Academic literature on the topic 'Waterloo High School (Waterloo, Ohio)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Contents
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Waterloo High School (Waterloo, Ohio).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Waterloo High School (Waterloo, Ohio)"
1
Verdecchia, Guillermo. "In the MT Space." Canadian Theatre Review 125 (January 2006): 107–10. http://dx.doi.org/10.3138/ctr.125.018.
Full textAbstract:
I want to start by saying that I’m very pleased to be here today. It hasn’t always been the case that being in or near Kitchener-Waterloo was a pleasure for me. I lived here for many years, attended elementary and high school here and, at the time, was less than pleased about it.
2
Downs, Dennis, and Ellen Lindquist. "Harp Lessons by Telecommunication." American String Teacher 44, no. 2 (May 1994): 59–62. http://dx.doi.org/10.1177/000313139404400223.
Full textAbstract:
Dennis A. Downs, orchestra instructor at Cedar Falls High School and Peet Junior High School, has taught public school orchestras for 25 years. Past president of the Iowa String Teachers Association and Iowa School Orchestra Association, he is an MENC Certified Music Instructor with a BFAE from Wayne State College, MA from the University of Northern Colorado, and Ed Ad from the University of Nebraska. A cellist in the Waterloo-Cedar Falls Symphony, he also directs the Cedar Falls Municipal Band and performs professionally on guitar, bass, and trombone. Downs is the project facilitator for the distance education program he describes in this article.
3
Karn, Sara. "VOICES of YOUTH in WARTIME." Ontario History 110, no. 2 (November 1, 2018): 176–96. http://dx.doi.org/10.7202/1053511ar.
Full textAbstract:
This article examines the experiences of adolescents in Canada during the Second World War through a case study of Kitchener-Waterloo Collegiate and Vocational School (K.C.I.) in Kitchener, Ontario. Although many prewar school activities remained a significant part of the student experience at K.C.I., the war impacted the students’ daily lives in ways specific to adolescents who attended school during this time period. Through their participation in various initiatives for the war effort, largely divided along gendered lines, students at K.C.I. contributed towards “school spirit” and developed a sense of responsibility as a future generation of Canadian citizens. This in-depth study of one Ontario high school in wartime demonstrates that age must be emphasized as a prominent factor in shaping experiences on the home front.
4
Bila, Dhea Salsa, Dimas Sondang Irawan, and Anita Faradilla Rahim. "Differences In Knee Valgus Degrees In Cutting And Drop Landing On The Dominant And Non-Leg Dominant In High School Basketball Players." JURNAL KEPERAWATAN DAN FISIOTERAPI (JKF) 6, no. 1 (October 31, 2023): 1–9. http://dx.doi.org/10.35451/jkf.v6i1.1700.
Full textAbstract:
Background: Basic techniques, physical endurance, and teamwork in basketball are components needed to improve individual quality to be able to play with good performance. Basic techniques and movements often occur quickly and suddenly, including cutting and drop landing. Both of these movements are prone to knee injury. The majority of lower extremity injuries in basketball players are anterior cruciate ligament (ACL) strains. Observation of the knee valgus angle is required to assess the risk of knee injury. One of the risks has the potential to cause a knee injury is the dominant and non-dominant knee. This is because the leg have an important role in controlling posture and stability. Purpose: this study was to determine the differences in the risk factors for the dominant and non-dominant leg in cutting and drop landing. Methods: The research was analytic observational, a cross-sectional study design. The population in this study were high school basketball players in Malang City with a total sample of 22 people the inclusion and exclusion criteria (n=22). Data collection was carried outthe Waterloo Footedness Questionnaire-Revised (WFQ-R) and Frontal Plane Projection Angle (FPPA) as measuring tools using the kinovea software. Results: Based on the analysis Wilcoxon test forcutting and drop landing movements, a value of 0.036 (p <0.05) was obtained for the non-dominant leg, which means that there is a significant difference between the two movements. Conclusion: It canbe concluded that there are differences movements of cutting and drop landing on the non-dominant leg compared to the dominant leg.
5
Tanır, Halil, and Erkan Çetinkaya. "The Evaluation of Musculoskeletal Disorders Seen in Footballers with Regard to Dominant Foot Preference." Journal of Education and Learning 8, no. 2 (March 3, 2019): 182. http://dx.doi.org/10.5539/jel.v8n2p182.
