Academic literature on the topic 'Joseph Composite High School'
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Journal articles on the topic "Joseph Composite High School"
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Hash, Phillip M. "The National High School Orchestra 1926—1938." Journal of Research in Music Education 57, no. 1 (April 2009): 50–72. http://dx.doi.org/10.1177/0022429409333376.
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The purpose of this study was to document the history of the National High School Orchestra (NHSO), a select ensemble organized by Joseph E. Maddy under the auspices of the Music Supervisors' National Conference during the 1920s and 1930s. Research questions examined the orchestra's (1) origin, performances, and operation; (2) instrumentation and repertoire; (3) influence on music education; and (4) implications for modern practice. The first NHSO was assembled for the 1926 meeting of the Music Supervisors' National Conference in Detroit, Michigan. Initially led by Maddy, this ensemble was reorganized in 1927, 1928, 1930, 1932, and 1938. The NHSO helped promote instrumental music education through conference performances, radio broadcasts, and concerts presented throughout the country. This organization also demonstrated the potential of high school musicians and served as a basis for the NHSO Camp—the institution known today as the Interlochen Center for the Arts.
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Cassimere, Raphael. "“Our School Is Our Glory”: Reflections on the Early Years of Joseph F. Clark High School, 1949–1970." Journal of African American History 103, no. 4 (September 2018): 560–80. http://dx.doi.org/10.1086/699954.
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Vogelpohl, Rachele E., Rachel A. Lindsey, Christopher D. Stickley, Ronald K. Hetzler, Whitney Williams, and Iris F. Kimura. "A Prospective Evaluation on the Effects of One High School Football Season on Neurocognitive Test Scores in High School Football Athletes." International Journal of Athletic Therapy and Training 22, no. 5 (September 2017): 49–55. http://dx.doi.org/10.1123/ijatt.2016-0083.
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Subconcussive head impacts do not result in outward signs of neurological dysfunction, however they may have an effect on neurocognitive function. Limited research has indicated that negative changes in neurocognitive function occurs in high school football athletes as a result of one season of football. The purpose of this study was to prospectively evaluate the effects of one season of high school football on neurocognitive test scores. Results revealed a significant group and time interaction effect (p < .001) for the Verbal Memory composite score of the ImPACT test. Further analysis revealed a significant difference in the Verbal Memory score between groups at postseason (p < .01), with the football group scoring lower than the low contact group. It appears that one season of high school football may have a negative effect on the Verbal Memory composite score of the ImPACT test in high school football athletes.
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Oldham, Jessie R., David R. Howell, Corey J. Lanois, Paul D. Berkner, Rebekah C. Mannix, and William P. Meehan. "SPORT TYPE AND BASELINE NEUROCOGNITIVE SCORES AMONG HEALTHY HIGH SCHOOL ATHLETES." Orthopaedic Journal of Sports Medicine 9, no. 7_suppl3 (July 1, 2021): 2325967121S0012. http://dx.doi.org/10.1177/2325967121s00121.
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Background: Athletes who participate in collision sports may experience more repetitive head impacts than other sport types. These repetitive head impacts have been theorized as a potential catalyst for cognitive problems later in life. It is unknown, however, if sport type influences neurocognitive performance. Hypothesis/Purpose: Our purpose was to investigate the association between sport type and baseline neurocognitive scores in a high school athletic population. We hypothesized that athletes participating in collision sports would demonstrate worse scores on baseline neurocognitive tests compared to those in contact or non-contact sports. Methods: We conducted a cross-sectional, observational study using baseline computerized neurocognitive scores of 186,117 high school student-athletes (age: 15.47±2.28 years, height: 168.53±10.77 cm, weight: 63.02±14.83 kg, 45% female) in the state of Massachusetts. The dependent variables were five composite scores (verbal memory, visual memory, visual motor, reaction time, and impulse control) and total symptom score. The independent variables included sport type (collision, contact, non-contact), age, sex, and concussion history. We used univariable one-way ANOVAS to compare composite scores between sport type. We conducted a series of multivariable regression models, controlling for age, sex, and number of previous concussions, to examine the independent association between sport type and composite scores. Results: There was a minimal but statistically significant association between sport type and composite scores, with collision sport athletes performing slightly worse than other athletes on most composite scores. Collision sport athletes had a slightly lower symptom burden. (Tables 1 and 2) Conclusion: While statistically significant, the differences in neurocognitive function and symptom burden between sport type are of questionable clinical significance. In fact, all of them fall within the reliable change index values of each respective score. As participants were in high school at the time of the study, we cannot determine the potential for associations later in life. Tables/Figures: [Table: see text][Table: see text]
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Shosh, Joseph M. "Making Meaning in a Dialogical Discourse Diary." English Journal 94, no. 1 (September 1, 2004): 53–58. http://dx.doi.org/10.58680/ej20044154.
