Relevant bibliographies by topics / High School (Arcanum, Ohio)

Academic literature on the topic 'High School (Arcanum, Ohio)'

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Published: 26 July 2024

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Journal articles on the topic "High School (Arcanum, Ohio)"

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Landry, Elaine. "ALCOM High School project at Kent, Ohio." Liquid Crystals Today 1, no. 3 (November 1991): 7. http://dx.doi.org/10.1080/13583149108628584.

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Hunold, Rebecca L., and Mary F. Powers. "Role of Approved Ohio High School Training Programs in the Demand for Pharmacy Technicians." Journal of Pharmacy Technology 35, no. 2 (November 28, 2018): 64–68. http://dx.doi.org/10.1177/8755122518813706.

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Objective: To provide an overview of Ohio Administrative Code 4729 and to identify the potential role of newly approved Ohio high school training programs in preparation of registration-ready pharmacy technicians. Data Sources: Relevant sections of the Ohio Administrative Code and the Ohio public high school pharmacy technician training program application were identified through the Ohio Board of Pharmacy website. Resources on employee training and pharmacy technician demand were used from the Bureau of Labor Statistics, Forbes magazine, Association for Talent Development, and ExploreGate. Information pertaining to the approved high school training programs was identified from the program-specific websites. Related materials were searched for via PubMed and Google Scholar from 2000 to present. Study Selection and Data Extraction: Portions of the Ohio Administrative Code pertaining to pharmacy technician training and registration. Articles describing the cost of employer-based training and the growth of pharmacy technician demand. Data Synthesis: Training and registration requirements for pharmacy technicians have increased over the past decade. In Ohio, pharmacy technicians must now complete an approved training program and become either a registered or certified technician with the Board of Pharmacy. Technicians may complete either a nationally recognized, employer-based, or public high school training program prior to becoming a registered or certified pharmacy technician. Ohio public high school training programs must be Board approved and must prepare students for national certification. After completing a high school training program, pharmacy technicians are adequately prepared to enter the workforce with minimal training burden to potential employers. Conclusions: Newly approved Ohio high school training programs have the potential to fulfill the increased demand for pharmacy technicians at a decreased cost to both students and employers.
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Bandy, William D., and Donald K. Shaw. "Injury Profile of Northeastern Ohio High School Basketball Officials." Physician and Sportsmedicine 14, no. 1 (January 1986): 91–97. http://dx.doi.org/10.1080/00913847.1986.11708967.

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Lear, Aaron, Minh-Ha Hoang, and Stephen J. Zyzanski. "Preventing Sudden Cardiac Death: Automated External Defibrillators in Ohio High Schools." Journal of Athletic Training 50, no. 10 (October 1, 2015): 1054–58. http://dx.doi.org/10.4085/1062-6050-50.8.01.

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Context Ohio passed legislation in 2004 for optional public funding of automated external defibrillators (AEDs) in all Ohio high schools. Objective To report occurrences of sudden cardiac arrest in which AEDs were used in Ohio high schools and to evaluate the adherence of Ohio high schools with AEDs to state law and published guidelines on AEDs and emergency action plans (EAPs) in schools. Design Cross-sectional survey. Setting Web-based survey. Patients or Other Participants A total of 264 of 827 schools that were members of the Ohio High School Athletic Association. Main Outcome Measure(s) We surveyed schools on AED use, AED maintenance, and EAPs. Results Twenty-five episodes of AED deployment at 22 schools over an 11-year period were reported; 8 (32%) involved students and 17 (68%) involved adults. The reported survival rate was 60% (n = 15). Most events (n = 20, 80%) in both students and adults occurred at or near athletic facilities. The annual use rate of AEDs was 0.7%. Fifty-three percent (n = 140) of schools reported having an EAP in place for episodes of cardiac arrest. Of the schools with EAPs, 57% (n = 80) reported having rehearsed them. Conclusions Our data supported the placement of AEDs in high schools given the frequency of use for sudden cardiac arrest and the survival rate reported. They also suggested the need for increased awareness of recommendations for EAPs and the need to formulate and practice EAPs. School EAPs should emphasize planning for events in the vicinity of athletic facilities.
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Hedrick, Jason A., Greg Homan, and Jeff Dick. "Analysis of Workforce Skills in High School Graduates: Self Report of High School Seniors in Northwest Ohio." Journal of Youth Development 10, no. 1 (March 1, 2015): 119–31. http://dx.doi.org/10.5195/jyd.2015.424.