Full textAbstract:
The aim of this study is to evaluate the musculoskeletal disorders observed in footballers with regard to dominant foot preference. The research sample consists of 40 volunteer male footballers with an age range of 14–18, who are students at Aydın İncirliova Sport High School in the school year of 2018–2019. “Waterloo Handedness Questionnaire Revised” developed by Elias et al. (1998) has been used in the study to determine the footballers’’ dominant foot preferences. The questionnaire was translated into Turkish by Özsu (2006). Musculoskeletal disorders observed in footballers have been determined by the Turkish version of the Cornell Musculoskeletal Disorders Questionnaire. The questionnaire was translated into Turkish and made practicable for Turkish users by being tested by Erdinc and et al (2011). The data were evaluated with SPSS 22.0 package program in 95% confidence range and 0.05 significance level. With the statistical analysis done in the study, it has been determined that there has been no statistically significant difference between the footballers in terms of upper extremity injuries (p>0.05). When the injuries seen in lower extremities have been examined, it has been determined that there has been statistically significant difference in terms of injuries seen in left upper leg, left knee and left lower leg (p<0.05). Within the lights of the findings obtained in the study, it has been concluded that the dominant foot preferences of the footballers have not affected the injuries seen in upper extremity but they have affected the injuries seen in some regions of the lower extremity (left upper leg, left knee and left lower leg). In addition to the known preventive precautions to avoid injuries in young footballers, it can also be recommended to strengthen sufficiently not only the dominant foot but also the non-dominant one.
6
Scherer, Martin, Lindsay Brock, and Steve Lambert. "Engineering Outreach Using a Hands-On Case Study Approach." Proceedings of the Canadian Engineering Education Association (CEEA), June 23, 2011. http://dx.doi.org/10.24908/pceea.v0i0.3634.
Full textAbstract:
University-led outreach programs have been active in Canada for over 20 years. Today, more than 200,000 students participate in these programs with a variety of activities such as camps, workshops, and community outreach programs [1]. Almost three quarters of these students participated in workshops, including in-class led by teachers with materials provided by Universities as well as on-campus activities. At the University of Waterloo, the Engineering Science Quest (ESQ) program has been running for 20 years to expose elementary school children to hands-on science and engineering. The goals of the program are to excite children about science, technology, engineering and math (STEM), and to show them through hands-on activities that these can be directly applied to solve real-world problems. A secondary goal is to improve their scientific, engineering and technological literacy [2]. All activities are designed to complement the Ontario elementary school curriculum. About 2200 students participate in ESQ, in over 100 one-week sessions, each summer. ESQ runs a further 200 workshops in elementary classrooms.Until recently, Waterloo did not run workshops designed for a high school audience. The focus to date of ESQ activities has been on elementary school audiences, to promote continued interest in science and engineering. For the older high school audience, a need was identified to more strongly reflect the work done in a post-secondary environment. This has been done through participation in First Robotics, and recent „Designing the Future‟ events, wherein students are exposed to engineering design through a combination of hands-on design exercises, lectures, and displays of University student projects. To further develop these workshops, the Outreach group has joined forces with the Waterloo Cases in Design Engineering (WCDE) group to integrate more realistic contexts and computer simulations into these activities.
7
Owen, William S., Maria Barichello, and Andrea Prier. "The Development of GENE 101 – A ‘Strategies and Skills for Academic Success’ Course for First Year Engineering Students at Waterloo." Proceedings of the Canadian Engineering Education Association (CEEA), December 2, 2018. http://dx.doi.org/10.24908/pceea.v0i0.13012.
Full textAbstract:
As a way to help ease the struggles thatstudents face in the transition from high school intouniversity, the Engineering Faculty at the University ofWaterloo started a reduced load program in 2010. Duringtheir first term at Waterloo, engineering students who arein academic jeopardy after midterms can drop twoprescribed courses to give the students an opportunity tofinish the term on a successful note. The two droppedcourses are taken during the following spring term alongwith a third course, GENE 101 – Strategies and Skills forAcademic Success. After successfully completing thereduced load terms, the students return to a full load.GENE 101 is considered a foundational success course.This paper will look at the curriculum and structure of thecourse and the impact it has had on engineering students.At the time of this writing, two groups of students who tookGENE 101 and the reduced load program have graduatedfrom Waterloo as engineers.
8
Grove, Jason, and Eline Boghaer. "A Study of Blended Learning in a First-Year Chemistry for Engineers Course." Proceedings of the Canadian Engineering Education Association (CEEA), December 3, 2018. http://dx.doi.org/10.24908/pceea.v0i0.13039.
Full textAbstract:
Chemistry for Engineers is an introductory chemistry course taken by most engineering students at Waterloo during their first term. Over the past two years online content was developed to facilitate the implementation of blended learning. The motivation for this was: i) to create time for more valuable instructor–student interactions, allowing the instructor to reinforce challenging concepts, focus on problem-solving strategies and lead experiential learning activities, and, ii) to allow students to explore content at their own pace, thereby accommodating the diversity of students’ high-school chemistry preparation. Our study aims to compare and contrast student experience, satisfaction and performance between a blended learning and traditional lecture model of instruction through data from surveys and grades
9
Mieske, Joel, Martin Scherer, and Mary Wells. "Cultivating High School Leaders through Engineering and Science." Proceedings of the Canadian Engineering Education Association (CEEA), August 7, 2015. http://dx.doi.org/10.24908/pceea.v0i0.5815.
