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Academic literature on the topic 'New York State Training School for Boys'
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Journal articles on the topic "New York State Training School for Boys"
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Manickam, VA. "Comparative Study of Posture Deviation on C.B.S.E Higher Secondary School Boys and Government Higher Secondary School Boys." Shanlax International Journal of Arts, Science and Humanities 10, S1 (September 14, 2022): 148–51. http://dx.doi.org/10.34293/sijash.v10is1.5227.
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The purpose of the study was to analyze the postural deviation among the CBSE Higher Secondary School Boys and Government Higher Secondary School Boys. For the purpose of the study, a total of 200 higher secondary school boys randomly were selected from the CBSE Higher Secondary Schools and Government Higher Secondary School in Sivagangai District, Tamilnadu, India. The age of the selected subjects were ranged from 15 to 17 years. The subject belonged to different areas of Sivagangai districts. Before rating the postural deformities the investigator had briefly explained about test items to the subjects, the purpose of the study and their role, the subjects were motivated to give relevant personal data and co-operate to take the necessary postural deformities rating test. The test for the study was New York Posture Rating Test Prior to the administration of tests the investigator assembled the subjects and briefed them about the purpose of the tests and the testing procedure. New York State Physical Fitness Test manual includes a posture assessment method. This test contains a series of profile illustrating 13 posture areas. For each area 3 profiles are provided for good, fair and poor posture. These are scored 5, 3 and 1 respectively. The data collected from the groups on the selected variables were statically examined to find out whether there was any significant difference between CBSE Higher Secondary School Boys and Government Higher Secondary School Boys, ‘t’ ratio was employed. The level of significance was fixed at 0.05 level of confidence. On the basis of result and within the limitation of present study the following conclusion were derived from this study. It is concluded that there is significant difference on postural deformities between the two groups the result revealed that the Government school students was better than the C.B.S.E School Students
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Morad, Alaa MHD Taysir. "A Research Study into the impact on Emotional Stability of a Transactional Analysis Training Programme intended to develop increased levels of Adult Ego State in Adolescents in Syria." International Journal of Transactional Analysis Research & Practice 11, no. 1 (June 30, 2020): 4–12. http://dx.doi.org/10.29044/v11i1p4.
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A research study is described into the impact on Adult ego state and emotional stability of 36 adolescent students (with 36 in a control group) of a training programme based on transactional analysis concepts run in a school in Damascus. An experimental battery of instruments comprised existing and new instruments including an Ego-State Wheel, an Ego State Problem-Solving Scale, an Ego State Measure, the Emotional Stability Brief Measure, and the Geneva Emotion Wheel. Results showed differences in Adult and Free Child ego states and emotional stability, and some differences between boys and girls on Nurturing Parent and Adapted Child ego states.
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Goddard, Connie. "The Bordentown School as Institution and Idea: The Manual Training and Industrial School Honored Educational Priorities of Washington, Du Bois, and Dewey." New Jersey Studies: An Interdisciplinary Journal 4, no. 2 (July 20, 2018): 99. http://dx.doi.org/10.14713/njs.v4i2.125.
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Given its various accomplishments and distinctions, the Manual Training and Industrial School for Colored Youth in Bordentown, New Jersey (which existed from 1886-1955), is surprisingly little known in the state or among historians of education. A state-supported boarding school for boys and girls, it combined a solid academic program with practical work experience through a highly structured school day and a dedicated faculty that also lived on campus. Its mission was to direct students, many from unstable backgrounds, into stable jobs or further education. Though frequently called “Tuskegee of the North,” the school as led by long-time principal William R. Valentine was arguably influenced as much by John Dewey, who in a 1915 book about progressive education had praised another school Valentine headed earlier. As a meeting place for black cultural leaders in the state from the 1920s through the 1940s, the school also exposed its students to avenues through life that could enable them to become leaders themselves. Thus, the school can be viewed as manifesting the priorities articulated by Booker T. Washington and W.E.B. Du Bois, as well as by Dewey.