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Analysis of workforce competencies at the conclusion of high school graduation are discussed in this paper. Researchers sampled over 875 graduating seniors from 16 high schools within six counties throughout Northwestern Ohio. Results highlight future career and educational goals of these young people and a self-report of skills based on the SCANS competencies and basic foundation skills. When evaluating Foundation Skills of Personal Qualities, Basic Skills, and Thinking Skills, students indicated highest ratings in Personal Qualities and overall lowest ratings in Basic Skills. A series of five Workforce Competencies were also evaluated, including Using Resources, Using Information, Using Technology, Interpersonal Skills, and Working in Systems. Highest ratings for Competencies were reported in Interpersonal Skills and lowest in Using Resources.
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Forrest, Denise. "Projects: Young Scholars Program." Mathematics Teacher 93, no. 4 (April 2000): 357. http://dx.doi.org/10.5951/mt.93.4.0357.

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The Young Scholars Program in Ohio is a cooperative effort of nine urban school districts and several major institutions of higher education in Ohio. The program identifies minority youths with college potential who might drop out of school. The students are selected in the sixth grade by a committee of educators from their local school districts. Selection criteria include a written essay, grades, and a standardized test. Students are advised and mentored in various ways during their high school and college years. They must maintain a 3.0 gradepoint average in high school and take collegepreparatory classes to remain eligible for the program. Middle school students take mathematics classes on Saturday mornings, and high school students attend two-hour tutoring sessions twice weekly after school. The program's developers believe that it is very successful. Students who have been through the program can succeed in nearly all the academic disciplines at the college level. A notable exception to this rule is mathematics.
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Stock, Paul A., and William D. Rader. "Level of Economic Understanding for Senior High School Students in Ohio." Journal of Educational Research 91, no. 1 (September 1997): 60–63. http://dx.doi.org/10.1080/00220679709597521.

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Hunt, Hannah, Emily Collins, and Andrea Smith. "Are You Maximizing Your Classroom as a Space That Supports Literacy Learners?" Council Chronicle 27, no. 1 (September 1, 2017): 26–27. http://dx.doi.org/10.58680/cc201729253.

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Teachers from Chapman Elementary School in the Dublin City School District, Ohio, share how they use their classroom space to support literacy learners. Share your own ideas (and high-quality photos) by sending to chronicle@ncte.org!
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Langburt, Wayne, Bruce Cohen, Nadia Akhthar, Kelly O'Neill, and Jar-Chi Lee. "Incidence of Concussion in High School Football Players of Ohio and Pennsylvania." Journal Of Child Neurology 16, no. 02 (2001): 083. http://dx.doi.org/10.2310/7010.2001.6943.

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Langburt, Wayne, Bruce Cohen, Nadia Akhthar, Kelly O'Neill, and Jar-Chi Lee. "Incidence of Concussion in High School Football Players of Ohio and Pennsylvania." Journal of Child Neurology 16, no. 2 (February 2001): 83–85. http://dx.doi.org/10.1177/088307380101600203.

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Dissertations / Theses on the topic "High School (Arcanum, Ohio)"

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DiBiasio, Anthony J. "The status of drug and alcohol prevention activities in Ohio high schools : implications for the Ohio high school athletic association and the student athlete /." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210867759.

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Hollstein, Matthew S. "Teaching About Hydraulic Fracturing in Ohio High School American GovernmentClassrooms." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426807930.

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Szabo, Kenneth A. "THE CURRENT STATE OF HIGH SCHOOL FOOTBALL STRENGTH AND CONDITIONING ACCORDING TO OHIO HIGH SCHOOL ATHLETIC DIRECTORS." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501622891057784.

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Sameipour, Sharmin Faraj. "Teachers’ Perceptions toward Sustainable Agriculture in an Ohio Science High School." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149426481206391.

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Smith, Scott James. "An investigation of athletic participation fee practices in Ohio public high schools /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013025.