Full textAbstract:
Engineering and leadership go hand in hand for many within the engineering profession and throughout undergraduate studies. Students are challenged to work in teams, self-assign tasks, manage team members, set deadlines and see projects to completion. The Waterloo engineering Catalyst High School Summer Leadership Program (Catalyst) aligns specifically with the engineering knowledge base, problem analysis, investigation, design, lifelong learning and communication outcomes outlined by the Canadian Engineering Accreditation Board (CEAB). Catalyst was developed to link engineering problem solving and design with leadership skills.Catalyst students are engaged to develop both soft and hard skills in an effort to display the multitude of connections, benefits and opportunities available to students entering their undergraduate studies. More and more entrepreneurship, design and effective group leadership are all becoming essential traits and skills for students entering the workforce as well for those taking the leap to dream, market, build and succeed with their own ideas or products.Over the past three years, the summer leadership program has grown through trial, feedback and collaborative brainstorming to offer a four-week program that focuses on leadership skills, design, research exposure and entrepreneurship. Through hands-on design thinking and problem solving projects, entrepreneurial group study and by offering leadership experience in a controlled setting a new type of high school student emerges. One who is prepared, excited and inspired to get involved, try, fail and challenge themselves and their peers to create change and solve problems facing their generation.
10
Cullen, A. P. "Views from the University of Waterloo School of Optometry on Meeting with the Manpower Needs of the Future." Canadian Journal of Optometry 48, no. 1 (October 5, 2021). http://dx.doi.org/10.15353/cjo.v48i1.4468.
Full textAbstract:
The University of Waterloo continues to be the major source of optometrists for all provinces in Canada except Quebec and the student body is recruited from all provinces including Quebec. The pool of candidates for admittance remains high (300-400) and of an academic calibre that is increasing annually. Up to half the incoming students have B.Sc. or higher degrees and this year only two candidates with a single year of University have been offered positions, reflecting the trend in recent years. We continue to seek academically well-qualified students with broad interests and excellent interpersonal skills. With such a large pool it is possible to select these and attrition has been low with the loss or failure of only a handful of students. Unfortunately many well-qualified candidates are not admitted indicating that there will be no shortage of students for a third Canadian school.
Book chapters on the topic "Waterloo High School (Waterloo, Ohio)"
1
Caplan, Louis R. "Fisher’s Early Years." In C. Miller Fisher, edited by Louis R. Caplan, 3–11. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190603656.003.0001.
Full textAbstract:
Abstract: This chapter describes Fisher’s early life; his family; his upbringing in a rural town in Ontario, Canada; and his characteristics as a child and young boy. Fisher was born on December 5, 1913, in Waterloo, Ontario, Canada. He was one of nine siblings. He attended the public school system in Waterloo through high school. Although he spent little serious time as a student and did little homework until age 15 or 16 years, he was awarded a scholarship to the University of Toronto in recognition of his academic performance during high school. Only a small minority of students from his high school went on to college.
Reports on the topic "Waterloo High School (Waterloo, Ohio)"
1
Kaawa-Mafigiri, David, Megan Schmidt-Sane, and Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/sshap.2022.037.
Full textAbstract:
On 20 September 2022, an outbreak of the Sudan strain of Ebola Virus Disease – SVD – was announced as the first laboratory-confirmed patient was identified in a village in Mubende District in central Uganda. Uganda’s Ministry of Health (MoH) activated the National Task Force and developed and deployed a National Response Plan, which includes the activation of District Task Forces. The target areas include the epicentre (Mubende and Kassanda districts) and surrounding areas, as well as Masaka, Jinja and Kampala cities. This is of great concern, as Kampala is the capital city with a high population and linkages to neighbouring districts and international locations (via Entebbe Airport). It is also a serious matter given that there has been no outbreak of Ebola before in the city. This brief details how Risk Communication and Community Engagement (RCCE) activities and approaches can be adapted to reach people living in Greater Kampala to increase adoption of preventive behaviours and practices, early recognition of symptoms, care seeking and case reporting. The intended audiences include the National Task Force and District Task Forces in Kampala, Mukono, and Wakiso Districts, and other city-level RCCE practitioners and responders. The insights in this brief were collected from emergent on-the-ground observations from the current outbreak by embedded researchers, consultations with stakeholders, and a rapid review of relevant published and grey literature. This brief, requested by UNICEF Uganda, draws from the authors’ experience conducting social science research on Ebola preparedness and response in Uganda. It was written by David Kaawa-Mafigiri (Makerere University), Megan Schmidt-Sane (Institute of Development Studies (IDS)), and Tabitha Hrynick (IDS), with contributions from the MoH, UNICEF, the Center for Health, Human Rights and Development (CEHURD), the Uganda Harm Reduction Network (UHRN), Population Council and CLEAR Global/Translators without Borders. It includes some material from a SSHAP brief developed by Anthrologica and the London School of Economics. It was reviewed by the Uganda MoH, University of Waterloo, Anthrologica, IDS and the RCCE Collective Service. This brief is the responsibility of SSHAP.