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IONESCU, Lavinel G. "ARTHUR F. F.ISHKIN, PROMINENT BIOCHEMIST AND EDUCATOR." SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 19, no. 19 (December 20, 2011): 59–78. http://dx.doi.org/10.48141/sbjchem.v19.n19.2011.62_2011.pdf.
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Arthur Frederic Fishkin was born on May 27, 1930, in New York City, USA, and passed away peacefully in his sleep in Omaha, Nebraska on his 80th birthday, on May 27, 2010. He attended elementary and secondary school in New York, obtained a B.A. in Zoology from Indiana University in 1951 and an M.A. in 1953. He was awarded the Ph.D. Degree in Biochemistry from the University of Iowa in 1957. He held faculty positions at Louisiana State University, New Mexico State University, and Creighton University. His research activities dealt with enzymes and glycoproteins in connective tissues. He contributed to the training of thousands of students in the medical sciences for almost half a century.
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SZILÁGYI, BRIGITTA, ALEXANDRA MAKAI, PÉTER TARDI, VIKTÓRIA KOVÁCSNÉ BOBÁLY, ÁGNES SIMON-UGRON, and MELINDA JÁROMI. "Back School Program: Development of Back Care Knowledge and Spine Disease Prevention and Trunk State Among 6-7-Year-Old Children." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 66, no. 3 (September 2021): 77–92. http://dx.doi.org/10.24193/subbeag.66(3).26.
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ABSTRACT. Introduction: The prevalence of posture deformities and muscle weakness among primary school children is high (50-65%). Objective: To assess and improve the back care knowledge and spine disease prevention, the strength of the trunk muscles, the flexibility of the lower limb muscles, the posture, and the lumbar motor control ability of primary school children by a 1-school year back school program. Methods: 102 (mean age: 6.549±0.500 years) children were examined at the baseline, and 48 (23 boys, 25 girls) were chosen for the program. Back care knowledge was examined by validated questionnaire, trunk muscle strength, and muscle flexibility by Lehmann tests, posture by New York Posture Rating Chart, and lumbar motor control by Sitting Forward Lean Test. Results: The complete back care knowledge (2.423±3.911, 19.115±2.833 points; p<0.001), trunk flexor (3.615±7.910, 56.885±113.748 sec; p<0.001), trunk extensor (8.962±5.963, 77.000±139.801 sec; p<0.001) static muscle strength, lower limb flexibility (p<0.001), habitual posture (53.846±10.130, 81.154±9.829 points; p<0.001), posture deemed correct 40.962±16.311, 91.346±6.566 points; p<0.001) and lumbar motor control (8.269±5.474, 0.154±0.368 mm; p<0.001) significantly improved in the intervention group for the end of the program. Conclusions: The back school program improves the back care knowledge and the trunk state among 6-7 years old children.
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Chang, Joanne C., Elizabeth Midlarsky, and Peter Lin. "Effects of Meditation on Music Performance Anxiety." Medical Problems of Performing Artists 18, no. 3 (September 1, 2003): 126–30. http://dx.doi.org/10.21091/mppa.2003.3022.
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This study investigated the effect of meditation on music performance anxiety. Participants were 19 students between the ages of 18 and 41 yrs, who were recruited from the Manhattan School of Music, Mannes College of Music, Yale University School of Music, and State University of New York at Purchase. The experimental group received a series of eight meditation classes, and the control group received no meditation training. After the 8-week training period, all performed in a concert. Pretests and post-tests of music performance anxiety were given and post-tests of state anxiety and of performance concentration. Performance anxiety decreased among participants in the meditation group, in contrast to participants in the control group, whose performance anxiety did not decrease. Differences in regard to post-test state anxiety and performance concentration were not significant. An additional benefit of meditation was a reported increase in relaxation pleasure even in the period immediately before the performance. Results indicate that meditation may be a useful tool for aiding performers to combat performance anxiety.
