequency, mean, standart deviation, t-test and one-way ANOVA. As a result of the study, the individual innovativeness category of the teachers was found as the “early-majority”. While the teachers’ opinions about their individual innovativeness showe no significant differences in terms of their genders, their opinions differed significantly according to their ages and the high school type they work in. Accordingly, young teachers and teachers working in science high schools were found to have higher individual innovation scores than older teachers and teachers working in Anatolian and vocational high schools. Accordingly, in order to make the teachers more innovative, it’s a must to abolish bureaucratic, organizatioanal and individual impediments; to encourage teachers to take risks.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada lise öğretmenlerinin bireysel yenilikçilik düzeylerinin tespit edilmesi amaçlanmaktadır. Betimsel tarama modelinde tasarımlanan araştırmanın örneklemini Şanlıurfa merkezde bulunan 19 okulda görev yapan toplam 320 öğretmen oluşturmaktadır. Araştırmada öğretmenlerin bireysel yenilikçilik düzeylerini ölçmek için Hurt, Joseph ve Cook (1977) tarafından geliştirilen “Bireysel Yenilikçilik Ölçeği’nin” Türkçe formu kullanılmıştır ve bu form Kılıçer ve Odabaşı (2010) tarafından geliştirilmiştir. Araştırma verilerinin analizinde betimleyici istatistikler kullanılmış ve bu kapsamda ortalama, frekans, yüzde, standart sapma, t-testi ve tek faktörlü varyans analizi (one-way ANOVA) gibi analizlere yer verilmiştir. Araştırma sonuçlarına göre, öğretmenlerin bireysel yenilikçilik düzeyleri orta düzeyde; yenilikçilik kategorileri ise “sorgulayıcı” kategorisindedir. Öğretmenlerin bireysel yenilikçilik özellikleri cinsiyetlerine gore anlamlı bir biçimde değişmezken; yaş ve görev yapılan lise türü değişkenleri bakımından anlamlı farklar göstermektedir. Bu doğrultuda, genç öğretmenlerin ve fen liselerinde görev yapan öğretmenlerin bireysel yenilikçilik düzeyleri ileri yaşlarda olan ve diğer liselerde (Anadolu ve Meslek liseleri) çalışan öğretmenlere göre daha yüksek bulunmuştur. Bu doğrultuda, öğretmenleri daha yenilikçi kılmak için mevcut bürokratik, örgütsel ve bireysel engellerin ortadan kaldırılması, öğretmenlerin yeni uygulamaları denemeye, risk almaya, işbirliği yapmaya, yaratıcı fikirlerini ifade etmeye ve paylaşmaya teşvik edilmesi gerekmektedir. Çalışmanın genellenebilirliğini arttırmak için çalışmanın farklı eğitim kademelerini de içerecek biçimde genişletilmesi, örneklem sayısının arttırılması sağlanabilir.
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Loughland, Tony, and Daryl Healey. "Two Cubed." Australian and International Journal of Rural Education 14, no. 1 (March 1, 2004): 51–61. http://dx.doi.org/10.47381/aijre.v14i1.500.
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Teacher Education needs to move beyond the limitations of existing pre-service and in-service courses. Instead, teacher education should be regarded as a career long process of professional learning 'which takes place prior to and during pre-service, and continues through induction and inservice' (Gore, 1995). An innportaut step in this direction is partnerships between schools and teacher education institutions in initial teacher preparation. Many such partnerships already occur across states and institutions. This paper outlines a rationale for a teacher education course that seeks to achieve a partnership between Charles Sturt University Dubbo and the Department of Education and Training (DET) in NSW within the framework of career long professional learning for teachers.
The existing political climate with the restructuring of the DET bureaucracy as well as the proposed NSW Institute of Teachers presents a serendipitous moment for the establishment of such a course. The course would follow what the author has termed the 'two cubed' model of teacher education. That is, the fIrst two years of teacher education in the university, followed by two years in school based teacher education (SBTE) with the fmal two years as a begirming teacher mentored by both the training and employing institutions. The initial teacher education course will be the Trojan horse that makes professional learning a formal part of the teaching profession as the interaction between the DET and Charles Sturt University creates professional learning opportunities for existing teachers. This professional learning will be linked strongly to the bioregion of the Murray-Darling Basin, thus addressing both the ecological and social sustainability issues of this region. As well, the qualifIcation gained will be for K-10, addressing the needs of middle school students in central and high schools in the central west of New South Wales.