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Dissatisfied with his method of teaching composition to high school seniors, Joseph M. Shosh sought ways to move from teaching as transmission to teaching as transaction. Asking students to use a dialogic discourse diary resulted in improved thinking and writing. He offers the assignments he gave and documents students’ reactions and growth.
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Galla, Brian M., Elizabeth P. Shulman, Benjamin D. Plummer, Margo Gardner, Stephen J. Hutt, J. Parker Goyer, Sidney K. D’Mello, Amy S. Finn, and Angela L. Duckworth. "Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability." American Educational Research Journal 56, no. 6 (May 3, 2019): 2077–115. http://dx.doi.org/10.3102/0002831219843292.
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Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduation. In a convenience sample of 1,622 high school seniors in the Class of 2013, Study 2 revealed that the incremental predictive validity of high school grades for college graduation was explained by composite measures of self-regulation, whereas the incremental predictive validity of test scores was explained by composite measures of cognitive ability.
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Gula, Louie Petere. "THE EMERGING SEDENTARY LIFESTYLE OF THE 21ST CENTURY JUNIOR HIGH SCHOOL STUDENTS." SKY-International Journal of Physical Education and Sports Sciences (IJPESS) 6 (December 14, 2022): 1–17. http://dx.doi.org/10.51846/the-sky.v6i0.1584.
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The purpose of the study: This study aims to identify the following factors that affect the physical inactivity of the students in Saint Joseph College aged 12- 16 years old. It aims to understand the impact of this crisis and how to address this pressing issue.
Materials and methods: A descriptive- survey research design was utilized to document the respondents' behavior, demographics, and experiences correlated to the questions provided. The questionnaire includes 15-item questions that seek to gather information on their basic profile, current experiences, and behavior towards physical activities.
Results: The study discovers that teenagers aged 12-16 years old are inactive in physical activities and sports due to some reasons like the exposure of too much time on gadgets, whether the activity provides a fun and offers socialization, lack of motivation, occupied schedules for other matters, the COVID-19 pandemic, costly sports equipment on the sports of their interest, the unavailability of playing area, and lastly health concerns.
Conclusions: Therefore, physical inactivity only alleviates certain issues, physically, mentally, spiritually, and socially. Physical inactivity is the result of demotivated individuals, physical illiteracy, prolonged screen-time, and health issues.
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Huong, Duong Thi Thu. "Social factors associated to the multiple risk behaviors among high school students: A case study of Hanoi high school students, Vietnam." GHMJ (Global Health Management Journal) 2, no. 3 (October 31, 2018): 48. http://dx.doi.org/10.35898/ghmj-23198.
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Background: Young people who engaged in different risk behaviors attracted concern nowadays. Noticeably, the concurrent multiple risk behaviors generate adverse effect to health and their future life. Aims: The objectives of this study were to investigate the prevalence of the concurrent multiple risk behaviors and to evaluate the association between social factors and the concurrent multiple risk behaviors among the high school students in Hanoi, Vietnam. Methods: A quantitative survey with a cross sectional design was applied involving a total of 1,333 Hanoi high school students. The survey was conducted in the end of 2016. The multivariate linear regression models were applied to examine the social factors associated with the concurrent multiple risk behaviors of Hanoi high school students. Eighteen different risk behaviors had been selected for constructing a composite variable of the total risk behaviors that students have engaged in. Results: On average, the high school students have been reported involving in 4.88 behaviors of the 18 selected observed risk behaviors. The multivariate linear regression models with demographic factors and different social connections of high school students could explain for about 37.6% of the difference in composite variable of the total risk behaviors. This present study reveals several factors that increase the number of risk behaviors the students may engage, including the connection to the family's members or friends, duration in social media, and the number of friends in the online network. In the contrast, strong family connection has been demonstrated to provide a "safe haven" for protecting the high school students from involving in increasing multiple different risk behaviors. Conclusion: The research findings strongly recommend early prevention strategies should be conducted among the high school students. The identified concurrent risk behaviors should be targeted as prevention actions rather than focusing on controlling individual risk behaviors. In addition, the involvement of their parents and friends are suggested to be the target audience together with students in concurrent risk behaviors controlling and preventing programs among the high school students and young generation.