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Furda, Mark. "The best leadership practices of principals in high performing and high poverty schools in Ohio." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10227.

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Thesis (Ed. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 128 p. : ill. Includes abstract. Includes bibliographical references (p. 115-121).
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Love, Ann Marie. "Cultural conflicts in high schools of the Inland Empire and Cleveland, Ohio." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2066.

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This study focuses on the students who participate in acts of racism. The study examines the degree to which students who commit acts of racism and engage in cultural clashes are outsiders or nonparticipants in their schools as well as in their communities.
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DiBiasio, Anthony J. "The status of drug and alcohol prevention activities in Ohio high schools : implications for the Ohio high school athletic association and the studen." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1210867759.

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Ponce, Frank Kalani. "Job Satisfaction Among High School Choral Music Teachers in the State of Ohio." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392742151.

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Poncé, Frank Kalani. "Job satisfaction among high school choral music teachers in the state of Ohio /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913102864.

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Books on the topic "High School (Arcanum, Ohio)"

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Fletcher, Dave. Ohio high school map directory. Fredericksburg, Ohio (P.O. Box 791, Wooster 44691): Pioneer Directories, 1993.

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National Institute for Occupational Safety and Health., ed. Princeton High School, Cincinnati, Ohio. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1994.

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Hoffman, Nicholas. Ohio Department of Transportation ACCESS OHIO statewide survey: Ohio high school survey project report, 2003. [Columbus?]: Office of Urban and Corridor Planning, Ohio Dept. of Transportation, 2003.

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Ohio) Winton Woods High School (Cincinnati. Winton Woods High School, Cincinnati, Ohio (Hamilton County): Calumet. Place of publication not identified]: [publisher not identified], 1991.

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Jennifer, Rothchild, ed. Across many fields: A season of Ohio High School football. Cleveland, Ohio: Cleveland Landmarks Press, 2002.

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Hudak, Timothy L. Wildcats!: A history of St. Ignatius High School football. [Cleveland, Ohio?]: T.L. Hudak, 1996.

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Ohio. State Board of Education and Ohio. Dept. of Education, eds. An information guide for the Ohio high school graduation qualifying examinations. Columbus: Ohio Dept. of Education, 2000.

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Ohio Genealogical Society. Paulding County Chapter., ed. Senior classes of all county high schools, 1880-2000, Paulding County, Ohio. [Paulding, OH?: Paulding County Chapter of the Ohio Genealogical Society], 2002.

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Ziegler, John. Dynasty at the crossroads: A story of kids, fans, and values. Apollo, PA: Closson Press, 1994.

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Shook, Scott H. Massillon memories: The inside story of the greatest show in high school football. Massillon, OH: Massillon Memories Pub. Co., 1998.

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Book chapters on the topic "High School (Arcanum, Ohio)"

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Richards, George E. "The Chardon, Ohio High School Shooting." In Handbook of Research on Mass Shootings and Multiple Victim Violence, 418–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch023.

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On February 27, 2012, at approximately 7:30 am, three students were killed due to injuries sustained during a mass shooting at Chardon High School, Chardon, Ohio. Three others were injured with one being permanently paralyzed by shooter Thomas Lane III. This chapter is an examination of the Chardon, Ohio High School shooting with a focus on the tertiary victimization (i.e., friends or family, not involved in/did not witness event, but may be negatively affected) of those removed from the primary event.
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Shelton, Kathleen D. "Shifting Gears." In Handbook of Research on Effective Online Language Teaching in a Disruptive Environment, 66–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7720-2.ch004.

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In March 2020, all Ohio school buildings were closed due to the COVID-19 global pandemic, leaving districts in crisis mode to complete the school year. This chapter per the authors details how the specialists in world languages and cultures at the Ohio Department of Education, in collaboration with the Ohio Foreign Language Association, were able to quickly and efficiently initiate virtual support for Ohio language teachers during the Spring 2020 school year, lead a summer professional learning series to prepare teachers for remote and blended learning the following school year, and continue virtually supporting teachers throughout the disruptions of the 2020-2021 school year. Priorities focused on teachers' and learners' social-emotional needs, high-quality and practical instructional resources that made language learning accessible for all, and a professional learning framework that modeled strategies for reimagining language instruction in an in-person, remote, or blended environment.
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Wolf, Stacy. "High School Musicals and Into the Woods." In Beyond Broadway, 97–142. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190639525.003.0004.