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Murphy, Joseph. "The Evolution of the High School in America." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–18. http://dx.doi.org/10.1177/016146811611801313.
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The narrative in this article runs as follows. As the political, social, and economic environments that surround the American high school undergo seismic shifts, they create new forms of secondary education. We report that the environmental conditions between 1890 and 1920 were such that most of the pillars that anchored the American high school prior to the 20th century were swept away. New scaffolding for how classrooms should function, how schools should be organized and managed, and how the school–community relationship should be defined was constructed. By the early part of the 20th century, the high schools the nation had known for the previous three centuries were mostly gone. Over the 30 years, the social, economic, and political environments that envelop education have begun to reshape the American high school once again. Pressures accompanying the evolution to a post-industrial economy have introduced new understandings of what society expects from its secondary schools. Political and social revolutions are also pushing the high school toward fundamental changes. The biblical aura of the 20th century organizational and management playbooks for high schools are being rewritten under an onslaught of post-professional, post-public monopoly views of schools, how they work, and how they need to be shepherded to success.
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Martinson, David L. "High School “Student” Yearbooks: Extracurricular Priorities Gone Awry." Educational Forum 61, no. 2 (June 30, 1997): 140–44. http://dx.doi.org/10.1080/00131729709335244.
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Bradley, Corky, Brian Dunbar, and Josie Plaut. "Fossil Ridge High School." Journal of Green Building 1, no. 1 (February 1, 2006): 21–32. http://dx.doi.org/10.3992/jgb.1.1.21.
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A typical high school in Colorado costs about $1.00 per square foot per year to heat. Could a comparable school be designed and built that could be heated and cooled for half the typical cost? Could such a school also become an outstanding place for teaching and learning? These questions were among the significant challenges given to the design team for Poudre School District's recently completed Fossil Ridge High School, the fifth public high school in Ft. Collins. This article examines the major steps, features, and results that have gone into this LEED Silver Certified school.
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Aoyama, Ikuko, Lucy Barnard-Brak, and Tony L. Talbert. "Cyberbullying Among High School Students." International Journal of Cyber Behavior, Psychology and Learning 1, no. 1 (January 2011): 25–35. http://dx.doi.org/10.4018/ijcbpl.2011010103.
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Bullying, a typical occurrence in schools, has gone digital. As a result, cyberbullying has become ever more present among youth. The current study aimed to classify high school students into four groups based on their cyberbullying experiences and to examine the characteristics of these groups based on the sex and age of the participants and the level of parental monitoring. Participants were 133 high school students located in central Texas. A cluster analysis revealed four distinct groups of students who were “highly involved both as bully and victim,” “more victim than bully,” “more bully than victim,” or “least involved.” Significantly more girls and more students in lower grades were classified into the “more victim than bully group” while older students were more likely to be classified into the “more bully than victim” group. No significant differences were found between cluster membership and the degree of parental monitoring.
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Huang, Gary G., Stanley Weng, Fan Zhang, and Michael P. Cohen. "Outmigration Among Rural High School Graduates: The Effect of Academic and Vocational Programs." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 360–72. http://dx.doi.org/10.3102/01623737019004360.
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Although rural communities have pressing needs for educated youth, rural schools are criticized for training students with urban-oriented labor skills that facilitate rural-to-urban migration. Some analysts see such schooling contributing to the rural community’s decline. Educators and policymakers concerned about rural areas need to know what kind of school programs help retain educated youth in rural areas. Research on the comparative effectiveness of different curriculum programs in retaining youth in the community can inform the program development for rural schools. This report presents a study that addressed the issue with data from a national longitudinal study, the High School and Beyond (HS&B) of the National Center for Education Statistics. With two-level hierarchical logit modeling that decomposed the variance into school- and individuallevels components, we examined the post-school outmigration pattern in connection with students’ coursework (at the individual level) and curriculum program enrollment (at the school level). We focused on the effects on outmigration of the academic program and the vocational program measured at the two levels, adjusting for the effects of the local labor market condition and student sociodemographic background and test scores. We also introduced interaction terms to determine the specific effects of curriculum on rural school average outmigration. The results revealed that, controlling for the effects of local labor market and student background and academic achievement, outmigration was positively related to schools’ emphasis on academic programs and students’ high credits in the academic curriculum. To clarify the possible confounding relationship between outmigration and college attendance, we further analyzed data of youth that had not gone to college four years after high school. Essentially, the same pattern was found among this subsample of noncollege-goers. Implications for curriculum development were suggested based on the results and other perspectives regarding curriculum reform.