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Kostenko, Larysa. "UPDATING THE EXPERIENCE OF THE ORGANIZATION OF OUT-OF-SCHOOL EDUCATION IN UKRAINE (1952–1991) AND ITS IMPLEMENTATION IN MODERN CONDITIONS." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 84–88. http://dx.doi.org/10.36550/2415-7988-2021-1-192-84-88.
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The publication actualizes the experience of organizing out-of-school education in Ukraine in the Soviet period (1952–1991) and indicates the ways of its use in modern conditions. The author singles out progressive ideas of the experience in the organization of out-of-school education in Ukraine in the period under study, which deserve consideration in the context of their implementation in out-of-school education in modern conditions: development of regulatory framework (it is stressed that now we observe inconsistency between regulatory and legislative framework concerning budgetary financing of out-of-school educational institutions and payment of teachers, scientific staff, specialists of other qualifications working there); creation of an extensive infrastructure of out-of-school educational institutions (it is proposed to pay attention to the resumption of carpentry, turning, wickerwork for boys; cooking, embroidery, knitting, tailoring for girls when forming a network of out-of-school educational institutions); state financial support; establishing relations of out-of-school educational institutions with state, private and public organizations (it is noted that now every leader and teaching staff faces the problem of determining the mechanism of establishing partnership interaction of out-of-school educational institutions with public authorities, local governments, public organization ); forming leisure culture in students (it is emphasized that further development requires a network of various out-of-school institutions that create the necessary conditions for comprehensive harmonious development of teenagers, develop new forms and methods of out-of-school activities in the field of leisure, as well as ways of involving teenagers in various leisure activities both at school and in out-of-school clubs and creative centers); regulation and improvement of the system of professional training, retraining and advanced training of specialists in the system of out-of-school education; physical infrastructure support of out-of-school educational institutions (it is noted that physical infrastructure support should include all the necessary equipment, facilities and inventory for various forms of organization of out-of-school education (group, club, section, etc.).
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Cain, Agnieszka, and Marina Reznik. "The Principal and Nurse Perspective on Gaps in Asthma Care and Barriers to Physical Activity in New York City Schools: A Qualitative Study." Health Education & Behavior 45, no. 3 (October 31, 2017): 410–22. http://dx.doi.org/10.1177/1090198117736351.
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Background. School officials and nurses play an important role in facilitating asthma management in schools. Little is known about their perspectives on in-school asthma management and barriers to physical activity (PA) at school. Aims. The goal of this study is to explore school officials’ and nurses’ perspectives on asthma care and barriers to PA in children with asthma attending New York City schools. Method. We conducted qualitative, semistructured interviews with 10 principals, 3 assistant principals, and 9 nurses in 10 Bronx, New York elementary schools. Sampling continued until thematic saturation was reached. Interviews were recorded, transcribed, and coded for common themes. The thematic and content review was subsequently used to analyze interview data. Emerging themes were discussed and agreed on by both investigators. Results. Three main categories arose from the analysis: (1) procedures and policies around asthma management in school, (2) barriers to effective medication administration in school, and (3) barriers to PA in children with asthma. Discussion. Participants identified gaps to in-school asthma management and barriers to PA participation: ineffective ways of identifying students with asthma; lack of written procedures for asthma management; difficulty in meeting the administrative requirements to administer asthma medication; lack of knowledge and training on asthma management for the parents, students, and school staff; parental limitation of children’s PA; and schools not meeting the state physical education requirement. Conclusions. Our findings suggest the need for policy reform on asthma management and PA in urban schools and should be considered in the design of future interventions.
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Kyrpenko, Y. V., M. I. Budur, S. V. Palevych, and О. G. Poddubny. "The influence of Kyokushinkai Karate classes on the adaptive capabilities of adolescents." Health, sport, rehabilitation 5, no. 4 (January 30, 2020): 48. http://dx.doi.org/10.34142/hsr.2019.05.04.06.