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Tomczyk, Christopher P., Megan Mormile, Megan S. Wittenberg;, Jody L. Langdon, and Tamerah N. Hunt. "An Examination of Adolescent Athletes and Nonathletes on Baseline Neuropsychological Test Scores." Journal of Athletic Training 53, no. 4 (April 1, 2018): 404–9. http://dx.doi.org/10.4085/1062-6050-84-17.
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Context: An estimated 15.3 million adolescent students are enrolled in US high schools, with approximately 7.8 million participating in athletics. Researchers have examined various demographics in high school athletes; however, athletic participation may play a larger role in test performance than previously thought. Currently, investigations of concussion assessment may rely on uninjured athletes as controls. However, due to the intense nature of athletics, this may not be an appropriate practice. Objective: To examine differences between athletes and nonathletes using a common computerized neuropsychological test. Design: Retrospective cross-sectional study. Setting: High schools from a school district in Columbus, Ohio. Patients or Other Participants: A total of 662 adolescent high school students (athletes: n = 383, female n = 18; nonathletes: n = 279, female n = 193). Main Outcome Measure(s): Participants were administered a computerized neuropsychological test battery (Immediate Post-Concussion Assessment and Cognitive Test [ImPACT]) during baseline concussion assessment. Differences between groups were established for output composite scores. Results: Differences were found between athletes and nonathletes in composite reaction time (F1,522 = 14.855, P < .001) and total symptom score (F1,427 = 33.770, P < .001). Nonathletes reported more symptoms, whereas athletes had faster reaction times. No differences were present in composite verbal memory, composite visual memory, composite visual motor speed, or composite impulse control (P > .05). Conclusions: Symptom reporting and reaction time differed between high school athletes and nonathletes. Participation in extracurricular activities may lead to cognitive differences in adolescents that can influence performance on the Immediate Post-Concussion Assessment and Cognitive Test battery. Researchers should account for these differences in baseline performance when making concussion diagnostic and management decisions.
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Sizer, Theodore R. "Horace’s Frustration, Horace’s Hope." English Journal 86, no. 5 (September 1, 1997): 20–24. http://dx.doi.org/10.58680/ej19973406.
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In this article, Theodore R. Sizer uses his fictional composite English teacher Horace to help him talk about how the traditional, rigid structure of high school impedes learning. He mentions standards, assessments, and new high school structures.
Dissertations / Theses on the topic "Joseph Composite High School"
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Whatling, Michael. "Joseph Rose died for our sins : stories of the experience of being out in high school." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85213.
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While studies in the social sciences have looked at lesbian, gay, bisexual, and transgender (LGBT) youth, few have focused on how they experience school. Sexual orientation is still a taboo subject or only treated cursorily in educational institutions and teacher-training programmes. Research that does look at schools is mitigated by subjects who are at different degrees of being out in their schools, or are treated as a monolith with other LGBT youth, or have been recruited through psychosocial agencies, and by data gathered retrospectively and/or at arms-length through surveys.This dissertation describes the experience of being gay and out at school for seven male students aged sixteen to eighteen. Data was collected through multiple semistructured interviews with participants recruited through the various urban, suburban, and alternative high schools they attended at the time of this study.
Data was analyzed using a modification of the Stevick-Colaizzi-Keen method of analyzing phenomenological data (Moustakas, 1994). The theoretical framework undergirding this study is phenomenological research, arts-based research, and queer theory in education. Findings are represented as a literary novel in order to better preserve participants' voices.
Data analysis indicates that the experience of being out in high school is characterized by: (a) managing "the secret" of being gay before and during coming out; (b) seeing being gay as just being yourself; (c) perceiving the school as privately supportive, but publicly indifferent to gay students; (d) emotionally reflecting the school environment; (e) valuing relationships as a positive; (f) seeing harassment, gossip, and gender differences as negatives; (g) ascribing to perpetrators of homophobia and harassment character flaws and anachronistic beliefs; (h) being left on your own to deal with homophobia and harassment as others abdicate their responsibilities; (i) employing escapist, self-protection, and resistance strategies to deal with homophobia and harassment; (j) searching for connectivity to other gays and the LGBT community; (k) facing the silence of information and resources in schools on LGBT issues and people; and (l) advising others to be true to themselves.