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Goldhaber, Dan, and Michael Hansen. "National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?" Education Finance and Policy 4, no. 3 (July 2009): 229–62. http://dx.doi.org/10.1162/edfp.2009.4.3.229.
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Investment in the certification of teachers by the National Board of Professional Teaching Standards (NBPTS) represents a significant policy initiative for the nation's public school teachers. This article investigates the potential impact of NBPTS certification on teachers' career paths. Using a competing risks model on data from North Carolina public schools, we find evidence that those teachers who apply to NBPTS are more likely to be mobile than are nonapplicants, particularly after they have gone through the certification process. Regression discontinuity estimates suggest that National Board–certified teachers are more likely than unsuccessful applicants to leave the North Carolina public school system and that this appears to result from certified teachers exiting high-minority schools, particularly Charlotte-Mecklenburg schools.
Books on the topic "Gore High School"
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Foster, Bob (Robert A.) and Herring Stephanie, eds. No spuds without digging: The history of Gore High School, 1908-2007. Gore, N.Z: Gore High School Foundation, 2008.
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Cruise, Beth. Going, going, gone! London: Boxtree, 1995.
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Strasnick, Lauren. Then you were gone. New York: Simon Pulse, 2013.
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Eek, Øystein. Gode gamle Katta: Jubileumsbok ved Oslo katedralskoles 850-årsjubileum. Oslo: Oslo katedralskole, 2003.
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Christopher, Robert A. The reunion: A story of values and of days gone by. [Cincinnati, Ohio?]: R.A. Christopher, 1997.
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Michael, Wereschagin, ed. Gone at 3:17: The Untold Story of the Worst School Disaster in American History. Washington, D.C: Potomac Books, 2012.
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Kaye, Marilyn. Here today, gone tomorrow. New York: Kingfisher, 2009.
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Siegel, Deborah. Sisterhood, interrupted: From radical women to girls gone wild. New York: Palgrave Macmillan, 2007.
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Low, Boesewetter Monita, ed. Gone with the dawn: Pearl Harbor memories of youth. [Philadelphia]: Xlibris, 2002.
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Richards, Natalie D. Gone too far. 2015.
Find full textBook chapters on the topic "Gore High School"
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van de Grift, Wim, Okhwa Lee, and Seyeoung Chun. "Measuring Teaching Skill of South Korean Teachers in Secondary Education: Detecting a Teacher’s Potential Zone of Proximal Development Using the Rasch Model." In Effective Teaching Around the World, 165–204. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_8.
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AbstractMany observation instruments are in use to make the skills of teachers visible. These tools are used for assessment, for guidance and coaching, and for policy-oriented research into the quality of education. Depending on the purpose of use of an observation instrument, we not only need more observations about the same teacher, but the observation instrument must also meet higher psychometric requirements. Observation instruments only used to assess sample characteristics, such as the mean and dispersion, require less stringent psychometric requirements than observation instruments that are used to assess individuals. For assessing sample characteristics, it is also not necessary to do more than one observation with each respondent. Observation instruments used for individual assessments that lead to high stake decisions should meet the highest psychometric requirements possible. We can slightly mitigate the psychometric norms attached to an observation tool that is only used for guidance and coaching on the condition that the observed teacher explicitly informed that the observed lesson was representative and that this lesson offered sufficient opportunities to demonstrate all the skills the teacher has. Nevertheless, there are also additional requirements that must be met by observation instruments that are used for guidance and coaching. For good guidance and coaching, it is usually not very useful to tell an observed teacher only what went right or wrong. Teachers need concrete instructions to be able to improve. Many things that have not gone very well are often (and sometimes far) out of the reach of the teacher being observed. Coaching skills that are beyond the reach of the observed person will lead to disappointment rather than to the desired effect. The important thing in good guidance and coaching is to ensure that the observed teacher is going to take that very step, that is within his reach, but that he has not just set. Then, of course continue with the next steps, leading to incremental progress. For this, we need to have an insight into the successive difficulty of the different skills of teachers. In the past, we gained some experience with the use of the Rasch model to gain an insight into the successive level of difficulty in the actions of Dutch teachers working in elementary education. These studies are all done with the International Comparative Analysis of Learning and Teaching (ICALT) observation instrument. In this chapter, we are trying to make a next step by using the Rasch model for detecting the zone of proximal development of the observed teachers. Another new element in this study is the following: Until now, the ICALT observation instrument has been used mainly in (the culture of) European schools. In this chapter, we focus on Asian secondary education, as it takes shape in South Korea.