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<p><strong>The purpose of the work</strong><strong>: </strong>to determine the impact of Kyokushinkai Karate classes on the ability to adapt to different physical activities of boys of 10-12 years of age during classes.</p><p><strong>Material and methods</strong><strong>. </strong>78 boys of 10-12 years were surveyed, 27 of them expressed their desire to participate in the sports section of Kyokushinkai Karate (EG). CG (29) includes guys who do not have contraindications for playing sports. The essence of the forming experiment was to compare the growth rates of individual indicators of physical qualities, functional preparedness of children who attended the Kyokushinkai Karate training program (experimental group - EG) with children who were engaged in physical education only during physical culture lessons (control group - CG). During the year a monitoring examination of children is carried out to assess physical development, adaptation to exercise, adaptive potential of the circulatory system, the functional state of the apparatus of external respiration, the energy potential of the organism, physical fitness and methods of mathematical statistics.</p><p><strong>Results</strong><strong>. </strong>The plan of preparation of training groups on the basis of rational sequence of use of a set and volume of means and methods of physical education of normative part of the сurriculum "Kyokushinkai Karate" is presented. Adaptation processes occurring in the body of boys, during the acquisition of knowledge and skills within the walls of the school are determined by a number of educational, behavioral, everyday and other factors, each of which has a specific purposefulness to achieve a useful end result of learning. The course of study at school is undoubtedly accompanied by the adaptation of children to the new mode of study, rest, psychological and physical activity, and the question of the dynamics of indicators of functional systems of the child's organism came to the plane of our research.</p><p><strong>Conclusion. </strong>In the course of the research, we came to the conclusion that the plan developed and implemented in the sports circles improves the adaptation capabilities of the boys of this age group during Kyokoshinkai karate classes.</p>
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Rukavkova, E. M. "Indicators of mental performance of lyceum students." Sanitarnyj vrač (Sanitary Doctor), no. 7 (July 8, 2022): 492–99. http://dx.doi.org/10.33920/med-08-2207-06.
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The problem of forming and strengthening the health of children, preventing the occurrence of diseases is currently a key area of Russian education and health care due to the deterioration in the health of the younger generation. The share of school environment factors influencing the formation of students’ health is up to 30 %. In the educational system of a modern school, there is an intensification of the educational process. The complication of the curriculum in schools of a new type (lyceums, gymnasiums) requires long-term functional stress from schoolchildren, which worsens the state of the body, which is especially important for children with health problems. One of the criteria for the adaptation of the organism of schoolchildren to educational loads and their compliance with the functional capabilities of the central nervous system of students is the state of mental performance. In this regard, it is relevant to study the mental performance of schoolchildren belonging to different health groups. A survey of 130 girls and 160 boys of 11 years of age, students of the lyceum, who, after a comprehensive assessment of the state of health, were assigned to 1, 2, 3 health groups, was carried out. The quantitative and qualitative indicators of mental performance in the daily, weekly and annual dynamics of the academic year were analyzed. It is shown that children with chronic diseases in a compensated state successfully adapt to short-term educational loads, but have reduced resistance to long-acting factors of the educational process, which is confirmed by a significant decrease in qualitative and quantitative indicators of mental performance by the end of the school year. The significant decrease in mental performance at the end of the academic year among students of the 3rd health group, revealed as a result of the study, dictates the need for additional attention to the issue of hygienic regulation of the mode of activity of students with deviations from chronic diseases, as well as the development and use of health-saving training technologies.
Books on the topic "New York State Training School for Boys"
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New York State School Boards Association. Staff development: Catalyst for change : a position paper of the New York State School Boards Association. Albany, N.Y. (119 Washington Ave., Albany 12210): The Association, 1988.
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New York State School Boards Association. Teacher quality: Viewpoints on teacher preparation and certification : a position paper of the New York State School Boards Association. Albany, N.Y: The Association, 1986.