This research has implications for teachers, administrators, policy-makers, and those involved in teacher education programmes who are interested in addressing the needs of gay students.
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Reuschel, Jill C. "A Comparative Study of High School Academic Paths, Grade Point Averages, and ACT Composite Scores as Predictors of Success at Walters State Community College." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1847.
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With an overwhelming number of students attempting to enter college after high school, the competitive nature of college admissions continues to grow. Colleges and universities are attempting to find the appropriate means to adequately predict collegiate success. Common methods of this prediction have come from a variety of sources most of which are the use of high school performance and standardized college admissions testing. Walters State Community College was chosen for this study because of its open door admission policy that allows for variability in high school academic paths as well as grade point averages and ACT scores students earned in high school.
The purpose of this study was to examine the associations between high school grade point averages, high school academic paths, ACT scores, and 1st-year college success as measured by the number of college credit hours completed and college grade point averages at the end of the 1st semester and at the end of the 1st academic year. The study included 797 high school students entering the college in fall semester 2007 and completing their 1st academic year in spring semester 2008.
The major findings of this study included: university Path students were (a) more likely to have a higher high school grade point average, (b) more likely to have a higher college grade point average and have earned more college credit hours at the end of the 1st semester and year, and (c) were less likely to enroll in remedial and developmental courses. Additionally, a moderate positive relationship was found between high school grade point averages and college grade point averages at the end of the college academic year. High school grade point averages and ACT scores were found to be statistically significant in predicting the number of college credit hours earned at the end of the college academic year.
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Silva, Milene Dutra da. "Ciência e arte na sala de aula: mediações possíveis entre arte urbana, Joseph Wright e o ensino de óptica geométrica." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1264.
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Acompanha: Ciência e arte na sala de aula e atividadesEste trabalho se propôs a repensar o ensino de alguns tópicos da óptica a partir das relações entre ciência e arte, entendidas como expressões humanas inseparáveis e instrumentos de compreensão do mundo. O referencial teórico possibilitou reflexões sobre o processo ensino-aprendizagem, sobre as relações entre Ciência a Arte como áreas do conhecimento humano construídas sócio historicamente e sobre o papel da criatividade e da imaginação no ensino de ciências. Baseando-se nestas relações, foi desenvolvida uma unidade didática alternativa para transposição de conceitos da óptica geométrica no ensino médio. A intervenção teve como concepção norteadora a pedagogia dialógico-problematizadora de Paulo Freire e se utilizou dos três momentos pedagógicos Estudo da Realidade, Organização do Conhecimento e Aplicação do Conhecimento, que são proposição dos pesquisadores J.A. Angotti e D. Delizoicov. Foi desenvolvida em três etapas e envolveu seis turmas de três colégios estaduais em Curitiba. O tema gerador foi a Arte Urbana (especialmente o grafite), presente no universo dos nossos educandos. A discussão gerada abordou o conceito de Ciência e a problematização foi feita utilizando-se a tela “An Experiment on a Bird in the Air Pump” (1766), de Joseph Wright of Derby. A estratégia de pesquisa foi do tipo observação participante e o tratamento de dados pelo método comparativo constante. Os dados foram obtidos no estilo cooperativo e a categoria geral definida para análise foi a das “Perspectivas tidas pelos sujeitos”, pois esta é consoante com a concepção freiriana de educação centrada nos sujeitos envolvidos e suas vivências. A pesquisa possibilitou concluir que são promissoras as possibilidades de incrementar o ensino de Física numa abordagem que busque reflexão sobre o papel da Ciência na construção coletiva e histórica do conhecimento, enriquecida pelas suas relações com a Arte; tanto na dimensão pedagógica quanto na acadêmica de pesquisa.
A summary of the stages of a qualitative research on Education, developed at UTFPR, Brazil, is presented. The purpose of this work is to rethink Education on some topics of Optics, on the basis of the relationship between Science and Art, which are understood here as inseparable human expressions and representations of the world. Based on this relationship, an alternative didactic unit was developed, aiming the transposition of concepts on Geometrical Optics in high school. The intervention was based on the dialogical and problem-posing approach due to Paulo Freire, and it was applied to six classes at three State high schools in Curitiba. The generative theme was Street Art, ubiquitous in the universe of students. The generated discussion involved the concept of Science and questioning was made using the painting “An Experiment on a Bird in the Air Pump”, by Joseph Wright of Derby (1766). The research strategy was participant observation, and data were processed by constant comparative method. The data were obtained from the cooperative style and the general category set for analysis was that of “Perspectives taken by subject”, since this is consonant with the Freirian conception for education centered on the involved subjects and their experiences. The research made it possible to conclude that the possibilities are promising to increase the teaching of Physics in an approach that aims to reflect on the role of science in building collective and historic knowledge, enriched by their relationships with art; both in pedagogical and academic research.