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Watson, Joel, and Morris Holbrook. "Tupperware, Tommy Moore, Teddy Bear and Tipper Gore—Pete, Jamie, Stew, Oyster and Morrie’s High School Reunion." In Imagining Marketing. Routledge, 2001. http://dx.doi.org/10.4324/9780203361283.sec3.
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Anderson, Terry H. "Demise of Affirmative Action in the Age of Diversity." In The Pursuit Of Fairness, 217–74. Oxford University PressNew York, NY, 2004. http://dx.doi.org/10.1093/oso/9780195157642.003.0005.
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Abstract “The Man from Hope,” declared one of Bill Clinton’s campaign slogans. Hope, Arkansas, was his birthplace, where his mother raised him, where he went to high school, and where he left for George-town University, then Oxford, and eventually Yale Law School. He returned to Arkansas with his wife, Hillary, and enough drive to be elected governor at age 33. Six years later he was stunned by Ronald Reagan’s overwhelming reelection in 1984, and along with other moderate Democrats, such as Sam Nunn of Georgia and Al Gore Jr. of Tennessee, he began to think that his party would be doomed to more defeats unless it changed its focus from the left to the middle and made a strenuous effort to woo white voters back to the party. A year later Clinton was one of the founders of the Democratic Leadership Council, a group of centrists, and the DLC began advocating welfare reform, a tougher stance on crime, smaller government, a middle-class tax cut, and a strong defense. Clinton embraced those themes in 1991 when he declared his nomination and presented himself during the campaign as a “New Democrat.” He was an energetic campaigner, a smooth speaker, and he fought off challenges from Nebraska Senator Bob Kerrey, former Massachusetts Senator Paul Tsongas, and former California Governor Jerry Brown. The South’s primary, “Super Tuesday,” in March 1992 catapulted Clinton into the lead. He won his party’s nomination easily, picked Al Gore as his running mate, and began his march to the White House.
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Aoyama, Ikuko, Lucy Barnard-Brak, and Tony L. Talbert. "Cyberbullying Among High School Students." In Evolving Psychological and Educational Perspectives on Cyber Behavior, 246–57. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1858-9.ch015.
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Bullying, a typical occurrence in schools, has gone digital. As a result, cyberbullying has become ever more present among youth. The current study aimed to classify high school students into four groups based on their cyberbullying experiences and to examine the characteristics of these groups based on the sex and age of the participants and the level of parental monitoring. Participants were 133 high school students located in central Texas. A cluster analysis revealed four distinct groups of students who were “highly involved both as bully and victim,” “more victim than bully,” “more bully than victim,” or “least involved.” Significantly more girls and more students in lower grades were classified into the “more victim than bully group” while older students were more likely to be classified into the “more bully than victim” group. No significant differences were found between cluster membership and the degree of parental monitoring.
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Rojstaczer, Stuart. "Why Research?" In Gone for Good, 84–92. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195126822.003.0008.
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Abstract It was cold, windy, and snowing. I was in Yellowstone National Park during the spring of 1996 and I was working outdoors. Fortunately, I have always liked cold weather. I sat next to my computer equipment and my temperature probes alternately connecting wires and entering a computer program on a waterproof keyboard. Because my hands had been frostbitten several times while playing football in middle school and high school, my fingers swelled when I took off my gloves and worked on the electronics.