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Skopp, Douglas R. Bright with promise: From the normal and training school to SUNY Plattsburgh, 1889-1989 : a pictorial history. Norfolk, Va: Donning Co., 1989.
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Inc, ebrary, ed. We need to talk about Kevin. 5th ed. London: Serpent's Tail, 2006.
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Shriver, Lionel. We need to talk about Kevin: [a novel]. New York, NY: Counterpoint, 2003.
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Anonyma. New York State Training School for Girls at Hudson, N.Y. Franklin Classics Trade Press, 2018.
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Anonyma. New York State Training School for Girls at Hudson, N.Y. Franklin Classics, 2018.
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Anonyma. New York State Training School for Girls at Hudson, N.Y. Franklin Classics Trade Press, 2018.
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New York State Training School for Girls at Hudson, N. y. Creative Media Partners, LLC, 2022.
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Understanding taxes: High school training package 1989-90. Albany, N.Y: The Dept., 1990.
Find full textBook chapters on the topic "New York State Training School for Boys"
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Agyepong, Tera Eva. "Epilogue." In Criminalization of Black Children, 133–38. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636443.003.0006.
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This chapter gives a brief overview of the impact Illinois’ turn to a punitive form of juvenile justice system had in the decade after the study. This discussion is focused on administrators at the Training School for Girls at Geneva, the Training School for Boys at St. Charles, and the new maximum security prison for boys at the State Reformatory at Sheridan, and their more explicit embrace of new punitive policies in the institution. It also describes the increasingly disproportionate rate at which black children were committed to these institutions. The epilogue ends by tying together the book’s historical narrative and summarizing the ways intersecting notions of childhood, race, gender, and sexuality undergirded juvenile justice practice in Illinois.
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Noll, Mark A. "The Common School Exception." In America's Book, 284–308. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197623466.003.0015.
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The secure place of the Bible in the plans of Americans who created the nation’s common schools meant that education was the one sphere of American life where the Bible remained central for the nation’s civilization. Historian David Komline has documented the influence of European models of public education that stressed an active state, enhanced teacher training, and the prominence of religious instruction. Protestant Americans, divided among themselves on many matters, agreed that the Bible almost all of them used (the King James Version) could serve as a “nonsectarian” tool to help public schools promote the virtue without which a republic would fail. In different ways, the era’s leading school reformers (Thomas Eddy in New York, Horace Mann in Massachusetts, Calvin Stowe in Ohio) made daily reading of the King James Version crucial for their reforming efforts. Through the 1830s even some Catholic leaders more or less signed on to these plans. Additionally, the most widely used school textbooks—especially those by Lindley Murray and William Holmes McGuffey—used biblical material freely in promoting the educational and moral goals of school reformers.
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"Maria A. Oquendo." In Psychiatrists on Psychiatry, edited by Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy, and Antnio Ventriglio, 159—C17P69. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0018.
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Abstract Maria A. Oquendo is the Ruth Meltzer Professor and Chairman of Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Psychiatrist-in-Chief at the Hospital of the University of Pennsylvania. Dr Oquendo graduated Summa cum Laude, Phi Beta Kappa from Tufts University in 1980. She attended the Vagelos College of Physicians and Surgeons of Columbia University and completed her residency training at the Payne Whitney Clinic of New York Hospital Cornell. Until 2016, she served as Professor of Psychiatry and Vice Chairman for Education at Columbia University and the New York State Psychiatric Institute. In 2017, she was elected to the National Academy of Medicine, one of the highest honours in the fields of health and medicine. Her expertise is in the diagnosis, pharmacologic treatment, and neurobiology of bipolar disorder and major depression with a special emphasis on suicidal behaviour and in global mental health. She is past-President of the American Psychiatry Association.
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"Paul Summergrad." In Psychiatrists on Psychiatry, edited by Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy, and Antnio Ventriglio, 213—C22P40. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0023.