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Bassi, Madu Musa. "Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria: Exploring the interface of language and knowledge using legitimation code theory and terminology theory." University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.
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Philosophiae Doctor - PhDIt has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.
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Briselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.
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L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
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Chung, Hsueh-Ming, and 鍾學明. "A Study on Adaptation to School of Professional Senior high Students Who Once Dropped Out of School Now Go Back---As the Example with St. Joseph Technical Senior High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54768391853426684167.
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碩士國立東華大學
教育研究所
92
Abstract The research probes into the adaptation to one professional senior high school which is from a far-off region, and the students who once dropped out of school now go back. Whether got rid of the factors of dropping off. It intends to the reasons of going back and adaptation the school environment influence. And inspect the relevant tactics of counseling to the kind of students and the effect of their adaptation to school. Seek and ask volunteers to participate in the specific research through groups’ interview and depth interview in order to realize the school adapts to the situation. Obtain the following conclusion: First, the reason why they dropped out of school rely mainly on personal factors, it contains family, school and society. And the students who often violate the school rules and easily dispute with their teachers got easily dropping out of school. After going back to school if the factors haven’t been dispelled, they will difficult to succeed. On the contrary, if they can conquer that, they will adapt to. Second, the reason of going back achieved by self demanding will represent better than that advised by others or weak-willed in the adaptation situation. Third, their poor achievement is involved the low will of studying. And they have more intention in technical ability learning, and scarce to the courses of English and math. Fourth, teachers and students are getting interdynamic, will have a difference because of the role whom the teacher acted. The most be trusted are the preceptors who will give them more care and forgiveness and they hate the officers of students’ affairs most because there is nothing but scolding and punishment. Fifth, they usually keep good relationship with the peers and get involved with harmony in a short time. Sixth, there are some achievements of counseling tactics from the adaptation situation to school of the case: 1.The establishment of trust relation between each other makes the defense dispelled. And the counseling treatment can work while willing to be honest. 2.The power produced by positive stimulation will change their behavior cognition, and it’s more easily succeeded than the advice talking like a Dutch uncle. 3.The label effect will dispel naturally as the teachers would like to give love, patience and care. Also will help them to involve the environment and adapt to the living learning. 4.Besides forgiving and care, we should probe the questions then can seek the appropriate strategies to make them change. Also strengthen the interaction of teachers and students in order to prevent the bad behavior making again which will lead the counseling and adaptation fail.
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Tsai, Kuang-ming, and 蔡光明. "On the Church of St. Joseph, Kung-Tung Technical Senior High School ----Architectural Vocabulary & Theological Meaning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72126501278318482016.
Full textAbstract:
碩士國立成功大學
建築學系
96
Abstract This paper focuses on the architecture of a church. The introductory chapter is to make a brief sketch of the origin of the church:its development, meaning,and original structure. Noah's story from the Bible connects the ark and the church buildings in a theological sense. The deep influence of monasticism in the growth of Christianity-the development of its system and the characteristics of its architecture- will be mutually related. Anchorites obey the monastic vows: poverty, chastity, and obedience. Inspired by God, they enter earthly world to help others, deliver good news, and make up their minds to become loyal servants of God. The second chapter introduces the Bethlehem Mission Society. Inheriting the spirit of medieval monasticism, it reached the eastern part of Taiwan for helping the poor and the weak, establishing many social service institutions among which is Kung-Tung Technical Vocational Senior High School. Kung-Tung has been giving local students a technical hand to make living. Kung-Tung church’s simple form, different from others, is deemed as a paradigm of Modernism in Taiwan. Its layout and brutal outlooks comes from the prevailing thought of a contemporary master：Le Corbusier. Third chapter describes the construction of the old buildings of Kung-Tung. Besides its plain and stern appearance, the location of the buildings coordinates with human worship of the nature from very beginning. The orientation of the buildings is the same as the axis of the laid stone coffins in prehistoric Pumarh Culture. This not only reflects the existential/theological meaning of coffin and salvation but also gives this campus a sense of Christian Paradise. The third chapter gives further description of the relationship between St. Gall Plan, the model of a monastery, the special feature of Citeaux Order, and the buildings of Kung-Tung. The intentions of the façade, the opening, and the metaphor convey the mystery of Christianity. The unique construction is a harmony of materials and visions. The fourth chapter discusses the ship image of the church which derived from the Bible. Noah's story, once again proves the origin of the church comes from the construction of the Ark in theological sense. Furthermore, our analysis on its religious core plan/ space proves its reflections of the life journey of Jesus Christ and "Civitas Dei". Its lighting reflects the beauty of materials and creates the idea of Christ's eternal light successfully. The new meaning of Citeaux is represented here. The fifth chapter is a conclusion of the setting of natural worship, the spirit of monasticism, and the rich theological meaning. Building material and lighting reflects the essence of Jesus Christ and the atmosphere of the Holy Spirit. Its vocabularies of transplant, graft, and rebirth are put into practice. The uniqueness of St. Joseph, comparing with other churches in Taiwan whose imitation of the western motif and decoration, gives a new modern meaning. It reveals the image of Christianity in simple and plain style and is definitely an outstanding church building.