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Brown, Karida L. "Gone Home." In Gone Home, 161–86. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469647036.003.0008.
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Between 1940 and 1970, Harlan County, Kentucky lost seventy percent of its black population due to industrial decline. Accompanying the estimated five million other African Americans who were migrating out of the Deep South, this generation of coal kids migrated to urban cities in Northern, Midwestern, and Western regions of the U.S. This chapter analyzes the ways in which the adults in Harlan County prepared their youth to adopt to a migratory mindset, one in which children understood leaving home after high school was inevitable. Central to this analysis is their decision-making process that factored in gender, institutions, jobs, war, politics, and higher education when choosing destinations and forming the mechanisms that undergirded this massive out-migration. The chapter also focuses on the forming of the post-migration diaspora, particularly the emergence of this group’s diasporic consciousness. Though they were uprooted from home at a young age, thousands of African Americans still consider these post-industrial Appalachian communities “home.” Using the Eastern Kentucky Social Club reunion and the Memorial Day weekend pilgrimage as examples, this chapter offers an in-depth treatment of black place-making, collective memory, and archive.
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Melton, Barry. "Everything Seemed Beautiful A Life in the Counterculture." In Long Time Gone, 145–58. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195125146.003.0008.
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Abstract I first started coming to the San Francisco Bay Area during the spring and summer of 1964. I was supposed to have graduated high school that summer, just before my seventeenth birthday. But a motorcycle accident in my junior year put me in a hospital bed for many months and caused me to fall a full semester behind, so my graduation was delayed. While laid up in bed that summer of 1963, I read Jack Kerouac’s On the Road and Woody Guthrie’s Bound for Glory. And, more important, I somehow managed to get my parents to feel so bad that I spent my sixteenth birthday in the hospital, they reluctantly agreed that I could spend the entire summer of 1964 on the road with my guitar.
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Graham, Patricia Albjerg. "Autonomy to Accountability." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0010.
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When is Schooling Complete? At the beginning of the twentieth century most Americans believed they had “completed” their schooling if they finished the eighth grade. Only 6 percent of young people then graduated from high school. Eighth-grade graduation was a major celebration, particularly in rural neighborhoods, with the newly recognized scholars feted and dressed in their best as the photograph of my father’s 1908 Ottertail County, Minnesota, eighth-grade class illustrates. In 1955 a ninth-grade student in my homeroom, when queried how far her father had gone in school, replied confidently, “all the way.” That meant high school graduation in the Deep Creek, Virginia, neighborhood. By the end of the twentieth century, however, that definition had changed radically. “Completing schooling” now means some college at a minimum, with about 66 percent of high school graduates now attending, and increasingly it has meant acquiring a post-graduate degree. These changing expectations for what is considered sufficient schooling have dramatically altered American views of higher education. Once thought the domain of the very few (less than 2 percent of the age group in 1900) and largely peripheral to the economy, colleges and universities occupied a very different position at the beginning of the twenty-first century. They now appeal to a mass population, and they constitute a crucial link in the economy through their research and development activities. Furthermore, unlike 1900 when few foreigners would ever have considered coming to the United States to study, they now attract both students and faculty from all over the world, including some of the most gifted and ambitious. The range of these institutions from the leading research universities, which remain among the best in the world, to “open enrollment” institutions (with no requirements for admission other than paying the tuition), which provide unparalleled access to higher education, is extraordinary. Today the academic overlap between some of the best high schools and some undergraduate institutions is considerable, with high school juniors and seniors flourishing in college classes.
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Sherman, Joe. "1989: The Founding of Solectria Corporation." In Charging Ahead, 52–57. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195094794.003.0009.
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Abstract That fall, back at MIT, Worden was test-driving Solectria V on Memorial Drive when Catherine Anderson brought a classmate, Anita Rajan, out to watch. Rajan had been born in England to Indian parents. She had gone to school in Algeria and Florida, where she’d been valedictorian of her high school class. At MIT, she was studying electrical engineering. She’d known Catherine Anderson since they had been freshmen, and through her had learned about the solar racing team.