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Abstract Paul Summergrad, is Dr Frances S. Arkin professor and chairman of the Department of Psychiatry and professor of psychiatry and medicine at Tufts University School of Medicine and psychiatrist-in-chief at Tufts Medical Center, Boston, Massachusetts. An international leader in medical psychiatric disorders and care, Dr Summergrad’s research focuses on mood disorders, medical-psychiatric comorbidity, and health system design. Dr Summergrad earned his medical degree from the School of Medicine at the State University of New York at Buffalo in 1978 where he was elected to Alpha Omega Alpha in his junior year. He completed psychoanalytic training at the Boston Psychoanalytic Society and Institute. In 2014–15, Dr Summergrad served as the 141st President of the American Psychiatric Association, and is a past-President of the American Association of Chairs of Departments of Psychiatry. He is currently Secretary for Finanace for the World Psychiatric Association.
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Méndez, Hersilia. "Parent Involvement and Leadership in Action." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0014.
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From its founding in 1853, The Children’s Aid Society (CAS) identified parent leadership and involvement as a win-win strategy and incorporated it as one of its core components. So naturally, when CAS entered into a partnership with the New York City Board of Education in 1990, parents were invited to be central players from the planning phase onward. When CAS’s first community school, Salomé Ureña de Henriquez Middle Academies (Intermediate School [IS] 218), opened in 1992, a red carpet was extended for parents by other parents and the staff; 11 years later it was still extended, not only at this school but also at nine others in Manhattan and the Bronx, as well as at many adaptation sites around the country and abroad. In its work in community schools, CAS sees parents as assets and key allies, not as burdens; we aim not only to increase the number of parents involved in their children’s education but also to deepen the intensity of their involvement and to encourage greater participation in their children’s future. As we engage parents in skills workshops and advocacy events, we also create a critical link to the home, allowing us to serve and empower whole families and to foster effective leadership in their homes as well as their schools. Most of the CAS community schools are located in low-income neighborhoods that have many recent immigrants; the challenges of meeting the numerous needs inherent in immigrant communities are added to the challenges of involving parents. However, after more than a decade, a number of evaluations and reports show that each year these schools see greater numbers of parents participating in events ranging from parenting training and advocacy events to holiday dinners.1 This level of involvement represents a significant change in school culture; these parents are playing a greater role in their children’s education and in the school as a whole. By 2003 leaders from both the New York City Department of Education and the New York State Department of Education, among others, had recognized the parent involvement strategy at CAS’s community schools as a model to be emulated.
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Hall, James C. "African-American Antimodernism and the American Sixties." In Mercy, Mercy Me, 3–38. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195096095.003.0001.
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Abstract Imagine, if you can, the morning of Monday, September 16, 1963. You are ready to work. Your typewriter is at the ready. You have coffee, maybe cigarettes. No distractions. But there is still an edginess, the pressure to produce, the commitment that words on paper entails. So you delay and retrieve the newspaper at your door. The New York Times headline: “Birmingham Bomb Kills 4 Negro Girls in Church; Riots Flare; 2 Boys Slain.” Continue working? Four children—Denise McNair, age 11, and Carole Robertson, Addie Mae Collins, Cynthia Wesley, each age 14—killedjust prior to a worship service at the Sixteenth Street Baptist Church in Birmingham, Alabama. Later that day, James Robinson, age 16, is shot in the back by police trying to break up rock throwing between white and black teenagers. And, finally, Virgil Ware, age 13, is shot by a white teenager (an Eagle Scout) who had spent the afternoon at a white supremacist rally. Five hundred National Guardsmen and three hundred state troopers had taken control of the streets. Six black children slain, killed by men, by representatives of the state, by other children. Continue working? Prior to the explosion, the girls killed at the church had heard the completion of Ella Demand’s Sunday School lesson, “The Love That Forgives.” That same day, President Kennedy had stated in an address that “a new national awareness of discriminatory practices against Negroes was bringing progress toward the goal of equal opportunity.”2