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Li, Hsiao-Ching, and 李筱晶. "The Action Research in Combining QUASAR Cognitivie Assessment Instrument with Composite Assessment on junior high school students learning mathmatics." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/71621753962379168799.
Full textAbstract:
碩士國立臺東大學
進修部教育行政碩士班(夜間)
102
The purpose of this research was to investigate a junior high school mathematics teacher selecting the One-Variable Linear Equation in teaching mathematics courses. This research will take the class of 30 students to study by action research in five units : Using symbols to represent numbers
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"A Comparative Study of High School Academic Paths, Grade Point Averages, and ACT Composite Scores as Predictors of Success at Walters State Community College." East Tennessee State University, 2009. http://etd-submit.etsu.edu/etd/theses/available/etd-0320109-121643/.
Full textBooks on the topic "Joseph Composite High School"
1
Joseph, Sephora. Sephora Joseph. New York, NY: Kurt Hahn School, 2015.
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1949-, Murphy Joseph, ed. The productive high school : creating personalized academic communities / Joseph Murphy ... [et al.]. Thousand Oaks, Calif: Corwin Press, 2001.
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Saint-Joseph Lisesi. Tabiat Tarihi Müzesi, ed. İstanbul Saint Joseph Lisesi tarihi bitkiler koleksiyonu: The historic plant collection of Istanbul's Saint Joseph High School. Beyoğlu, İstanbul: Türkiye İş Bankası, 2013.
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A, Khor K., Moore J. J, Srivatsan T. S, and Institute of Metals, eds. Processing and fabrication of advanced materials VI: Proceedings of a symposium organized by School of Mechanical & Production Engineering, Nanyang Technological University, Singapore ; symposium co-sponsored by The Institute of Metals (IOM: United Kingdom), The Minerals, Metals & Materials Society (TMS: USA), Advanced Materials Research Center (Singapore) ; held November 24-26 1997, Orchard Hotel, Singapore. London: IOM Communications, 1998.
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1911-1984, Joseph John Ferris. Letters from lost thyme: Two decades of letters from John Joseph to Patricia Larsen. [S.l.]: Books & Co., 2000.
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Arthur, Nikki. Raphael: A great American story about a legendary football coach at a small Catholic high school in the deep South. Jackson, Miss: Mississippi Sports Council, 2006.
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Joseph a Foran High School. Foreign Visions: A Joseph A. Foran High School Publication 2016. Lulu Press, Inc., 2016.
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Processing and Fabrication of Advanced Materials VI: Proceedings of a Symposium Organized by : School of Mechanical & Production Engineering Nanyang Techological University. Maney Publishing, 1999.
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(Introduction), Edward Albee, ed. Letters from Lost Thyme: Two Decades of Letters from John Joseph to Patricia Larsen. Books & Co./Helen Marx Books, 2000.
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Joseph, Conrad. Heart of Darkness (Unabridged Classics for High School and Adults). Commuter Library, 1998.
Find full textBook chapters on the topic "Joseph Composite High School"
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Kuo, Ming, Matthew H. E. M. Browning, and Milbert L. Penner. "Refueling Students in Flight: Lessons in Nature May Boost Subsequent Classroom Engagement." In High-Quality Outdoor Learning, 67–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_4.