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Virtually every high school in the country—more than 26,000—hosts a theatre program and produces at least one play and/or musical a year. The Educational Theatre Association’s annual survey found that more than 37,000 high school productions took place in 2017–2018, with more than 46 million people in the audience. The chapter surveys the issues relevant to high school musicals and teachers’ engagement with the local community. Beauty and the Beast, The Addams Family, and The Little Mermaid were the most frequently produced high school musicals that year, but another, very different kind of show ranked fourth: Stephen Sondheim and James Lapine’s Into the Woods. In part because its ensemble cast offers excellent performance opportunities for girls, this musically challenging and emotionally complex show sees thousands of high school productions each year. This chapter visits three public high schools in the Midwest—one small school in rural southwestern Minnesota, one tiny school in rural southern Ohio, and one medium-sized school close to Ann Arbor, Michigan—each with different racial and socioeconomic demographics and community issues. The chapter describes their dress rehearsals and performances and focuses on nine students—three at each school—who have different relationships to musical theatre onstage or backstage. The chapter documents why the students wanted to participate in the musical, what they experienced, and how their school and their community were changed because of it.
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Marling, William. "Early Life." In Christian Anarchist, 7–38. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479810079.003.0002.

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Ammon Hennacy grew up in Negley and Lisbon, Ohio, the grandson of Quaker pioneers and son of a successful politician. Raised as a Baptist, he was disillusioned by Billy Sunday and turned to socialism. He joined the IWW in high school, sold cornflakes door to door, and met famous leftist leaders such as Mother Bloor. At Hiram College he founded a socialist club. He transferred to the University of Wisconsin, where he met Selma Melms, his future wife, and then to Ohio State, where he was arrested for antiwar activities.
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Snyder, Michael. "A Day after the Fair." In James Purdy, 23—C2.F4. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197609729.003.0003.

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Abstract William moved his family to Findlay, Ohio. He did accounting work and became a bank inspector, which required travel away from home. Findlay was a small city that had been enriched in the late nineteenth century by an oil and gas boom, but by 1919 it was a boomtown after the boom. Amid a conservative environment, James as a child began writing strange stories and printing his own little magazine. His older brother Richard was a gay youth who aspired to be an actor. James did not much like public school but he found a high school English teacher who encouraged him and said he could be a writer, and he won a club contest with a poem. In the middle of his high school years, his parents divorced. To make ends meet, Vera turned the family home into a boarding house.
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Kemp, Charles William, Sandra Lee Beam, and Kimberly D. Cassidy. "Improving Literacy Instruction Through University and P12 Partnerships." In Collaborative Models and Frameworks for Inclusive Educator Preparation Programs, 56–69. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3443-7.ch004.

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The Strategic Partnering for Integrated Comprehensive Systems in Education (SPICE Early Literacy Grant) focused on supporting authentic, meaningful, and sustainable university-school district partnerships to promote inclusive models of preparation and personnel development for educators, improving equitable access to high-quality instruction and equitable outcomes for struggling learners and funding development efforts that supported shared inquiry into common problems of practice related to improving reading results for all learners. A Midwestern university's School of Education partnered with a local low-resourced school district whose reading scores based-upon the district report card system in Ohio continue to fall below proficient. By providing Language Essentials for Teachers of Reading and Spelling (LETRS), training to inservice teachers and providing the theory of LETRS during teacher preparation training to preservice teacher candidates, a strong partnership takes place during the clinical field experience.
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Perkins, Linda M. "Fanny Jackson Coppin and Oberlin College." In The Oxford Handbook of American and British Women Philosophers in the Nineteenth Century. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197558898.013.22.