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Sherman, Joe. "Racing Solar-Electric Cars at MIT." In Charging Ahead, 30–33. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195094794.003.0006.
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Abstract When Worden put up posters inviting students to come to a meeting, he caught the eye of Catherine Anderson. A freshman at MIT, Anderson had also gone to Arlington High School. There, she had n’t known Worden well, though they had played together in the band (she violin, he trumpet), but she had worked some on Solectria III. During her senior year in high school Anderson had been repairing bikes at Bicycle Corner in Arlington when Worden came in and asked for help on the solar race car he was building at his parent’s place with the $5,000 he’d received from Mirak Chevrolet.
Conference papers on the topic "Gore High School"
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Gebejes, Ana, Heikki Immonen, and Charles J. Camarda. "Six-year evolution of a space-inspired collaborative problem-solving study program in Finland." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.099.
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This paper presents the results of the six-year qualitative longitudinal case-study of the Epic Challenge study program in Finland. Created in 2008 for NASA engineers, the Epic Challenge program has grown and evolved to teach collaborative problem solving that reaches across different disciplines and ages. The paper presents an overview and evolution of program features and teaching methodologies. In the program, students learn a challenge-based methodology called Innovative Conceptual Engineering Design (ICED) and use this methodology to develop innovative solutions connected to the overarching challenge of sustainable human habitation of Mars. The program is built around the assumption that
space exploration as a complex, multidisciplinary challenge provides the inspiration, a driving force and integrated curriculum for teaching Science, Technology, Engineering and Math (STEM) concepts and problem-solving techniques in four key areas: teamworking, networking, systems thinking and innovation. In 2015 the program was adopted and fused with a phenomenon-based learning curriculum in Finland, and it grew to be taught to students of various backgrounds from high-school to doctoral level. The course delivery and content were modified annually based on lessons learned and more than 500 students have gone through the program in Finland. The paper presents the evolution of key program features and concludes by presenting the most robust features of the program implementations that could benefit space agencies, companies and faculty interested in promoting space and STEM related competences.
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Bower, Linda. "Bulgaria's Digital Transformation." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002953.
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For over three decades, Bulgaria has been advancing the level of technology in the country. The strategy has evolved from e-government into digital transformation. In the beginning, the country’s e-Government program was focused primarily on developing and upgrading infrastructure elements and main systems. However, the existing regulatory framework was able to accommodate e-Government, but it did not stimulate it. In addition, difficult to achieve high efficiency achieve high efficiency due to a lack of a systematic approach to e-Government development. Some agencies had progressed significantly in implementing electronic administrative services, but in general, e-services were limited.The government forged a strategic framework to implement e-government, and a new e-government agency was established to guide the process. Tis strategy has been successfully implemented: the government has gone paperless, citizens have mobile access to government services, and schools receive curriculum materials electronically. e-Government system, part of an end-to-end solution to provide e-Government services The main components of Bulgaria’s e-Government infrastructure include portals, networks, eIdentificatin/e/Authorization, and knowledge management. The legal framework includes legislation, freedom of information, data protection/privacy, e-commerce, e-communications, and e-procurement.Bulgaria has obtained significant benefits from this program. In particular, it has contributed to a tangible reduction of the administrative burden on citizens and business. Going paperless by itself has saved hundreds of tons of paper and humdreds of thousands of dollars annually. In addition, government processes have been optimized, and systems are more reliable and secure.The program continues with Digital Bulgaria 2025. This program has a vision beyond government operations and seeks to bring the benefits of digital technology to all sectors of the economy and society. The goal is to create an environment to foster the widespread use of information and telecommunications technologies (ICT), along with new technologies for businesses and citizens. Continued progress in e-government is an important part of the program, as well as modernizing education, improving the digital ICT skills of the workforce, and increasing the number of highly qualified ICT specialists. Significant benefits are expected from the implementation of this strategy.It encompasses achievements so far and the new European strategic and programming guidelines for achieving a smart, sustainable and inclusive digital growth. The goal is widespread implementation of intelligent solutions in all areas of the economy and society, and modernizing information and communications technologies (ICT
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
Full textAbstract:
Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.