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AbstractTeachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study. This nature advantage held for teacher ratings; third-party tallies of ‘redirects’ (the number of times the teacher stopped instruction to direct student attention back to the task at hand); independent, photo-based ratings made blind to condition; and a composite index of classroom engagement, but not for student ratings. The nature advantage held across different teachers and held equally over the initial and final five weeks of lessons. The nature advantage was large: after a lesson in nature, ‘redirects’ were roughly half as frequent, allowing teachers to teach for longer periods uninterrupted. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may leave students more able to engage in the next lesson. Such “refueling in flight” argues for including more lessons in nature in formal education.
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Debost, Michel. "Paris Conservatoire and French School." In The Simple Flute, 173–75. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195145212.003.0051.
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Abstract Although in the 1970s the French republic created another Conservatoire National Supérieur de Musique in Lyon, on an equal standing with Paris, the model for most musical institutions of Europe was the Paris Conservatoire. Founded in 1784 as École Royale de Musique, in 1795 it assumed its present title. Past directors include Luigi Cherubini, Ambroise Thomas, Theodore Dubois, Gabriel Fauré, and Marcel Dupré. Among its professors were Hector Berlioz, Anton Reicha, Paul Dukas, Jules Massenet, Charles-Marie Widor, Charles Tournemire, Marcel Dupré, Olivier Messiaen, and Nadia Boulanger. Until 1977, there was only one flute class. Paul Taffanel, Philippe Gaubert, Marcel Moyse, and Jean-Pierre Rampal were some of its professors. Adolphe Hennebains and Crunelle, although not as highly profiled or as well known, also left their mark, as did William Kincaid, Joseph Mariano, and Julius Baker in the United States. There are no private lessons with the professor. All teaching is done in front of the whole class, who must in theory attend twelve hours of master classes a week. Private lessons are the responsibility of the associate professor. staffed with the professors and best students of the Conservatoire. For a century, it was associated with the school only in name. To this day, the Paris Conservatoire has very high standards, but the history of French orchestras, unfortunately, has not, for many reasons, lived up to the reputation of one of the world’s best music schools.
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Tidmore, Lauren R. "Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 369–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch021.
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The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.
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Tidmore, Lauren R. "Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed." In Advances in Educational Marketing, Administration, and Leadership, 126–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1766-6.ch008.
Full textAbstract:
The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.
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Hagan, John, Bill McCarthy, and Daniel Herda. "Two Mothers/Two Sons." In Chicago's Reckoning, 47–62. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197627860.003.0003.
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In 1992, 15-year-old Joseph White shot and killed DeLondyn Lawson about a gambling debt at Tilden High School on Chicago’s South Side. RM Daley’s Automatic Transfer Act fast-tracked White for a homicide trial in adult court. The media portrayed White as a violent gang member, although neither White’s nor Lawson’s mothers saw their sons as involved with gangs. The judge thought White should have sought police assistance, but neighborhood legal cynicism about police violence and torture made White fear the police more than a gang fight. He bought a gun to defend himself. The prosecution refused to plea bargain, and the trial painted White as a gangland killer. At the age of 16, White was sentenced to 45 years in an adult maximum security prison, 300 hundred miles away, in the prison where Fred Hampton served time several decades earlier—on a law enforcement pathway to his assassination.
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Alkasirah, Nurul Azni Mhd, Mariam Mohamad, Mageswaran Sanmugam, Girija Ramdas, and Khairulnisak Mohamad Zaini. "Examining the Validity and Reliability of the Arabic Vocabulary Achievement Instrument to Evaluate a Digital Storytelling-Based Application." In Embracing Cutting-Edge Technology in Modern Educational Settings, 264–84. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1022-9.ch012.
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Vocabulary has been recognized as crucial for students who learn Arabic as a foreign language. Students need more Arabic vocabulary to acquire Arabic language skills. This present study was concerned with developing and assessing the content validity of an Arabic vocabulary achievement instrument for digital storytelling-based application. The instrument developed consisted of 40 items. 12 experts in the Arabic field determined the content validity scale of the instrument. This instrument was then administered to 40 Malaysian secondary school students. The result showed high content validity and reliability with all items displaying a positive value. The analysis used Cronbach's alpha to test the internal consistency reliability, and the alpha value showed .810 indicated very reliability. Therefore, present findings suggest that the instrument's content validity and composite reliability are appropriate for evaluating students' enhancement toward learning Arabic vocabulary.