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Abstract Fanny Jackson Coppin was a prominent educator of the late nineteenth and early twentieth centuries. Born a slave in Washington, DC, in 1837, her freedom was purchased by a devoted aunt when she was thirteen. She moved to Newport, Rhode Island, where she worked as a servant in the mansion of the Calverts, descendants of Lord Baltimore and Mary Queen of Scots. From 1860 to 1865, Coppin attended Oberlin College in Ohio. When she graduated in 1865, she was the second known Black woman college graduate in the country. Upon graduating, she became a teacher and later principal of the Quaker-founded private classical high school in Philadelphia, the Institute for Colored Youth, working there for thirty-seven years. Under Coppin’s leadership, the school became renowned for its high academic offerings and outstanding students. This chapter discusses her philosophy of education and race.
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Der Manuelian, Peter. "Midwestern Beginnings and Endings." In Walking Among Pharaohs, 11—C1.F2. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197628935.003.0002.

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Abstract This chapter traces the ancestry of George Reisner’s family, their origins in Worms, Germany, emigration, arrival in the New World, and ultimate settlement in Indianapolis. It highlights Reisner’s formative influences during his high school education, his father’s employment in a shoe store, and the birth of his younger siblings. The major event of his youth was his mother’s insanity and violent suicide, which caused the family to move house and engage an aunt to look after the children. Reisner’s future wife, Mary Putnam Bronson, moves with her family from Sandusky, Ohio, to Indianapolis. Accepted to Harvard University as a member of the class of 1889, Reisner prepares to move east.
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Hoddeson, Lillian, and Peter Garrett. "Young Years (1920s–1930s)." In The Man Who Saw Tomorrow, 15–28. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037532.003.0002.

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This chapter describes Ovshinsky’s Eastern European Jewish family background and his early years of growing up in Akron, Ohio. It explores his formative experiences of working-class culture and the influence of the social democratic values of the Workmen’s Circle. His father, Ben, whose radical political background made him the primary source of those values, also influenced Ovshinsky’s choice of vocation as a machinist and toolmaker by introducing him to the life of Akron’s machine shops and factories. The chapter recounts the beginnings of Ovshinsky’s self-education in his insatiable curiosity and his constant, omnivorous reading from an early age. This education, amplified by his heavy involvement in socialist politics, was far more important than his formal schooling, traced here through his early years in high school.
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Finn, Chester E., and Andrew E. Scanlan. "In Suburbia." In Learning in the Fast Lane, 94–114. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0007.

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This chapter explores the Advanced Placement (AP) program in suburban school districts. Even as urban centers like Fort Worth and New York typify today's livelier venues for AP expansion, the program has deep roots in the prosperous suburbs that abut them. Along with elite private schools, upscale suburban high schools were among the program's earliest adopters, and they remain natural habitats for a nationally benchmarked, high-status venture that gives strong students a head start on the college education that they are almost certainly going to get and perhaps an extra advantage in gaining admission to the universities they aspire to. Yet they are also ripe for attention as they struggle with equity and growth issues of their own. The chapter then reviews two well-known yet very different suburban districts: Dublin City Schools in Ohio and Montgomery County Public Schools in Maryland. Both are celebrated as education successes in their states and both boast long and impressive AP track records. Both, however, face distinctive challenges as they seek to serve today's constituents. Their stories illustrate how AP is functioning in places that know it well yet continue to evolve with it.
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Conference papers on the topic "High School (Arcanum, Ohio)"

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Stewart, Jaime. "Job Satisfaction Among High School Assistant Principals in Ohio." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681039.

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Rutherford, Mackenzie, and Claire McLeod. "GLOBAL EDUCATION OUTREACH FOR DIVERSIFYING THE EARTH SCIENCES (GEODES): ENGAGING HIGH SCHOOL STUDENTS WITH GEOSCIENCE MATERIALS AND INVESTIGATING OHIO HIGH SCHOOL TEACHERS’ FAMILIARITY WITH THE EARTH SCIENCES." In Joint 56th Annual North-Central/ 71st Annual Southeastern Section Meeting - 2022. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022nc-375808.

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Reports on the topic "High School (Arcanum, Ohio)"

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Health hazard evaluation report: HETA-85-085-1615, Wyoming High School, Wyoming, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, August 1985. http://dx.doi.org/10.26616/nioshheta850851615.

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Health hazard evaluation report: HETA-93-0737-2393, Princeton High School, Cincinnati, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, February 1994. http://dx.doi.org/10.26616/nioshheta9307372393.

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