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"Michael Wyschogrod." In Wrestling with God, edited by Steven T. Katz, Shlomo Biderman, and Gershon Greenberg, 455–61. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0038.
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Abstract Michael Wyschogrod was born in Berlin in 1928 into an Orthodox family. As a child, he received a traditional Jewish education. In 1939, he and his family were fortunate to escape from Nazi Germany and to find refuge in the United States. After his high school education in both public schools and Yeshiva Torah Vaadath in New York City, he entered City College where he majored in philosophy. After receiving his B.A., he went on to do graduate work in philosophy at Columbia University and received his Ph.D. in 1953. Professor Wyschogrod has studied with the distinguished Jewish thinker R. Joseph B. Soloveitchik (also represented in this anthology) and with perhaps the most famous Protestant theologian of the twentieth century, Karl Barth. Professor Wyschogrod spent most of his academic career at Baruch College (part of the City University of New York). In 1957-1958 he was also a visiting professor at Bar Han University in Israel. Late in his career he moved, with his wife, Edith Wyschogrod, who is also a distinguished philosopher, to Rice University. His major philosophical interests have centered on twentieth-century European existentialism and especially on the work of Martin Heidegger, one of the most influential thinkers of the age. In addition, he has been an important contributor to contemporary discussions and debates in the areas of Jewish philosophy and theology and JewishChristian relations.
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Miller, J. D. B. "Hedley Bull, 1932-1985." In Order and Violence, 1–12. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198275558.003.0001.
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Abstract Hedley Norman Bull was born in Sydney on 10 June 1932, the third child of Joseph Norman and Doris Bull. His father, who came from a family with a commercial background, was an insurance broker. His mother’s maiden name of Hordern was a famous one for many years in the retail trade and the pastoral life of New South Wales. The Bull family home, first at Burwood and then at Strathfield, was a stable and conservative one. Hedley went to Fort Street High School, one of the most prominent in the New South Wales state system, where he took part in debating and dramatics. He finished with a good pass at the Leaving Certificate in 1948-including First Class Honours in history, a subject which was to inform and shape his mind, and continue to be one of his dominant interests. From 1949 to 1952 Hedley Bull was an undergraduate in the Faculty of Arts at the University of Sydney. Initially he intended to do both arts and law, but abandoned law to concentrate on history and philosophy. In these he obtained Honours in 1952, First Class in philosophy and Second in history. He led a boisterous social life, continued with debating, launched a short-lived Sydney University Political Science Association, edited the Arts Faculty journal Arna, and wrote often in the student newspaper Honi Soit; but it was what he learnt from John Anderson that mattered most.
Conference papers on the topic "Joseph Composite High School"
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Abrate, Serge, Jefferson F. Lindsey, Alan Weston, Jon Rivers, and William Dill. "Advanced Technological Pre-College Education Program in Composite Manufacturing." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0636.
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Abstract This article describes a National Science Foundation sponsored project to promote technological education with a focus on composites manufacturing. This project has four components: (1)the promotion of careers in Technology to students in grades 7–11; (2) summer camps for students grades 7–11; (3) short courses for high school teachers; (4) developing new courses at the undergraduate level. For each component of the project, a rationale, detailed content, delivery methods, and assessment methods will be discussed. Experience indicates a need to reach secondary school students to make them aware of careers in Technology and related educational opportunities at two-year and four-year institutions and to present a positive and attractive image of the field. Our efforts are directed towards students in grades 7–11. To reach a maximum of students in a large geographic area using several approaches: 1. Presentations using distance learning facilities that allow interactive audio/video presentations at different sites. Faculty members on campus can communicate with six or more sites simultaneously and present computer-based materials, videos, and conduct live demonstrations. 2. School visits. Many schools do not have access to site for interactive video presentations. 3. A web site developed for the project contains regularly updated information about the project, information about composite materials, and the field of technology. Interested parties can register for various programs by filling out the appropriate forms on the web. 4. Special events such as National Engineers Week and Open House Days are used to establish personal contacts. This paper describes how the presentations are delivered, their contents, and how effective they are in promoting a positive image of technology. Another important component of this project is that each institution offers summer camps for students in grades 7–11 and short courses for high school teachers. Each of these activities concentrate on one specific technical area and offer both a general view of that area and how it can lead to rewarding careers in industry, and direct hands-on experiences.